[Congressional Bills 107th Congress]
[From the U.S. Government Publishing Office]
[H. Con. Res. 451 Engrossed in House (EH)]


  2d Session

                            H. CON. RES. 451

_______________________________________________________________________

                         CONCURRENT RESOLUTION

Recognizing the importance of teaching United States history and civics 
      in elementary and secondary schools, and for other purposes.
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
107th CONGRESS
  2d Session
H. CON. RES. 451

_______________________________________________________________________

                         CONCURRENT RESOLUTION

Whereas gaining a sense of history is a gradual and cumulative process, and 
        history education should therefore begin at the early stages of a 
        student's classroom experience and continue to develop throughout a 
        student's entire educational career and beyond;
Whereas when students study United States history they become familiar with the 
        development and expansion of the country, which enables them to better 
        understand the present relationship between the United States and other 
        countries and to anticipate future international interaction;
Whereas when students have a foundation of basic United States history they can 
        better understand their roles and responsibilities as citizens of the 
        United States and as a part of the global community;
Whereas the National Assessment of Educational Progress (NAEP) United States 
        History Assessment of 2001 found that 89 percent of high school seniors, 
        84 percent of 8th graders, and 82 percent of 4th graders scored below 
        ``proficient'' levels;
Whereas the results of the 1998 National Assessment of Educational Progress 
        Civics Assessment showed that 77 percent of all 4th graders sampled 
        scored below ``proficient'' levels and showed similar results for 8th 
        and 12th graders, with approximately three-fourths of students at both 
        grade levels scoring below ``proficient'' levels;
Whereas the 1998 National Assessment of Educational Progress Civics Assessment 
        showed that one-third of 4th graders could not explain the meaning of 
        ``I pledge allegiance to the flag'' on a multiple-choice test and a 
        majority of 4th graders could not answer why ``citizens elect people to 
        make laws for them'' in a democracy;
Whereas in 1999, the United States placed 6th in the International Civic 
        Education (CivEd) Study, a study of 27 countries sponsored by The 
        National Center for Education Statistics (NCES) designed to tap the 
        civic knowledge and skills of 14-year-olds and their attitudes toward 
        democracy and citizenship;
Whereas according to the CivEd study, 12 percent of students in the United 
        States reported never or hardly ever studying history in school, and the 
        majority of 9th graders typically spent less than one hour per week 
        doing history homework;
Whereas according to the Center for Survey Research and Analysis, fewer than 
        half of the seniors surveyed at top universities across the United 
        States can identify crucial events in United States history;
Whereas distinguished historians and intellectuals fear that without a common 
        civic memory and common understanding of the remarkable individuals, 
        events, and ideals that have shaped the Nation, people in the United 
        States risk losing much of what it means to be an American, as well as 
        the ability to fulfill the fundamental responsibilities of citizens in a 
        democracy; and
Whereas citizens who lack knowledge of United States history will also lack an 
        understanding and appreciation of the democratic principles that define 
        and sustain the Nation as a free people, such as liberty, justice, 
        government by consent of the governed, and equality under the law: Now, 
        therefore, be it
    Resolved by the House of Representatives (the Senate concurring), 
That the Congress--
            (1) recognizes the importance of teaching United States 
        history and civics in elementary and secondary schools;
            (2) expresses concern regarding the lack of basic 
        understanding of United States history among students of all 
        levels in the United States; and
            (3) strongly supports efforts to promote the value of 
        education in United States history and to ensure that students 
        in the United States graduate from high school with a 
        significant understanding of United States history and civics.

            Passed the House of Representatives October 1, 2002.

            Attest:

                                                                 Clerk.