Proof that it’s possible to approach civics and U.S. history in a balanced way
Is America a racist country? Or the greatest nation on earth? Or both or neither or some of each?
Is America a racist country? Or the greatest nation on earth? Or both or neither or some of each?
The Thomas B. Fordham Institute’s review of state standards for U.S. history and civics comes at a critical moment in American civic life.
Is America a racist country? Or the greatest nation on earth? Such a divisive question leaves little room for the complexity, richness, and nuance of our country’s past and present. But it’s the sort of question that often seems to get asked in today’s polarized environment. Small wonder, then, that the tattered condition of civics and U.S. history education constitutes a national crisis.
A trio of researchers from the University of Chicago, MIT, and UC Berkeley recently released a working paper that indicates a multitude of positive long-term effects—very long term, in fact—associated with attendance at public preschool.