Civic Education Policies: State Profile

Civic Education Policies: State Profile - North Carolina

December 2016


Data are collected using publicly available state statute, administrative code and, in some cases, curriculum and standards frameworks. A profile was sent to each state for review and modification, as needed.


Description Citation/Link
Civics, Citizenship or Social Studies High School Graduation Requirements
Are there high school graduation requirement in civics or citizenship education? 3 credits in Civics and Economics, U.S. history and World History required for all courses of study except 2 credits in Government/U.S. History and Advocacy/Problem Solving required for Occupational Preparation course of study. (16 N.C.A.C. 6D.0503.e.1)

"Local boards of education shall require that high school students demonstrate knowledge and understanding of the nation's founding and related documents in order to receive a certificate or diploma of graduation from high school." (N.C. Gen. Stat. §115C-81.g.2)

"Local boards of education shall include among the requirements for graduation from high school a passing grade in all courses that include primary instruction in the Declaration of Independence, the United States Constitution and its amendments, and the most important of the Federalist Papers." 
16 N.C.A.C. 6D.0503.e.1, N.C. Gen. Stat. §115C-81.g.2, N.C. Gen. Stat. §115C-81.g.3
Civics, Citizenship or Social Studies Standards and Curriculum Frameworks
State standards include civics or citizenship education The North Carolina Essential Standards for Social Studies (grade-level standards for K-8, course-specific standards for high school) include a strand of standards for Civics and Government. The standards have two primary purposes. “The first is to develop young people who are knowledgeable, critical, and capable of making informed decisions about the world and their place in it. The second purpose is to prepare young people to participate actively and responsibly in a culturally diverse, democratic, and increasingly interdependent world.”

Sample standards/benchmarks include: understanding the importance of rules by summarizing ways in which conflict could be resolved in homes, schools, classrooms and communities (grade 1), understanding the role that civic participation plays in societal change by analyzing issues pursued through active citizen campaigns for change (grade 8), and explaining ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion (high school, American History: The Founding Principles, Civics and Economics).
North Carolina Essential Standards for Social Studies (2010)

http://www.dpi.state.nc.us/curriculum/socialstudies/scos/#social
Curriculum frameworks include civics or citizenship education The Instructional Support Tools for Achieving New Standards is based on The North Carolina Essential Standards, which includes a strand of standards for Civics and Government. Deeper dives, content examples and additional resources are provided for each of the standards.

Sample content examples include: understanding that there are various ways to solve differences in conflicts and being able to summarize ways in which conflicts can be resolved (grade 1), understanding that political leaders often respond to citizen action, although change can be slow and knowing instances when citizen action produced societal change (grade 8), and understanding that a nation’s political systems are often comprised of adversarial groups which must find ways to resolve conflict and balance competing interests (high school, American History: The Founding Principles, Civics and Economics).
Instructional Support Tools for Achieving New Standards (Unpacking Standards)

http://www.dpi.state.nc.us/curriculum/socialstudies/scos/#social
Civics, Citizenship or Social Studies Inclusion in Assessment and Accountability Systems
State assessments include civics, citizenship education or social studies The State Board of Education shall require that any high school level curriculum-based tests developed and administered statewide beginning with academic year 1990-91 include questions related to the Declaration of Independence, the United States Constitution and its amendments, and the most important of the Federalist papers.

16 N.C.A.C. 6D.0503.e.2B

NCGSA 115C-81

115C-174.11
State accountability system includes civics, citizenship education or social studies N/A North Carolina State Board of Education Policy GCS-C-020

School-based management and accountability program: 115C-105
Civics, Citizenship or Social Studies Addressed in Other State Statutes or Administrative Code
State statutes (laws) that address civics, citizenship education or social studies Establishes power of State Board of Education to develop content standards, including for civics.

"Local boards of education shall provide for efficient teaching at appropriate grade levels of all materials set forth in the standard course of study, including integrated instruction in the areas of citizenship in the United States of America, government of the State of North Carolina, [and] government of the United States ..."

"Local boards of education shall require during the high school years the teaching of the nation's founding and related documents, which shall include at least the major principles in the Declaration of Independence, the United States Constitution and its amendments, and the most important of the Federalist Papers."

"The State Board of Education shall modify the high school social studies curriculum to include instruction in civic and citizenship education. The State Board of Education is strongly encouraged to include, at a minimum, the following components in the high school civic and citizenship education curriculum: a. That students write to a local, State, or federal elected official about an issue that is important to them; b. Instruction on the importance of voting and otherwise participating in the democratic process; c. Information about current events and governmental structure; and d. Information about the democratic process and how laws are made."

"All high schools and middle schools shall be encouraged to have elected student councils through which students have input into policies and decisions that affect them. ... The purpose of these student councils is to build civic skills and attitudes such as participation in elections, discussion and debate of issues, and collaborative decision making."

"Local school boards are encouraged to provide instruction on service to others, including service-learning."All schools are encouraged to provide opportunities for student involvement in community service or service-learning projects. Finally, instruction in good citizenship, described as "[o]beying the laws of the nation and this state; abiding by school rules; and understanding the rights and responsibilities of a member of a republic," is encouraged.
NC ST § 115C-12(9)(c), N.C. Gen. Stat. §115C.81.c, N.C. Gen. Stat. §115C.81.g.1, N.C. Gen. Stat. §115C.81.g1.1, N.C. Gen. Stat. §115C.81.g2, and N.C. Gen. Stat. §115C.81.h1
State administrative code addressed civics, citizenship education or social studies N/A

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