Civic duties have long been thought to be essential components of public education. While many may believe that this concept best applies to secondary and post-secondary settings, it is highly relevant and necessary at the middle school level as well. The civic responsibilities one must hone throughout the educational process entails aspects of social participation and democratic engagement. Student advocacy groups, which thrive at the middle school level, are considered by many to be among the most productive and beneficial of all civic activities and interactions within a school setting (Howard, King, & Marcus, 1993). Weeks (1998) maintains that by engaging in advocacy groups, students may enhance their levels of interest and involvement in their local communities, as well as developing an increased sense of awareness related to their personal rights and responsibilities as a productive citizen.
Recent studies support the views described above. A recently publicized Report of the Task Force on Civic Values at Princeton (2007) stresses that students exposed to opportunities related to civic involvement within a school setting at an early stage in their education often make commitments to civic activities beyond the traditional educational realm. Engberg, Hurtado, Landreman, and Ponjuan (2004) assert that the students’ civic experiences, or lack thereof, during earlier educational processes predispose them to the formation of beliefs and practices that often render them unprepared to “negotiate conflict in diverse democracy.” John Mohan (2006) notes that education-based civic activities have demonstrated educational benefits while having wider impacts in terms of politics and social engagement as well.
During my initial year of teaching, I noticed a major lack of civic responsibility and involvement on behalf of the students at the school in which I teach. With that in mind, I approached the school administration about forming a student council that would undertake several projects throughout the year in order to enhance personal, school, and community awareness among the students. Now, over three years later and with administrative support, the DMS student council is larger than ever (I do not place limitations on the number of students that may serve), and the projects are proving to be larger and more beneficial as time progresses. All of the projects undertaken by the student council are student initiated, and they are primarily funded by student-driven fundraisers. All projects must be school or community based, and they must demonstrate some degree of civic duty or interaction on behalf of the students. Since the inception of the student council, I have observed the students, may I remind you that they are middle school students, propose and carry out large school-based projects such as hosting a teacher appreciation day on an annual basis, an annual custodian appreciation day, encasing school bulletin boards, and many other projects. While such projects may seem minute to the outside world, the increased senses of morale and responsibility generated by the student council projects within the school have had tremendous impacts on the students, faculty, staff, and school as a whole.
As the chair of the DMS Relay for Life, I have also employed student volunteers as a means of enhancing the students’ involvement in both school and community affairs. The involvement of the students has made the Relay for Life program at DMS the most successful Hall County school-based program involved in the initiative. The student volunteers, many of whom are linked to the student council, hosts annual dances, mini-relays, and other fundraisers throughout the year in order to contribute to the Relay for Life effort.
Considering the changes that have taken place within my school within the past three years, it is clear that civic responsibility and involvement is relevant at the middle school level. As John Mohan (2006) notes, education-based civic activities have demonstrated educational benefits while having wider impacts in terms of political and social engagement as well. Although it may be a bit early for me to proclaim that such notions are true of the students I have mentored with the student council and Relay for Life programs, I can state that early evidence suggests that many have continued their involvement in civic activities at the high school level. Many of them currently participate in successful extra curricular activities, and several have chosen to become active members in service-based clubs such as the Fellowship of Christian Athletes and the Partners Club. To me, this is clearly enough evidence to support the promotion of civic engagement at the middle school level.
Engberg, M., Hurtado, S., Landreman, L., & Ponjuan, L. (2004). Students’ Precollege Preparation for Partcipation in a Diverse Democracy. Retrieved 10/01/2007 from: http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ647388&ERICExtSearch_SearchType_0=eric_accno&accno=EJ647388
Making a Difference? Student Volunteerism, Service Learning, and Higher Education in the USA. Springer Netherlands (2006). Retrieved 10/01/2007 from: www.springerlink.com/index/Y5T4H80866X30156.pdf
Report of the Student Task Force on Civic Values at Princeton (2007). Retrieved 10/01/2007 from: http://pace.princeton.edu/pdf/STFCV_report.pdf
Chapter One: Civic responsibility. (couldn’t find original author) Weeks, 1998. Retrieved 10/01/2007 from:
http://scholar.lib.vt.edu/theses/available/etd-04272000-18210021/unrestricted/ChapterOne.doc.
