We the People: A Civic Education at a Crossroads

When it comes to educating young people about our nation’s rich history and the rights and responsibilities of its citizens, one unique program stands out from the rest.

David Winthrop

Students from Braintree and Pembroke High School arrive at John Joseph Moakley Federal Courthouse in Boston on a brisk Saturday morning in January, dressed neatly in skirts and suits, with backpacks slung over their shoulders. Armed with a semester’s worth of research and history analysis, as well as a special appreciation for the American Constitution, they pass beneath the building’s towering archways and join a growing crowd of young people from nine other Massachusetts high schools — prepared to test their knowledge.

The day these students had been preparing for over the past few months is finally upon them. It is the culmination of the “We The People” history program, a competition at which students from history classrooms around the state testify at mock congressional hearings in front of a panel of honorary judges.

Once inside the courtrooms, small groups of students huddle together for last minute study sessions, but when the judges enter the room the students stand up and the room falls quiet.

“When the Constitution and declaration were written, 20 percent of the population was enslaved. The 13th, 14th, and 15th Amendments addressed perennially troubling issues with our country’s government,” says student Ethan Anderson from Braintree High School speaking of amendments related to the abolition of slavery, which ensured citizenship and the right to vote for men of all races, respectively. “This was a huge stepping stone in the civil rights movement,” says Anderson.

Together with two of his classmates, Anderson made up one of six teams in his class, the number required in order to compete in the simulated congressional hearings. Formal presentations are followed by questioning from one of 12 panels of volunteer “judges” who then assess students’ depth of understanding as well as their ability to apply their knowledge.

Citing various Massachusetts ballot questions of recent years — the outlawing of dog racing and legalizing marijuana — students address James Madison’s distinctive concerns about protecting individual rights and majority rule. The judges, in this case a former school superintendent, a naval officer, and a law and history professor, compliment the students on their ability to effectively reference current-day examples.

“Unfortunately, many Americans have a general idea about the Constitution, but their level of understanding is often not too deep,” says Richard Flanagan, a Braintree history teacher who has accompanied his classes to the state competitions for the past three years. Flanagan attributes the We the People course in particular to his students’ development of a positive view of the political process and democracy in general as they become better informed, contributing citizens. “Studies have shown that We the People alumni outperform university students on political knowledge tests, exhibit less political cynicism, and are more politically tolerant than the average American,” he says.

For Chris Ronan, a senior in Flanagan’s class who will soon turn 18 and vote for the first time, the course supplied the impetus to examine the meaning behind political rhetoric.

“I never understood the differences between the two parties, but now I am following the news more closely and getting more out of it,” says Ronan.

If a student’s ability to analyze subject matter and appreciate its relevance to real life are indicative of the value of a course and the effectiveness of a teaching strategy, then We the People has been a resounding success.

“I started the school year thinking this would just be another class,” says Drew Fox Jordan, a junior from Braintree. “As the months went on, I realized how much this class changed me. I had fallen in love with the subject matter. I made up my mind to pursue a career as a teacher so that I can contribute to the next generation’s understanding of our government and the political system.”

Jordan is not alone. The We the People program was created by an act of Congress in 1987 in celebration of the 200th anniversary of the Bill of Rights and in recognition of the importance of civic education. West Warwick High School in Rhode Island offered the class that inaugural year. Its popularity continued, and in 1996, then high school sophomore Brandon Hall, who now teaches history at Pembroke High School, participated as a member of the state championship team. At the end of the year, his class traveled to Washington D.C. to compete in the nationals. Hall became enthralled with the philosophy behind the Constitution and with everything about the United States government.

“That’s why I became a history teacher,” says Hall, who clearly shared his students’ excitement and anxiety as they welcomed judges into the courtroom by standing in silent reverence. On several occasions during the sessions, Hall nodded with approval when students looked back at him for his subtle assurance.
 

This is the first year Pembroke High School students have participated in the program, thanks to Hall, who was instrumental in bringing the We the People program to the school. Hall attended the weekend workshops provided to teachers at every school that signs on to take part. During the weeks leading up to the competition, he assisted his students with their preparation after school.

Not unlike a college course, the class requires a lot of reading, independent thinking, and cooperative study. Funding is provided through the Federal Department of Education, who supplies curriculum, textbooks, and support for educators. Students challenge each other intellectually and rely on one another to get the most out of the experience. For many, being part of an academic team is a unique opportunity. “At this level, under this much scrutiny, the pressure is real—but positive,” says Hall.

In addition to teamwork, We the People offers a unique chance for students to speak publicly in a courtroom setting. From Stephanie Jones’s point of view, the experience was like a dream come true.

“We went in feeling pretty nervous, but also confident,” says the Pembroke senior. She plans on pursuing a law degree because, as she puts it, “I have to get back in the courtroom.” Jones especially enjoyed the political discussions and debate that occurred regularly in class and was looking forward to the competition. When her team had completed their testimony, she said, “I can’t believe it’s over. We needed more time, I was going to bring up bullying legislation and every students’ right to an education.”

Each team was given a total of ten minutes to present testimony. The judges and Hall commended Jones and her teammates on their breadth of knowledge. “The work you did was reflected here today. I think we crushed it!” enthused Hall in addressing his students. All the anxiety fell away as the competitors took a moment to recognize their achievement. A few self-congratulatory cheers were audible as they left the courtroom.

The Constitution has been the subject of debate since it was written. With the advent of the Tea Party, a movement that claims to be premised on love of the document—members carry pocket-size copies of the Constitution to underscore their commitment to a strict application of its wise words—an investment in studying the tenants upon which this country was founded seems especially timely.

The value of the We The People program is recognized by both liberals and conservatives; democrats and republicans. Teachers agree that it is not their job to represent a particular political opinion but to give students the tools in order to analyze varied positions and make decisions for themselves. Many students at the competition spoke of increased interest in government, policy, and civic involvement since taking the course.

“I can definitely tell that there has been growth in my students’ admiration for the founders and our democracy. Everyone forms an opinion and enjoys a lively debate,” says Hall, who, like Flanagan, plans to continue inspiring his students to participate in the democratic process.