Civic education has long been defined as knowledge and understanding of US government structures and processes—e.g the U.S. Constitution, the three branches of government, how a bill becomes a law—thus the curricular domain of history and political science. But does knowledge of these facts and texts translate into a deeper understanding of the principles and ethical norms demanded by democracy as a cultural and political system? Earlier generations of educators believed that science learning was the most effective vehicle for advancing both the understanding and the skills needed by citizens in a democracy.
