“Karl Marx, Founding Father? Survey Shows Knowledge Gaps” Education Week 12-16-10
“Commission Set Up to Improve Humanities, Social Science Studies” Education Week 2-17-11
“U.S. students lack knowledge of history” Wichita Eagle 6-15-11
“U.S. Must Bolster Civic Learning in Schools, Report Says” Education Week 9-19-11
“Students’ Knowledge of Civil Rights History Has Deteriorated, Study Finds” New York Times 9-28-11

One does not need to search for long to find a discouraging report regarding students’ understanding of their heritage. Many of us became history teachers because we love our country, are grateful for our heritage of liberty, and want to be part of “secur(ing) the Blessings of Liberty to ourselves and our Posterity…” We labor mightily to cultivate in our students an appreciation and curiosity about history, as well as a sense of responsibility regarding government and civics. We employ story-telling, role plays, simulations, guest speakers, online tools, group discussion, writing projects, music, and all manner of props to help young people see their vital role in self-government. We want them to internalize James Madison’s maxim that “Knowledge will forever govern ignorance; and a people who mean to be their own governors must arm themselves with the power which knowledge gives.”

The Bill of Rights Institute’s Being an American Essay Contest offers another tool to high school teachers who want to bring this message home to their students. Since the contest’s inception in 2006, more than 80,000 students have written essays in which they thoughtfully explore what it means to be an American. It is this profound reflection that can turn a surface knowledge of facts into a personal commitment to civic responsibility. As a classroom teacher before I joined the Institute staff, I required my students to write this essay, and I thoroughly enjoyed reading what they thought about this important topic. Several of my students placed well in the contest. But more importantly, they began to think of themselves as competent and responsible owners of their heritage as Americans.

Some aspects of the contest are new this year. First, we have a new question: “How does the Constitution establish and maintain a culture of liberty?” This question will require writers to ground their thinking firmly in the Constitution and its principles, proving the connection between those principles and the liberties we enjoy. A second new feature is that teachers may sponsor as many students as they like, rather than selecting only their top five student papers. And, thirdly, students may enter the contest on their own, without teacher sponsorship. We’ve found that some students in the past have learned of the contest independently of any teacher’s involvement, and we want to encourage those students to submit their essays.
Other elements of the contest are similar to those of previous years. Once again, the contest is open only to high school students, and we still offer cash prizes to winning students and their teachers. We provide writing tips and a detailed lesson plan including scoring rubric. If you choose to have your students participate in the contest, everything you need to make it a well-organized activity is available on our Essay Contest page.

For more details about the contest, teachers and students may want to consult our “Frequently Asked Questions” page, regarding what the judges are looking for: Being an American Essay Contest submissions will focus on various Founding principles in answering the question, “How does the Constitution establish and maintain a culture of liberty?” All essays must reference the Constitution. There are no principles or Founders which are “preferred” over others, provided the principle is from the approved list of Founding principles. A well-written essay will completely adhere to the topic and fully answer all parts of the question. Judges are looking for the following:
-adherence to the Essay Guidelines (as stated in Section III of the Rules and Regulations)
-understanding of Founding principle
-depth of analysis of documents and enduring importance
-strength of personal response
-originality
-organization
-writing style

Essay entries may be submitted until December 15; we hope to see many students take advantage of this opportunity to prove that they are taking seriously their responsibility to “arm themselves with the power which knowledge gives.” Students who engage in thinking and writing about our vital heritage of liberty as maintained by the Constitution will be prepared to counter the kind of pessimism reflected in the headlines above. But even more importantly, they will be better prepared to take their part in “form(ing) a more perfect Union”.

We already have some essay submissions in this year’s contest. Where does this important lesson best fit in your lesson plans between now and December 15?