Yes, Tennessee students are already required to take a semester-long Government/Econ class, with nine weeks spent on each subject, in order to graduate.

Most students take the class as sophomores and some local high schools offer an AP section of the class to qualified students.

It appears that this proposal is redundant?

From Randy's link to the Humphrey column: "The bill requires the state Department of Education to develop the test and distribute it to all local school boards."

Oh, okay. The distinction here is that the End of Course exam for that required Government/Econ class is presently one administered locally, not by the state.

I can't guess what difference, if any, who writes the test would make.

I prefer they spend student cycles on elections and voting. Researching candidates, issues, and actually voting in every election.

I know Sandra Day O'Connor has been promoting a civics curriculum as KNS mentions, but the evil Koch brothers have also written a social studies curriculum which I read has been adopted in North Carolina. Someone needs to look at this closely.

Rusty: Ha, ha. If it were "the state's political leadership," as in "our legislators," creating the civics test I'd certainly share your concern! What Humphrey's columns says, though, is that "Tennessee high school students would be required to pass the same civics test to get their high school degrees that immigrants must pass to become United States citizens, so it doesn't look like the state's political leaders or its Department of Ed would either one be creating the test. It looks like it's a test the feds have written, assuming that test doesn't vary by state?

Min: Point taken WRT all the other state-administered EOCs students take being used in teacher evals, but given that, as you say, we don't know of any pre-test to be conducted, and given my above comment to Rusty about how this test appears to be one already in use by the feds, surely its results couldn't/wouldn't be used to evaluate teachers?

We can't read the full text of the proposed bill until later this month, right?

I sure haven't asked around much, but are there any teachers out there who think this is a good idea? It blows my mind that there are still way too many teachers out there who don't want to get involved in the politics of education...

I am taking issue with the aside, "...it's hard to tell with kids these days." It's also hard to tell with adults these days. Apart from folks who regularly post on this blog, the majority of people I see in everyday life whether I'm getting my car worked on, sitting in a hospital waiting room, or just observing Joe Blow's expression of his views on this or that in op ed letter or man-on-the-street interviews, that most people in this country, of every age, are just really ignorant of how their government is structured or how it functions. It's not just "kids these days." /rant out.

I am in favor of the Civics lessons. The lack of knowledge of how our political process works (or doesn't) is really hurting our democracy. I see it as a basic part of education in America. Lack of this basic knowledge is an impediment to participation in our society.

"Lobbyists run your government."

"True or False?"

End of test.

why so many people are concerned about Common Core. I find it interesting that people who couldn't care less about Common Core and its various biases, now get hot and bothered and a Civics test for high school. I would have no problem with a straight up Civics test. But there is the problem. It won't be straight up. It will have a Haslam Republican flavor. Not that I would prefer a Elizabeth Warren flavor either.

Civics was abandoned because it wasn't politically correct to some. And now very few people vote. I doubt few people here could pass a real civics test.

As we leave a republic and plunge head long into "democracy", Civics in high school had to die. It was an obstacle to "democracy".

This resurrection will be interesting.

I'm in favor of civics being taught as long as its civics and not somebody's political version of civics (see "intelligent design"). Not sure why it requires a special, state-mandated test.

When I took civics it wasn't taught by the coach in the off season. My civics teacher was actually Ken Yager. Yep, the one who is the state senator from Roane County these days. His first job out of college was teaching social studies at South Harriman Junior High. I had him for Tennessee history and World History and I think for American History. But the one I really remember was civics. It lit a fire in me. Probably because my grandmother had already started the kindling by dragging me to all her political activities.

The point is, he taught it. We had debates, and a state legislator came and talked to us and I don't remember what all else. But there was no getting out of the final because of perfect attendance. It was a serious class and there was serious learning. And that is what's necessary. During the Ferguson Grand Jury mess, I had a discussion with a young lady who I know to be a serious student -- she went to Emory on scholarship -- who didn't understand the ins and outs of a grand jury. She told me that she had taken civics at South Doyle High School, but she didn't understand what a grand jury did. He BS is in international business. She'd been called back from a West Africa Peace Corps posting because of Ebola. She said that high school civics was seen as a blow off course were you memorized things. Memorization classes usually means you forget it after the test.

What needs to happen is that the course needs to be taught differently. I don't think a state-mandated test will do that. It will just mean more memorization.

Hope Ken Yager was better at teaching than he is as a legislator.

From my POV the answer is a clear and resounding no. I agree with others above that statutorily requiring specific course content is serious overreach by the state lege. Given the logical fallacy of the camel's slippery nose, it nonetheless sets very dangerous precedent.
If indeed there is a problem with civics content then the normal route would be for the state BOE to deal with it via their curriculum writing process which is currently underway, by the way, for science standards. If this isn't micromanagement meddling of professional educators then what is? The burden of proof should sit squarely on the shoulders of the legislators proposing this. The content bar should be set high by professional educators not by legislators.
The state civics curriculum is here. Take a look.

I cannot imagine such a debate in today's world. The parents on both sides would explode, not to mention the school board.

You may be surprised to learn that my son had an assignment or two of that sort, where he had to speak in defense of a contentious position he didn't personally hold, in his high school speech class just a couple of years ago. He had to speak in opposition to legal abortion, while he (and I) actually supports legalized abortion. Of course, I'm a (minority?) parent who heartily approved of the exercise because it taught him how to "construct" an argument from available material.

I recall that my daughter was given a list of contentious subjects from which to chose a topic for an expository piece in an honors English class one year, too, although that assignment was to describe the phenomenon, not to defend it. She chose "Holocaust deniers." We got such a chilly reception from the help desk at Lawson-McGhee Library, I felt it necessary to more fully explain the assignment to the librarian! I approved of that exercise, too, in part because it taught my daughter to better discern what constitutes a "credible source."

I can't guess how other parents may have responded to either assignment...

No, that above statute requires the teaching of American History, not this Gov/Econ course under discussion.

However, like the American History class in high school, it appears that both the "Gov" and the "Econ" portions of the class under discussion were each required by the legislature, too.

The "Gov" portion of the class was required by the legislature in 1947, here:

49-6-1203. Federal and state constitutions.

(a) A treatise on the history and interpretation of the constitution of the United States approved or adopted by the state board of education is required to be taught in the high schools of this state.

(b) (1) It is the duty of the state board of education and all local boards of education to cause to be taught in each public high school in this state the constitution of Tennessee.

(2) The state board of education shall determine the nature and extent of the instruction to be given on the constitutions and the credits to be given for the course; provided, that the course need not extend for more than one (1) year.

HISTORY: Acts 1947, ch. 50, § 1; impl. am. Acts 1947, ch. 96, § 1; Acts 1947, ch. 136, § 1; C. Supp. 1950, §§ 2423.3, 2423.4 (Williams, §§ 2393.8a, 2393.8b); Acts 1974, ch. 654, § 115; T.C.A. (orig. ed.), §§ 49-1907, 49-1908.

The "Econ" portion of the class was required by the legislature in 1974, here:

49-6-1205. Free enterprise system.

(a) The state board of education shall establish a program of instruction for the public high schools on the essentials of the free enterprise system. Instruction shall be given in accordance with the course of study prescribed by the state board of education for at least one (1) semester, equal to one-half (1/2) unit of credit. The state board of education shall prescribe suitable teaching material for the instruction.

(b) As used in this section, "instruction on the essentials of the free enterprise system" may be construed to include a minimum of thirty (30) weeks participation in the Junior Achievement Program, and such participation shall render the student eligible for the one-half (1/2) unit of credit granted under this section.

(c) As used in this section, "free enterprise" means an economic system characterized by private or corporate ownership of capital goods, by investments that are determined by private decision rather than by state control and by prices, production and the distribution of goods that are determined in a free manner.

HISTORY: Acts 1974, ch. 485, § 1; T.C.A., § 49-1928; Acts 2006, ch. 854, § 1; 2007, ch. 303, § 1.

So it looks like precedent exists for the legislature to dictate curriculum--or really, just that a curriculum be taught--in American History and Government and Econ, all, although I don't note in the Code legislators' specific dictates in any other subject area.

Well, here's yet another statute, from 2010, outlining what "shall be taught" in the way of civics (and also when, not how, students "shall" be tested):

49-6-1028. Legislative findings -- Public school courses and content to educate children in the United States and Tennessee governments.

(a) The general assembly finds that:

(1) Effective and responsible participation in political life as competent citizens requires the acquisition of a body of knowledge and of intellectual and participatory skills;

(2) It is essential to the future health of our republic that all citizens be knowledgeable about democratic principles and practices, including fundamental documents such as the state and federal constitutions, the Declaration of Independence, and the Gettysburg Address;

(3) Individuals who have a clear and full understanding of the rights and responsibilities of citizens in a republic are more likely to exercise and defend those rights and responsibilities; and

(4) Providing civic education and promoting good citizenship and understanding fundamental democratic principles should be core missions of Tennessee secondary schools.

(b) (1) The state board of education shall include in the social studies curriculum standards, at the appropriate grade level or levels in high school, as determined by the state board of education through curriculum standards and the local board of education through curriculum, courses and content designed to educate children about the United States and Tennessee governments. The curriculum standards shall include the three (3) branches of government, the fundamental documents identified in § 49-6-1011(a) that underpin our form of government, an understanding of how laws are enacted, and ways citizens shape and influence government and governmental actions.

(2) Students shall be taught about the formation of the governments of the United States and Tennessee using federal and state foundational documents. They shall also be taught the significance and relevance of those federal and state foundational documents today. This instruction shall include:

(A) The historical and present-day significance of the Declaration of Independence;

(B) How the United States Constitution establishes the federal government and the characteristics of the republic created by it;

(C) How the United States Constitution with the Bill of Rights and the Tennessee Constitution with the Declaration of Rights are applicable in today's society;

(D) How the United States Constitution is changed and the changes that have been made to it since 1787;

(E) Why Tennessee has had three (3) constitutions, the Constitutions of 1796, 1834, and 1870, and how changes have been made to the Tennessee Constitution of 1870; and

(F) How other foundational documents of the United States and Tennessee aided in the formation of the federal and state governments.

(c) The commissioner of education shall advise all local boards of education of the requirements of this section.

(d) The state board of education shall submit a report to the members of the general assembly concerning implementation of this act by August 1, 2014, and each year thereafter. The report may be sent to the members electronically or in an existing annual report.

(e) (1) Beginning with the 2012-2013 school year, in conjunction with the social studies curriculum, all LEAs shall implement a project-based assessment in civics at least once in grades four through eight (4-8) and at least once in grades nine through twelve (9-12). The assessments shall be developed by the LEA and designed to measure the civics learning objectives contained in the social studies curriculum and to demonstrate understanding and relevance of public policy, the structure of federal, state and local governments and both the Tennessee and the United States constitutions.

(2) The department of education may seek the assistance of appropriate outside entities, including the Tennessee Center for Civic Learning and Engagement, to assist it with the implementation of any necessary professional development on the use of project-based assessments of civics learning.

(3) For the purposes of this section, "project-based" means an approach that engages students in learning essential knowledge and skills through a student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.

(4) LEAs shall submit verification of implementation of this section to the department of education.

HISTORY: Acts 2010, ch. 855, §§ 1, 2; 2011, ch. 293, § 1; 2011, ch. 372, §§ 1, 2; 2012, ch. 1036, § 1; 2014, ch. 939, § 3.

Now, that's some pretty specific instruction in "course content!"

Honest to Pete, I'm not finding this volume (or specificity) of instruction on any topics *except* American History and Government and Econ...

FWIW, I graduated from a Tennessee High School in 1970 and we were required to take American history (I had an excellent teacher and really enjoyed it).

I didn't take any other history/govt classes because they were all taught by coaches and I knew I would have been wasting my time.

respect for authority and respect for individual rights

Does anyone else see the disconnect here?

Mike's post upthread at 9:15. I think he was talking about a Jefferson county. Texas?

See this from Greenville, South Carolina.

One bill — pre-filed in the state House — would create a Second Amendment Awareness Day to be held on Dec. 15 each year in all state schools, complete with a poster or essay contest centered on the theme “The Right To Bear Arms: One American Right Protecting All Others.”
Students — at every grade level — would receive at least three weeks of education on their gun rights based on a curriculum chosen by the state Department of Education and approved or recommended by the National Rifle Association.

What's the over/under on this happening in the volunteer state?

Yes, of course we do. Do we need to create one more 60 question, multiple choice hurdle for seniors to jump through? NO. There is a pretty good discussion of this started by Karen Carson on the Educators for Excellence Facebook page. Two teachers said yes with poor arguments and they were pretty much swatted down by every other teacher who jumped on…including Donna Wright joining in the conversation with an excellent alternative idea.