In its broadest sense, civics (also known as “civic education” or “civic learning”) is the lifelong process that makes people into informed and engaged members of their communities—which range from schools and towns or neighborhoods to the whole nation and even the world. Civic learning occurs in families, in religious settings and other associations, in political campaigns, and on news websites, among many other venues.
As noted in the Educating for American Democracy (EAD) Report:
The word ‘civic’ denotes the virtues, assets, and activities that a free people need to govern themselves well. When civic education succeeds, all people are prepared and motivated to participate effectively in civic life. They acquire and share the knowledge, skills, and dispositions necessary for effective participation.
As defined in many state standards and other official documents, “civics” usually refers to a K–12 curriculum that is part of the social studies. This curriculum typically draws heavily on political science and law and has close connections to other academic subjects, particularly U.S. history, and to experiences like service-learning. In a given grade or school, these disciplines may be integrated in various ways; for instance, one course or sequence of courses may combine civics (as the study of politics) with U.S. history.
In the CivXNow Coalition, we endorse the broad definition of “civics” and are concerned about all influences on the civic development of children, youth, and even adults. However, we focus particular attention on K–12 in and outside of the classroom and within the broad school experience—on the teaching of politics, law, U.S. history, and closely related subjects and disciplines; the development of whole school cultures that cultivate civic skills and dispositions; and opportunities for students to put learning into practice through service learning, clubs, and other programs, as well as participating in school governance.