Tracking American Civics Legislation

David Randall

The Civics Bill Tracker includes a Database and a Summary Analysis of every proposed American civics education bill, both on the federal and state level.

The Civics Bill Tracker is a public information product for the particular use of NAS’s broader Civics Alliance, a new coalition dedicated to defending and restoring true civics education across the United States. To join the Alliance, click here. To read more about why we formed it and to access tools you can use to defend civics education near you, read our explanatory article and use our toolkit to effect curricular changes in your hometown or state.

Database

Download an Excel chart of the Bills

Download a PDF chart of the Bills

As of August 4, 2021, we count 12 federal civics bills and 201 state civics bills that have been proposed in the 2021 legislative session and are currently under consideration or passed by legislators.

The data for each bill include: the state (if applicable), the name of the bill, a summary/title of the bill, a link to the bill, the National Association of Scholars’ analysis of the bill, the bill’s sponsors and co-sponsors, the committee responsible for the bill, and the current status of the bill. What follows is a summary analysis of each bill. For the full data, click the download button above. In the download files, yellow rows denote bills that have been passed into law or which are likely to be passed.

Summary Analysis

Imposes or Funds Action Civics

The Inspire to Serve Act (House Bill 300) authorizes and funds expanded Federal support for service-learning and action civics.

The Civics Secures Democracy Act (House Bill 1814 and Senate Bill 879) presents the acutest single danger to traditional civics education. This Act would open the floodgates of federal support for action civics—and, because it has bipartisan sponsorship, it may receive support from policymakers who do not realize how radical the bill is. The details of the bill would steer virtually all support to radical civic engagement rather than in-class civics instruction. Moreover, the bill would reshape civics instruction in every state, since state education bureaucracies would gladly import action civics to secure federal grants.

The Civics Learning Act of 2021 (House Bill 400), more radical than The Civics Secures Democracy Act, authorizes federal support for and gives grant preference to action civics. The Civics Learning Act of 2021 may well be a stalking horse, a radical alternative deliberately introduced to make The Civics Secures Democracy Act seem moderate by comparison, and therefore easier to support. Yet The Civics Learning Act of 2021 could also be rammed through by a party-line vote, and it would reshape civics instruction even more dramatically than The Civics Secures Democracy Act.

Facilitates Action Civics

PREP Act of 2021 Preparing and retaining Education professionals Act of 2021 (Senate Bill 2244) Authorizes funding for education including "civics and government," with partners including "A public or private nonprofit educational organization."

The Full-Service Community School Expansion Act of 2021 (House Bill 1241) further expands federal support for “community schools,” and authorizes “community partners,” “family and community engagement,” and “real-world learning and community problem-solving.” These “community schools” contain all the structural components necessary to impose action civics.

Condemns Action Civics

Expressing the sense that Critical Race Theory serves as a prejudicial ideological tool (House Bill 397 and Senate Resolution 246) condemns Critical Race Theory as a prejudicial ideological tool, rather than an educational tool, which should not be taught in K-12 classrooms; and mentions “Critical Race Theory often advocates for ‘action civics’, which in some school districts has resulted in students being taught how to engage in disruptive protests without as much concern for teaching the fundamentals of how government works and why.”

Condemns Action Civics

To amend title III (House Bill 3137) prohibits the expenditure of funds on the priorities noticed in the proposed rule submitted by the Department of Education relating to Proposed Priorities-American History and Civics Education, and for other purposes.

To amend section 8526A (House Bill 3157) prohibits Federal mandates, direction, or control with respect to American history and civics education, and for other purposes.

Uncertain Effect

To amend the Elementary and Secondary Education Act of 1965 to increase civics education programs, and for other purposes (House Bill 3383) has not yet had the bill's text introduced.

To clarify that the scope of the National Endowment for the Humanities includes the study of civics and government (House Bill 3408) has not yet had the bill's text introduced.

Facilitates Action Civics

An Act relating to civics education (Senate Bill 72) authorizes the state Board of Education to create a new civics curriculum and assessment—and does not forbid action civics. Unless amended to bar action civics explicitly, it will set in motion a process by which radical education bureaucrats will be able to impose action civics requirements on Alaska public school students.

Facilitates Action Civics

Civics education (Senate Bill 1704) directs the State Board of Education to create civics standards including “civic service”; creates an “American Civics Education Grant Program” for teacher development; and does not forbid action civics. Unless amended to bar action civics explicitly, it will set in motion a process by which radical education bureaucrats will be able to impose action civics requirements on Arizona public school students. 

Neutral

Schools; graduation requirements; adjustment (Senate Bill 1770) Creates exceptions for most high school graduation requirements, but preserves the civics literacy assessment.

Facilitates Action Civics

To Require A High School Student To Take A Civics Education Course For Two (2) Full Semesters (Senate Bill 391) would require public school students to take two semesters of civics classes—and does not forbid action civics. Unless amended to bar action civics explicitly, it will set in motion a process by which radical education bureaucrats will be able to impose action civics requirements on Arkansas public school students.

Neutral

To Amend The Minimum Score Required On The United States Citizenship Civics Test (House Bill 1744) amends the technicalities of Arkansas’ required civics test for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services. The amendment does not substantively affect civics education, but it highlights the importance of ensuring the integrity of the United States Citizenship and Immigration Services’ civics examination.

Prohibits 1619 Project Curriculum

To Prohibit The Use Of Public School Funds To Teach The 1619 Project Curriculum (House Bill 1231) prohibits the use of the 1619 Project Curriculum in the classroom and strips schools of money used to teach it.

Imposes or Funds Action Civics

The California Youth Empowerment Act (Assembly Bill 46) would create a California Youth Empowerment Commission, with an extensive social justice remit that includes “education” and “civic engagement.” The CYEA illustrates how “civic engagement” aligns with more extensive ambitions to create a permanent infrastructure of state-funded radical community organization.

Radical Curriculum Aligned With Action Civics

Pupil instruction: high school graduation requirements: ethnic studies (Assembly Bill 101) requires students to take an ethnic studies course beginning with those graduating in 2029-30; requires it to be offered for students graduating in 2024-25.

Pupil instruction: genocide and Holocaust education (Senate Bill 693) requires that public schools teach a very loosely defined K-12 Genocide curriculum, with social justice assumptions as to what constitutes “genocide,” and education for “civic engagement”, “restorative justice,” and “tools of resistance, including protest, reform, and celebration.” Pupil Instruction illustrates how “genocide and Holocaust education” act as camouflage for social justice education and action civics.

Imposes or Funds Action Civics

Strengthening Civics Education (Senate Bill 67) requires extensive civics K-12 education, including “how to engage with federal, state, and local governments and how to engage with public officials.” The bill also encourages partnerships with “local service organizations” that will provide donations “to pay the cost of developing a high-quality curriculum, inviting speakers to interact with students, and providing students with opportunities for civics learning and engagement outside of the classroom.” Strengthening Civics Education would explicitly authorize extensive action civics in Colorado public schools. 

Radical Curriculum Aligned With Action Civics

Media Literacy Implementation (House Bill 1103) creates a Media Literacy Committee, to promote “our ability to unite and collaborate toward successful solutions for the benefit of all Coloradans … [via] our ability to collectively identify and critically examine facts,” with follow-up materials and resources, including recommendations to alter civics standards. Media Literacy Implementation illustrates how “media literacy” has become camouflage for further social justice propaganda in public schools, and how “media literacy” can align with action civics.

Facilitates Action Civics

An Act Establishing A Task Force To Evaluate And Make Recommendations To Enhance The Teaching Of Civics, Citizenship And American Government In Public Schools (House Bill 6139) would establish a Connecticut Civics Education Task Force to recommend how to improve civics education and explore “the feasibility of establishing public and private partnerships to fund and support enhancements to such instruction.” It does not forbid action civics. Unless amended to bar action civics explicitly, it will set in motion a process by which radical education bureaucrats will be able to impose action civics requirements on Connecticut public school students.

An Act Requiring One Full Year Of Civics Education As Part Of The High School Graduation Requirements (House Bill 6140) would require public school students to take one year of high school civics; it does not forbid action civics. Unless amended to bar action civics explicitly, it will allow radical education bureaucrats to impose action civics requirements on Connecticut public school students.

Radical Curriculum Aligned With Action Civics

An Act Concerning The Teaching Of Civics, Digital Citizenship And Media Literacy In Public Schools (House Bill 6359) requires public schools to teach “civics, digital citizenship and media literacy.” The Act illustrates how “media literacy” can align with action civics.

An Act Concerning The Development Of A Kindergarten To Eight Grade Model Curriculum (House Bill 6619) imposes a radical identity politics K-8 curriculum for a range of subjects including "civics and citizenship, including digital citizenship and media literacy."

Improves Civics Education; Should Be Amended to Forbid Action Civics

An Act Permitting School Districts To Institute A Civics Literacy Assessment For Students In Grade Eleven (House Bill 6137) would “permit a local or regional board of education to require students in grade eleven to take a civics literacy assessment that measures essential knowledge of United States civics and history.” This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Radical Curriculum Aligned With Action Civics

An Act To Amend Title 14 Of The Delaware Code Relating To School Attendance (House Bill 175) authorizes "one excused absence per school year to attend a civic engagement activity, which includes visiting Capitol Hill in Washington, D.C. or Legislative Hall in Dover, visiting a site of significant historical or cultural importance, advocating for or testifying on behalf of legislation, or participating in a rally, march, protest, or walkout."

Facilitates Action Civics

An Act To Amend Title 14 Of The Delaware Code Relating To Media Literacy (Senate Bill 195) creates detailed “media literacy” requirements to foster “digital citizenship.”

Imposes or Funds Action Civics

Civic Literacy Education (House Bill 611 and Senate Bill 146) details how a “civic literacy practicum” should contribute to “civic engagement.” This bill authorizes action civics in Florida’s public K-12 schools.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Civic Education Curriculum (House Bill 5 and Senate Bill 1450) emends civics curricula to foster informed pride in the United States and its principles of government; it does not forbid action civics. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Education (House Bill 507 and Senate Bill 1108) requires students taking a K-12 United States government course to take a civic literacy assessment, and specifies that they will be exempt from the requirement to take such an assessment at the postsecondary level. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Facilitates Action Civics

Education; instructional program for students in grades eleven and twelve (Senate Bill 240) allows school districts to require a civics course for 11th and 12th grades, specifically covering elections and democracy, beginning in 2021-22.

The Georgia Civics Renewal Act (House Bill 589 and partly duplicated by Senate Bill 220) would create a Georgia Commission on Civics Education, emphasizing “the importance of civic engagement and public service.” Unless amended to bar action civics explicitly, this Commission will set in motion a process by which radical education bureaucrats will be able to impose action civics requirements on Georgia public school students.

Unlocking the Promise Community School Act (House Bill 626 and partly duplicated by Senate Bill 17) authorizes “whole child model school certification,” with explicit authorization of “community partners,” including “civic engagement organizations”; also authorizes “service-learning opportunities.” These “community schools” contain all the structural components necessary to impose action civics.

Radical Curriculum

Georgia Department of Education (House Resolution 96) resolution requires the state to create a new textbook and curriculum for African American studies; resolution language contains social justice tenor.

Identity Politics Curriculum

Coursework in the Founding Philosophy and Principles of the USA (Senate Bill 15) adds to the civics education requirements that black history should be taught in history courses.

Imposes or Funds Action Civics

Relating To Service-learning (Senate Bill 220) would create a K-12 “service-learning curriculum.” This bill authorizes action civics in Hawaii’s public K-12 schools.

Facilitates Action Civics

Relating To Education (Senate Bill 362) requires the Department of Education to convene an advisory committee to make recommendations on the best practices for purposes of developing and implementing a plan to teach digital citizenship and media literacy in grades kindergarten through twelve in public schools.

Action Civics/Voter Registration

Urging The Commission To Promote And Advance Civic Education To Conduct A Comprehensive Analysis Of The Feasibility And Implications Of Lowering The Voting Age For State And Local Elections From Eighteen To Sixteen Years Of Age (House Concurrent Resolution 63 and the similar House Resolution 52) uses the language of civic education and civic engagement used to justify lowering the voting age to 16. Urging The Commission illustrates how civic engagement camouflages a partisan campaign to give minors the vote. It further illustrates that action civics will be used as a partisan get-out-the-vote campaign should the voting age be lowered to 16.

Radical Curriculum Aligned With Action Civics

Urging The Department Of Education To Include Civic Online Reasoning And Media Literacy In Its Information Technology Curriculum (Senate Concurrent Resolution 198 and Senate Resolution 163) urges the Education Department to “include civic online reasoning and media literacy in its information technology curriculum.” The Resolution illustrates how “media literacy” can align with action civics

Radical Curriculum Aligned With Action Civics

Amends the School Code (House Bill 234) imposes a media literacy curriculum, including “Social responsibility and civics: Suggesting a plan of action in the class, school, or community to engage others in a respectful, thoughtful, and inclusive dialogue over a specific issue using facts and reason.” Amends the School Code illustrates “media literacy” can align with action civics and euphemized social justice propaganda.

The Inclusive American History Act (House Bill 3875) would replace American history with civics education for one year, pending provision of a radical “inclusive” history curriculum. Illinois’ civics education law already allows “the discussion of current and controversial issues, service learning, and simulations of the democratic process. School districts may utilize private funding available for the purposes of offering civics education.” This bill would explicitly link action civics to a radical identity politics curriculum.

Facilitates Action Civics and Strengthens Traditional Civics

Amends the Courses of Study Article of the School Code (House Bill 4064)

Action Civics/Prisoners

Amends the Re-Entering Citizens Civics Education Act (Senate Bill 2116) elaborates civics education instruction for juvenile prisoners; it does not forbid action civics. This Act opens the door to applying action civics to prisoners.

Identity Politics Curriculum

[Asian American History Study] (House Bill 376) requires every public elementary school and high school to include in its curriculum a unit of instruction studying the events of Asian American history, and "[p]rovides that the teaching of history of the United States shall include the study of the wrongful incarceration of Japanese Americans during World War II and the heroic service of the 100th Infantry Battalion and the 442nd Regimental Combat Team of the United States Army during World War II."

Facilitates Action Civics

Civics Education (House Bill 1384) establishes an Indiana Civic Education Commission, with remit to make recommendations for civics education. The Commission’s membership will include “One (1) member representing a nonprofit organization that has expertise working with urban youth.” Unless amended to bar action civics explicitly, Civics Education will set in motion a process by which radical education bureaucrats will be able to impose action civics requirements on Indiana public school students.

Radical Curriculum Aligned With Action Civics

A bill for an act relating to the Iowa core standards for social studies (House Bill 376) would requires radical identity-politics revision of curricula, including for civics, government, and United States history. The bill would link action civics to a radical identity politics curriculum.

A bill for an act relating to diversity, equity, and inclusion (Senate Bill 248) would impose “diversity, equity, and inclusion,” including “restorative justice training” and “cultural responsiveness training,” on public school curricula, including “civic literacy.” This bill would link action civics to a radical identity politics curriculum.

Prohibits 1619 Project Curriculum

A bill for an act providing for the reduction of certain funding and budgets for public schools (House Bill 222) prohibits teaching of the 1619 project and fines school districts for its use.

Restricts Vehicles for Action Civics

A bill for an act eliminating the state of Iowa youth advisory council (House Bill 409) eliminates the State of Iowa youth advisory council.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Requiring students to pass an American civics test in order to graduate with a high school diploma (House Bill 2039) would require students to take a civics test for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Facilitates Action Civics

A CONCURRENT RESOLUTION supporting civic education (House Concurrent Resolution 25) expresses support for civic education. Unless further legislation bars action civics explicitly, this resolution may set in motion a process by which radical education bureaucrats will be able to impose action civics requirements on Kentucky public school students.

Improves Civics Education

Requests that certain topics related to American history and world history be included in state content standards and curricula for public school students (House Resolution 202) supports strengthening civics education.

Radical Curriculum Aligned With Action Civics

An Act Concerning Civics Instruction (House Bill 238) would divides the history and civics curriculum in two, with the history curriculum amended to include a radical identity politics curriculum. The civics and economics curriculum would include government as only one subcomponent, along with citizenship, personal finance, and entrepreneurship. This bill would link action civics to a radical identity politics curriculum.

Action Civics/Prisoners

An Act To Create Culturally Sensitive Treatment and Recovery Halfway Houses for Immigrants Transitioning out of the Juvenile Justice System (House Bill 963) would direct the commissioner who supervises immigrants released from juvenile prison to halfway houses to “work in partnership with a nonprofit organization formed for the purpose of involving immigrants in the civic work of their communities.” This Act opens the door to applying action civics to ex-prisoners.

Facilitates Action Civics

An Act To Establish the Maine Service Fellows Program (House Bill 1010) would establish a Maine Service Fellows Program, to “strengthen civic engagement of both the program fellows and community residents through solutions based in whole or in part in volunteer service.” Unless amended to forbid action civics, this bill will allow action civics to spread beyond the school system.

Improves Civics Education; Should Be Amended to Forbid Action Civics

An Act To Require a Course Regarding the United States Constitution and the Constitution of Maine To Be Taught to High School Seniors (House Bill 1186) would amend the social studies and history curriculum to require high school seniors to study the United States Constitution and the Maine Constitution. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Radical Curriculum Aligned With Action Civics

Commission on History, Culture, and Civics in Education (House Bill 140) would establish a Commission on History, Culture, and Civics in Education, with remit to impose radical identity-politics curricula on K-12 history and civics. This bill would link action civics to a radical identity politics curriculum.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Education - Maryland High School Diploma – Civics Test Requirement (House Bill 1157) would require a civics test for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Radical Curriculum Aligned With Action Civics

Implementing an elementary and secondary interdisciplinary climate education curriculum in the Commonwealth (House Bill 614 and Senate Bill 311) imposes a radical “climate justice” curriculum, including “A final curriculum approved by the board must include provisions to create assignments for students to directly contact their elected officials in support of an issue, such as environmental justice.”

Relative to media literacy in public schools (House Bill 688) establishes a Media Literacy Advisory Council to recommend media literacy curriculum, including “digital citizenship.” Council will include “one expert from a non-profit organization working in media literacy and civics.”

Relative to civics education (Senate Bill 291) imposes a radical identity politics civics education curriculum.

Action Civics

Creating an inclusive vision for implementing civics studies (House Bill 716) intensifies Massachusetts’ action civics commitments, especially by establishing a Civics Seal to award ‘excellent’ action civics.

Establishing a holiday known as “John F. Kennedy Day” to promote civic engagement and voter participation in the Commonwealth (House Bill 3218 and Senate Bill 1030) establishes a holiday to promote civic engagement; associated commission “shall recommend activities that promote civic engagement and voter participation including, but not limited to: (i) establishing a Kindergarten to grade 12, inclusive, education curriculum.”

Establishing a commission on the status of children and youth (Senate Bill 130) establishes a Youth Comission, with remit including to “encourage programs that enhance the civic knowledge and engagement of youth in the democratic process with the goal of producing active and engaged citizens.”

Establishing a Commonwealth citizen service initiative (Senate Bill 1242) establishes Massachusetts Service Alliance Commission, with remit including “community service-learning,” and appointment of a community service-learning advisory council that “shall assist the MSA, commissioner of education and the public higher education institutions in the development of a statewide initiative to integrate the philosophy and practice of community service-learning into the public schools, colleges and universities. ... The council shall develop a plan to require all districts to integrate community service-learning into curricula and teaching practices over a five-year period, beginning on January 1, 2020.”

Radical Curriculum Imposed on Social Studies and History

Relative to anti-racism, equity and justice in education (House Bill 584 and Senate Bill 365) Imposes a radical identity politics and "antiracism" curriculum and education policies, including a requirement to “analyze the social studies and history curricula through a lens of racial justice.” This bill would degrade American History instruction.

Radical Curriculum that Can Facilitate Action Civics

Expanding opportunities to demonstrate academic achievement (Senate Bill 293) provides for school standards revision, including funding of an Education Department report on “opportunities for instruction in civics” and “racial and social equity.”

Improves Civics Education; Should Be Amended to Forbid Action Civics

Relative to civic test requirements for graduation (House Bill 574) would require students to take a civics test for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Imposes or Funds Action Civics

Service learning integrated into Minnesota’s education system (House Bill 253 and Senate Bill 268) would establish service-learning, with remit to include “foster[ing] students’ civic engagement,” throughout K-12 education. Service Learning Integrated would explicitly authorize extensive action civics in Minnesota public schools.

Facilitates Action Civics

Social studies graduation requirement modified (House Bill 562) includes one high school civics course in graduation requirements beginning 2022-23.

Civics and social studies graduation requirements modified (House Bill 705 and Senate Bill 996) would modify social studies graduation requirements to include a course in the 11th or 12th grades dedicated to government and citizenship; the bill does not forbid action civics. Unless amended to bar action civics explicitly, it will allow radical education bureaucrats to impose action civics requirements on Minnesota public school students.

Youth development organizations informational access to students authorization (Senate Bill 630) would allow Youth Development Organizations, devoted to “civic education,” to distribute “informational literature” to students during school hours. This bill would facilitate radical community organizations’ ability to proselytize within public schools.

Civic education grant funding provided, and money appropriated (House Bill 1470) appropriates money for civic education grants; it does not forbid action civics. This bill illustrates how apparently innocuous grants to fund civic education, unless they explicitly forbid action civics, are susceptible to diversion to action civics.

Civic education grant funding provided, and money appropriated (House Bill 1470 and Senate Bill 2338) appropriates money for civic education grants; it does not forbid action civics. This bill illustrates how apparently innocuous grants to fund civic education, unless they explicitly forbid action civics, are susceptible to diversion to action civics.

Weakens Civics Education and Facilitates Action Civics

Civics course as a high school graduation requirement (Senate Bill 240) would establish a high school civics requirement, while simultaneously repealing the requirement that students must take a civics test, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services; this bill does not forbid action civics. This bill would weaken civics instruction by eliminating the civics test with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services and also allow education bureaucrats to impose action civics requirements on Minnesota public school students.

Weakens Civics Education

Civic test reporting requirements created (House Bill 563 and Senate Bill 1316) would amend the civics test for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services, by removing all consequences to the student or the school for students failing to pass the test. This bill would weaken civics instruction in Minnesota. It illustrates how to remove all effect from the requirement to require students to take a civics test with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Social studies standard adoption requirements established (House Bill 2621) would direct the Education commissioner to adopt a curriculum that includes instruction in founding documents. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Facilitates Action Civics

High school curriculum (House Bill 1120) would direct the State Board of Education to develop a civics curriculum; it does not forbid action civics. Unless amended to bar action civics explicitly, it will set in motion a process by which radical education bureaucrats will be able to impose action civics requirements on Mississippi public school students.

Civics (House Bill 1185) would direct the State Board of Education to develop a civics curriculum for middle and high school students; it does not forbid action civics. Unless amended to bar action civics explicitly, it will set in motion a process by which radical education bureaucrats will be able to impose action civics requirements on Mississippi public school students.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Civics Test (Senate Bill 2038) would require students to take civics test for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

School curriculum (Senate Bill 2663) would direct the State Board of Education to adopt a curriculum that includes history and civics instruction in founding documents and instruction of United States and State of Mississippi. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Mississippi Civic Literacy Act (Senate Bill 2686) would direct the State Board of Education to adopt a curriculum that includes instruction in founding documents and instruction, including for teacher training. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Prohibits 1619 Project Curriculum

Saving American History in Mississippi Schools Act (Senate Bill 2538) prohibits the teaching of the 1619 project in schools and takes money from schools that do.

Facilitates Action Civics

Requires school districts to offer an American civics course beginning with grade 6 (House Bill 284) would add a requirement for a middle-school civics course to the existing requirement for a high-school civics course; it does not forbid action civics. Unless amended to bar action civics explicitly, it will allow radical education bureaucrats to impose action civics requirements on Missouri public school students.

Establishes a “Council for Community Education” within the Department of Elementary and Secondary Education (House Bill 206) would establish a Council for Community Education to create a “community education program”; the Council would include members of “civic organizations,” “community-based organizations,” and “community education organizations.” This Council would be authorized to create “community education” that contained all the structural components necessary to impose action civics.

Prohibits 1619 Project Curriculum

Prohibits the use of the 1619 Project initiative (House Bill 952) prohibits the teaching of the 1619 project in public schools.

Facilitates Action Civics

Establishes “Community Schools,” with “representatives from community organizations in the community school consortium” (Legislature Bill 538) would create community schools that contained all the structural components necessary to impose action civics.

Imposes or Funds Action Civics/Imposes Radical Curriculum

Revises provisions relating to education (Senate Bill 194) would establish a State Seal of Civics Program, including a “service learning project.” The bill also extends the radical identity-politics takeover of the curriculum and requires that students complete a “service learning project” as part of their social studies curriculum. This bill would require action civics and link it to a radical identity politics curriculum.

Revises provisions relating to educational subjects and standards (Assembly Bill 19) would require both public school and home school students to learn “civics” and “multicultural education”; it does not forbid action civics. This bill would explicitly link action civics to a radical identity politics curriculum.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Requires that instruction in the founding principles of American government be specifically included in public schools (Assembly Bill 82) directs that civics curricula should foster knowledge of the United States, its constitution, and its principles of government; it does not forbid action civics. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Radical Curriculum Aligned with Action Civics

Revises provisions governing education on the Holocaust and other genocides (Assembly Bill 56) requires very loosely defined K-12 Genocide curriculum, with social justice assumptions, and remit including "civic engagement" and "Stimulating the reflection of pupils on the role and responsibility of citizens in democratic societies to combat misinformation, indifference and discrimination through the development of critical thinking skills and through tools of resistance such as protest, reform and celebration."

Weakens Civics Education; Facilitates Action Civics

Makes an appropriation to the Nevada Center for Civic Engagement (Assembly Bill 447) makes an appropriation to the Center for We the People programming.

Revises provisions governing education (Assembly Bill 367) eliminates the requirement that a combined course of American government and economics use an advanced placement curriculum for the American government credit; adds "disciplinary skills" to K-12 American government instruction.

Facilitates Action Civics

Relative to the content of an adequate education (House Bill 242) would authorize “applied learning” to K-12 education, including to civics and history. “Applied learning” is defined as “an educational approach whereby students have the opportunity to directly engage in learning activities using knowledge and skills, theories, and models that may be outside of the traditional classroom experience or embedded as part of a course, program, or grade level program.” This bill would allow radical educational bureaucrats to impose action civics.

Relative to the one-half credit required course in United States and New Hampshire government and civics (House Bill 422) would require a 8-12 civics instruction as a distinct course. Unless amended to bar action civics explicitly, it will allow radical education bureaucrats to impose action civics requirements on Missouri public school students.

Weakens Civics Education

Requiring The Universal Declaration of Human Rights to be placed in all public schools (House Bill 441) would require all public schools to place a copy of the United Nations Declaration of Human Rights in a prominent place such as a library, and in every classroom used for civics, history, or social studies education. This bill would weaken students’ patriotic attachment to their own country’s founding documents of liberty.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Requiring a civics competency assessment as a high school graduation requirement (House Bill 320) would strengthen the civics test requirement for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Improves Civics Education; National Model

Requiring students in the university and community college systems of New Hampshire to pass the United States Citizenship and Immigration Services civics naturalization test (House Bill 319) would establish a civics test for university graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services. This bill would improve civics instruction and provides a model for similar bills in every state.

Imposes or Funds Action Civics

Requires degree-seeking students (Senate Bill 3721) requires students enrolled in public higher education "to receive instruction on American government and civic engagement."

“Laura Wooten’s Law” (Assembly Bill 3394 and Senate Bill 854; partly duplicated by Assembly Bill 2544 and Assembly Bill 4159; Senate Bill 854 combined with Senate Bill 237) would increase civics instruction in middle school, with emphasis on “skills for active citizenship.” Curriculum would be provided by the New Jersey Center for Civic Education at Rutgers, The State University of New Jersey, an organization that promotes action civics. This bill would impose action civics on New Jersey public school students.

Appropriates total of $160,000 from General Fund to Rutgers University-Camden and Rutgers University-Newark to establish Civic Leadership Summer Program (Senate Bill 2012) would fund a Civic Leadership Summer Program: “The purpose of the program shall be to increase civic awareness among students who reside in areas that have low voter participation rates or otherwise demonstrate a lack of civic engagement at the community level.” The Program illustrates how “civic engagement” aligns with more extensive ambitions to create a permanent infrastructure of state-funded radical community organization.

Permits excused absences for students who attend civic events (Assembly Bill 5666) authorizes absence from school to participate in a “civic event.”

Facilitates Action Civics

Creates NJ Legislative Youth Council (Assembly Bill 4987 and Senate Bill 3164) creates a NJ youth council with remit that includes civics education.

Requires 11th grade students to complete civics course as part of high school graduation requirements (Assembly Bill 4493 and Senate Bill 678; partly duplicated by Assembly Bill 5264) would increase civics instruction in high school; it does not forbid action civics. This bill would allow radical educational bureaucrats to impose action civics.

Requires course in civics or U.S. government as part of high school graduation requirements; requires school districts to use DOE’s curriculum guidelines for civics (Assembly Bill 5315) would increase civics instruction in high school; it does not forbid action civics. This bill would allow radical educational bureaucrats to impose action civics.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Requires students to pass test identical to United States Citizenship and Immigration Services civics test as part of high school graduation requirements (Assembly Bill 497) would require students to take a civics test for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Radical Curriculum Aligned With Action Civics

Diversity Commission (Senate Bill 148) would establish a Commission on Diversity, Equity and Excellence in Education, with remit including “civic engagement” and “supportive community partnerships.” This bill would link action civics to a radical identity politics curriculum.

Change Graduation Requirements (House Bill 83) would authorize service-learning courses and media literacy courses for high school credit. This bill would authorize action civics for New Mexico public school students. The bill illustrates the alignment of action civics and media literacy course.

Yazzie Lawsuit Higher Ed Funding (House Bill 87) would dedicate funding for African Americans, Chicanos, and Native Americans includes funding for “community based education programs” and “youth leadership.” The bill illustrates the alignment of identity politics and action civics.

Imposes or Funds Action Civics

Requires instruction in civic education for grades 5 through 12 including instruction on the NYS constitution; federal, state and local government; civic literacy; methods of public participation; and the rights and responsibilities of citizenship (Assembly Bill 2107 and Senate Bill 4474) would establish a civics curriculum explicitly based on action civics: “Such curriculum shall have an experiential, simulation, and project-based approach, including but not limited to, mock trials; moot court; opportunities to identify and debate issues relative to power, economic status and the common good in democracy, advocacy, and community organizing; simulation based legislative hearings; and other role playing exercises that engage students in the democratic process and that teach them how to be informed civic actors in their communities.” This bill would impose extraordinarily intensive action civics on New York public school students.

Requires the public school curriculum for children in kindergarten through grade twelve to include a minimum of two hours per week instruction in civics lessons (Assembly Bill 469 and Senate Bill 833) would increase civics education throughout K-12 education: “The instruction shall emphasize the practical application of such lessons and the short-term and long-term impact on the student’s life and on the lives of others of implementing the lessons.” This bill would impose action civics on New York public school students.

Action Civics/Voter Registration

Lowers the voting age to 16 years and requires that students receive education in civics and be given the opportunity to register to vote in the classroom (Assembly Bill 635 and Senate Bill 366) would lower the voting age to 16, dedicate 8 periods of classroom time to civics education, and dedicate school resources to voter registration; it does not forbid action civics. This bill illustrates how civic education camouflages a partisan campaign to give minors the vote. It further illustrates that action civics will be used as a partisan voter registration campaign should the voting age be lowered to 16.

Facilitates Action Civics

Requires compliance (Senate Bill 6423) requires nonpublic schools to follow public school curriculum requirements, including civics education.

Provides for the establishment of life long learning centers within the state university of New York (Senate Bill 4669) would fund life-long learning centers, with remit including “civic engagement”, and collaboration with not-for-profit organizations for training. This bill would allow the extension of action civics to adult students.

Requires compliance with substantially equivalent education by nonpublic schools (Assembly Bill 7055) requires nonpublic schools to offer equivalent American government curriculum to public schools.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Requires a course of instruction on the provisions of the federalist papers and the United States constitution to be provided to high school students (Senate Bill 4287) would insert study of the federalist papers into the civics curriculum. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Identity Politics Curriculum

Requires public elementary and high schools (Assembly Bill 7260 and Senate Bill 6359) requires public elementary and high schools to provide instruction in Asian American history and civic impact.

Facilitates Action Civics

The North Dakota academic and career and technical education scholarships (Senate Bill 2289) would fund a scholarship that relies on passing a civics literacy test, but also on participation in community service, cocurricular activities, and extracurricular activities. This scholarship is susceptible to takeover by action civics advocates.

Improves Civics Education

A concurrent resolution urging Congress to establish a 1776 Commission (Senate Concurrent Resolution 4011) urges the federal government to support 1776 Commission ideals in education. This resolution strengthens civic education.

Bars Action Civics

[R]egarding the teaching of certain current events and certain concepts regarding race and sex in public schools (House Bill 322) bans action civics and divisive intellectual components of Critical Race Theory from public school curricula.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Students; requiring students to take and pass certain citizenship test to graduate (Senate Bill 661) requires a civics test for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services.

Schools; requiring administration of United States naturalization test (House Bill 2030) would strengthen study of foundational documents in civics and add a civics test requirement for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Schools; modifying history, social studies and government subject matter standards (House Bill 2084) would strengthen study of foundational documents in civics. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Schools; requiring certain subject matter standards and assessment include certain historical documents (Senate Bill 503) would strengthen study of foundational documents in civics. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Neutral

Civics education; directing establishment of micro-credential program in civics; removing requirement for certain assessment (House Bill 2693) revises teacher training to establish a micro-credential in civics.

Imposes or Funds Action Civics

Relating to civics education (Senate Bill 26) would establish an extensive civics curriculum, shaped by radical identity politics, to support “community involvement and civic engagement.” This bill would impose action civics on Oregon public school students.

Action Civics/Voter Registration

Relating to social studies standards (Senate Bill 702) would establish a Task Force on Social Studies, with members to include an “education advocate,” a “voting rights advocate,” and a “representative of a culturally specific organization.” Social studies standards to be changed would include “voting rights and how to vote” and “current and historical social movements.” This Task Force would allow the establishment of an extraordinarily intensive action civics curriculum, linked to a partisan voter registration campaign.

Facilitates Action Civics

Relating to school media program standards (Senate Bill 552) creates an advisory group to study media program standard and adds information literacy to list of courses districts can provide.

Relating to civics education (House Bill 2299 and Senate Bill 513) would increase civics education; it does not forbid action civics. This bill would allow radical educational bureaucrats to impose action civics.

Relating to high school diploma requirements (Senate Bill 598) would establish a civics credit requirement to graduate from high school; it does not forbid action civics. This bill would allow radical educational bureaucrats to impose action civics.

Relating to education; declaring an emergency (Senate Bill 226) establishes an advisory program to consider media program standards; remit includes information literacy and civics.

Radical Curriculum

Relating to English instruction (House Bill 2056) incorporates loosely worded Holocaust and Genocide Studies, including "other acts of mass violence," into history and civics courses.

Identity Politics Curriculum

Relating to inclusive education (Senate Bill 617) adds African Americans to the list of authors and groups of people to be studied in high school curricula.

Action Civics/Voter Registration

Establishing the Future Voters Program (House Bill 623) would direct that Constitution and Civics Day be used in schools for pre-voter registration for 16 and 17 year olds, along with associated civics education. This bill subordinates civics education to a partisan voter registration campaign.

Facilitates Action Civics

Providing for community-engaged schools (Senate Bill 351) would fund a pilot program for “community engaged school,” with external “community partner,” which can include a “civic organization”; the bill authorizes “community and service learning.” These “community-engaged schools” contain all the structural components necessary to impose action civics.

Concurrent Resolution (House Resolution 89) resolves in favor of civic education, including “the importance of civic engagement.”

Improves Civics Education; Should Be Amended to Forbid Action Civics

In high schools, further providing for assessment of civic knowledge (House Bill 1271) strengthens Pennsylvania's civics literacy assessment, requiring that "a student shall correctly answer at least sixty per centum (60%) of the questions on the assessment.

Imposes or Funds Action Civics

The Civic Literacy Act (House Bill 5028 and Senate Bill 354) would increase civics education. The bill refers to foundational documents and principles, but prescribes “participatory skills,” “actionable knowledge,” and “project based assessment.” Notably, the bill directs schools to “Create a project-based civics learning assessment for district adoption, requiring students to conduct analytical research on a local community issue of his or her choice, engage an institution of government to influence the issue, and fulfill a summative assessment to demonstrate the process and outcomes.” This bill would impose action civics on Rhode Island public school students.

Mandatory Educational Community Service (House Bill 5519) would mandate K-12 community service requirements, to take the form of service learning, “instilling civic awareness and values.” This bill would impose action civics on Rhode Island public school students.

Radical Curriculum Aligned with Action Civics

Relating To Education – The Climate Literacy Act (House Bill 5625 and Senate Bill 464) would infuse sustainability and climate change principles in all science, social studies, and civics standards; it does not forbid action civics. This bill illustrates the alignment of radical sustainability ideology with action civics.

Facilitates Action Civics

Curriculum (Senate Bill 76) would increase civics education; it does not forbid action civics. This bill would allow radical educational bureaucrats to impose action civics.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Instruction, American founding principles (House Bill 3002 and Senate Bill 534) would strengthens instruction in the foundational documents and principles of the United States. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Reinforcing College Education on America’s Constitutional Heritage Act (REACH Act) (Senate Bill 38) would strengthens instruction in the foundational documents and principles of the United States. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Prohibits 1619 Project Curriculum

Academic Integrity Act (House Bill 4343) prohibits the teaching of the 1619 project in public schools and bars the elements of critical race theory.

Improves Civics Education; National Model

Partisanship Out of Civics Act (House Bill 4392) forbids action civics, following the model of the Partisanship Out of Civics Act. Bans divisive intellectual components of Critical Race Theory from public school curricula.

Facilitates Action Civics

Make an appropriation for the development of a K-12 civics and history curriculum (House Bill 1279) would appropriate funds to develop a K-12 civics and history curriculum; it does not forbid action civics. This bill would allow radical educational bureaucrats to impose action civics.

Prohibits 1619 Project Curriculum

Prohibit the use of curricular materials (House Bill 1158) prohibits the teaching of the 1619 project in public schools and bars the elements of critical race theory.

Imposes or Funds Action Civics

Relating to civics instruction in public schools (House Bill 57 and Senate Bill 229) would facilitate action civics, especially by way of requiring “civics projects” that use “inquiry-based learning” to “focus on problem solving” and “address an issue that is relevant to the students.” This bill would impose action civics on Texas public school students.

Relating to the inclusion of civics education in public schools, including continuing education requirements on civics education for certain classroom teachers (Senate Bill 1740) would impose action civics: “each student ... [must] complete a student-led, content-focused civics practicum once during grade eight and once while in high school as part of the social studies curriculum.” This bill would impose action civics on Texas public school students.

Radical Curriculum Aligned with Action Civics

Relating to requiring cultural inclusion curriculum (House Bill 2465) would impose a radical social justice curriculum, to be created with “community partners.” “School district or open-enrollment charter school may tailor the curriculum developed under this section as appropriate for the district’s or school’s community. In tailoring the instruction, the district or school shall solicit input from the State Board of Education, the agency, community members, and other interested individuals or organizations.” This bill would align a radical social justice curriculum with action civics.

Relating to the inclusion of American principles, including social injustice and civil rights concepts, in the public school curriculum and instructional materials and in training materials and resources for use by school districts (Senate Bill 174) would impose a radical social justice curriculum, which authorizes “civic engagement” and “a course of instruction [that] may include the use of a public forum, youth dialogue, workshop, or other appropriate method of instruction.” This bill would align a radical social justice curriculum with action civics.

Facilitates Action Civics

Relating to certain curriculum in public schools, including certain instructional requirements and prohibitions (Senate Bill 3) amends HB 3979 to establish a civics training program open to capture by action civics.

Relating to social studies curriculum in public schools (House Bill 216) amends HB 3979 to eliminate the bar on action civics.

Relating to civics instruction in public schools (House Bill 3211) would authorize “civics academies,” assisted by “private providers,” that promote teaching how to “effectively engage.”. The bill includes instruction in “media literacy.” This bill would facilitate action civics.

Relating to the establishment of the African American studies advisory board by the State Board of Education (House Bill 3638) would establish an African American Studies Advisory Board, with remit to revise curriculum in social studies courses, including courses on citizenship; the bill does not forbid action civics. This Board would be susceptible to takeover by advocates of an alignment of radical identity politics and action civics.

Bars Action Civics

Relating to curriculum, materials, and activities in public schools (House Bill 178) amends HB 3979 to remove wrecking amendments and add academic transparency requirements.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Relating to the establishment and duties of the Texas 1836 Project (House Bill 2497) would strengthen Texan patriotic education. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Relating to instruction in informed patriotism in public schools (House Bill 4509 and Senate Bill 2026) would strengthen instruction in the foundational documents and principles of the United States. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Improves Civics Education; National Model

Relating to curriculum requirements in American and Texas history at institutions of higher education (House Bill 3709 and Senate Bill 1889) would amend undergraduate American and Texas history course requirements to require that they must be satisfied by survey courses. This bill would improve civics instruction and should be a model for similar bills throughout the nation.

Forbids Action Civics; National Model

Relating to civics instruction public school students and instruction policies in public schools (House Bill 3979 and Senate Bill 2202; duplicates House Bill 4093) would strengthen instruction in foundational documents and principles of the United States; forbid action civics, following the model of the Partisanship Out of Civics Act; and ban divisive intellectual components of Critical Race Theory from public school curricula. This bill would greatly improve civics instruction and should be a model for similar bills throughout the nation.

Facilitates Action Civics

Concurrent Resolution Emphasizing the Importance of Civics Education (House Concurrent Resolution 15) states the importance of civics education; it uses the language of civic engagement. Unless further legislation bars action civics explicitly, this resolution may set in motion a process by which radical education bureaucrats will be able to impose action civics requirements on Utah public school students.

Concurrent Resolution on Holocaust Education (Senate Concurrent Resolution 1) states in a loosely worded resolution the importance of genocide education; this resolution could be used to justify action civics.

Neutral

Civics Education Amendments (House Bill 124) would amend requirements for the required civics test for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services. This bill makes no substantive changes to civics education.

Improves Civics Education; Should Be Amended to Forbid Action Civics

Civic Thought and Leadership Initiative (House Bill 327) would create a university center devoted to nonpartisan study, implicitly modeled on Arizona’s School of Economic Thought and Leadership. The bill includes civic engagement language. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Facilitates Action Civics

An act relating to the requirement to pass a civics course for high school graduation (Senate Bill 17) would increases civics education; it does not forbid action civics. This bill would allow radical educational bureaucrats to impose action civics.

Improves Civics Education; Could Also Facilitate Action Civics; Should Be Amended to Forbid Action Civics

An act relating to the requirement for public high school students to demonstrate proficiency in civics as a condition of graduation (House Bill 216) would require students to take a civics test for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services; require a “civics research project”; and does not forbid action civics. This bill’s civics test would improve civics instruction, but the “civics research project” is susceptible to abuse. The bill would be strengthened if amended to forbid action civics.

Facilitates Action Civics

School Divisions of Innovation; local assessments (House Bill 634 and Senate Bill 249) would allow “A local school board … [to] apply to the Board to replace the Virginia Studies and the Civics and Economics Standards of Learning assessments with local assessments that include performance-based assessments”; the bill also authorizes “project based learning.” This bill would facilitate local adoption of action civics.

Students; guidelines on excused student absences, civic engagement (House Bill 1940 and Senate Bill 1439) would authorize absence from school to participate in a “civic event.” This bill subordinates classroom instruction to action civics.

Facilitates Action Civics

Supporting media literacy and digital citizenship (Senate Bill 5242) establishes a media literacy and digital citizenship grant program and creates rules for how the grants should be used.

Radical Curriculum Weakens Civics

Establish the Commission on American History Enrichment (House Bill 3252) would establish a Commission on American History Enrichment, with reemit to recommend a radical identity politics curriculum. This bill would weaken civics instruction by imposing identity politics on American history instruction.

Improves Civics Education; Could Also Facilitate Action Civics; Should Be Amended to Forbid Action Civics

Requiring test in civics to graduate high school or obtain GED (House Bill 2152) would require a civics test for high school graduation and general educational development (GED), with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Creating the “Civic Minded Mountaineer Scholarship” (House Bill 2704) would create an in-state scholarship for students who do well on a required civics test for high school graduation, with questions drawn from the questions of the civics examination administered by the United States Citizenship and Immigration Services. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Relating to required course of study (House Bill 3305) would mandate instruction in the foundational documents and principles of the United States; the bill includes a loosely worded mandate to include study of the Holocaust and other genocides. This bill’s mandate to improve instruction in the foundational documents and principles of the United Stateswould improve civics instruction, but the mandate to study genocides is susceptible to abuse by radical education bureaucrats. This bill would be strengthened if amended to forbid action civics.

Requiring all schools to instruct students on the Holocaust and other genocides (House Bill 2357) provides a loosely worded mandate to include study of Holocaust and other genocides. The mandate to study genocides is susceptible to abuse by radical education bureaucrats. This bill would be strengthened if amended to forbid action civics

Relating to required courses of instruction (House Bill 2555) would strengthen instruction in foundational documents and principles of the United States. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.

Improves Civics Education; Could Also Facilitate Action Civics; Should Be Amended to Forbid Action Civics

Education-Understanding federal and state government (House Bill 177) would strengthen instruction in foundational documents and principles of the United States. This bill would improve civics instruction, although it would be strengthened if amended to forbid action civics.


David Randall is Director of Research at the National Association of Scholars.

Image: Sdkb, Wikimedia CommonsCreative Commons Attribution-Share Alike 4.0 International license, cropped.

  • Share

Most Commented

August 17, 2021

1.

Fermilab Concedes to Woke Physicists

Known for its powerful particle accelerator, Fermilab epitomizes American physics research. But after accusations of racism, a group of woke physicists now controls the lab....

October 11, 2021

2.

The Shame of MIT: Canceling Dorian Abbot

Professor Abbot was set to deliver MIT's prestigious Carlson Lecture—that is, until he was canceled for his views on DEI programs, earning him a prompt disinvitation....

October 5, 2021

3.

NAS Statement on Gender Ideology in Higher Education

The National Association of Scholars opposes the proliferation of gender ideology in American higher education....

Most Read

October 5, 2021

1.

NAS Statement on Gender Ideology in Higher Education

The National Association of Scholars opposes the proliferation of gender ideology in American higher education....

May 15, 2015

2.

Where Did We Get the Idea That Only White People Can Be Racist?

A look at the double standard that has arisen regarding racism, illustrated recently by the reaction to a black professor's biased comments on Twitter....

October 11, 2021

3.

The Shame of MIT: Canceling Dorian Abbot

Professor Abbot was set to deliver MIT's prestigious Carlson Lecture—that is, until he was canceled for his views on DEI programs, earning him a prompt disinvitation....