[Congressional Record Volume 148, Number 126 (Tuesday, October 1, 2002)]
[House]
[Pages H6837-H6839]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




   RECOGNIZING IMPORTANCE OF TEACHING U.S. HISTORY IN ELEMENTARY AND 
                           SECONDARY SCHOOLS

  Mr. OSBORNE. Madam Speaker, I move to suspend the rules and agree to 
the concurrent resolution (H. Con. Res. 451) recognizing the importance 
of teaching United States history in elementary and secondary schools, 
and other purposes, as amended.
  The Clerk read as follows:

                            H. Con. Res. 451

       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.

  The SPEAKER pro tempore. Pursuant to the rule, the gentleman from 
Nebraska (Mr. Osborne) and the gentleman from Wisconsin (Mr. Kind) each 
will control 20 minutes.
  The Chair recognizes the gentleman from Nebraska (Mr. Osborne).


                             General Leave

  Mr. OSBORNE. Madam Speaker, I ask unanimous consent that all Members 
may have 5 legislative days within which to revise and extend their 
remarks on H. Con. Res. 451.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Nebraska?
  There was no objection.
  Mr. OSBORNE. Madam Speaker, I yield myself such time as I may 
consume.
  Madam Speaker, I rise in support of H. Con. Res. 451, recognizing the 
importance of teaching U.S. history and civics. I would particularly 
like to thank the gentleman from Wisconsin (Mr. Kind) for introducing 
this piece of legislation and for his leadership in this area.
  As I thought about speaking on this subject today, I was reminded of 
the fact that a couple of months ago, I had a civics teacher from 
Nebraska who came into my office. This particular individual had paid 
his own way back to Washington, and I asked him what was on his mind, 
and he said, well, he had been teaching U.S. government for over 20 
years, and he was really distressed by the fact that he had seen his 
students become increasingly less and less engaged with the political 
process, or even being interested in government, certain issues. So his 
sole purpose of paying his way back here was just to try to talk to 
people and apprise us of the situation.
  Of course, this has certainly not been a very encouraging trend. In 
2001, the NAEP test indicated that in testing 4th, 8th and 12th 
graders, that between 80 to 90 percent of those students were below 
acceptable levels of achievement in history and government. Actually, 
the 12th graders had 89 percent of the students below satisfactory 
level. Again, this is a rather alarming trend because a democracy 
depends upon an informed, engaged electorate, and it is alarming to see 
that we apparently have been losing ground in this regard.
  One might ask, well, why this decline; why have things gone south on 
us in this regard? I would say, I would suggest maybe two reasons. One, 
I think there has been an increasing lack of emphasis in the schools on 
teaching of history, particularly U.S. history and U.S. government, and 
this is reflected in the test scores and in some of the apathy.
  I think second, and we are all probably somewhat involved here, there 
has been an increasing cynicism on the part of the general public in 
regard to the political process. We may say, well, why are people more 
cynical today? I think one reason is that they feel more powerless. I 
think they see the emphasis upon money, the factor that many special 
interest groups play in the legislative process.
  Then the other night I was reminded as I sat on the floor and 
listened to the debate, which became increasingly rancorous and 
increasingly partisan, and I thought if I were a young person who was 
just kind of getting acquainted with the political process, how would I 
feel about what is going on on the floor? These are the 
Representatives, these are the people who are supposed

[[Page H6838]]

to be striving for the common good and are supposed to be representing 
us, and I think to some degree the attack ads, the partisanship and 
some of the negativity that we hear right here on the floor has also 
led to some of the disaffection that people have with the political 
process.
  I do not want to be totally negative here today, because I think 
there are some answers. I think there are some things being done. 
President Bush has announced three initiatives that are designed to 
support teaching American history and civics. The first of these are 
some grants to develop curricula and to train teachers, particularly in 
these areas; second, an Internet program which will provide historical 
documents on the Internet and also promote a greater understanding of 
U.S. history; and third, a forum at the White House which is intended 
to address these very issues that we have been talking about.
  The second initiative I think is very important and is something 
called Freedom's Answer, and this is something that has been espoused 
and promoted by the gentleman from Texas (Mr. DeLay) and the 
gentlewoman from California (Ms. Pelosi). It is a nonpartisan campaign 
extending from September 11 to November 5, encouraging young people to 
register to vote. A great many young people are too young to vote, but 
they are encouraged to promote an interest on the part of their parents 
to get into the legislative process and to vote as well.
  I certainly urge support for H. Con. Res. 451. Again I would like to 
thank the gentleman from Wisconsin (Mr. Kind) for his leadership on the 
issue.
  Madam Speaker, I reserve the balance of my time.

                              {time}  1545

  Mr. KIND. Madam Speaker, I yield myself such time as I may consume.
  (Mr. KIND asked and was given permission to revise and extend his 
remarks.)
  Mr. KIND. Madam Speaker, I am passionate about American history. I 
believe there is an important role for it to play and be taught in our 
elementary and our secondary schools throughout the country, especially 
in light of modern times, especially in light of the last year that our 
Nation has gone through; and I want to thank the leadership, first of 
all, Madam Speaker, for bringing this resolution to the floor today. I 
also want to thank the chairman and the ranking member and their 
respective staffs on the committee. But most of all, I would like to 
thank the gentleman from Nebraska (Mr. Osborne) for co-sponsoring this 
legislation with me, for championing it through the Committee on 
Education and the Workforce, for being here on the floor today.
  On September 17, 1787, the delegates to the Constitutional Convention 
signed the United States Constitution. Consideration of this 
resolution, H. Con. Res. 451, recognizes the importance of teaching 
American history and civics, and it coincides nicely with the 215th 
anniversary of the signing of our Constitution and with the President's 
recent announcements supporting new policies and initiatives for 
teaching American history and civics. I commend the administration's 
efforts to encourage the teaching of these important issues, and I will 
continue to work to build support for them in this body.
  When students have a solid foundation of basic American history and 
civics, they can better understand their roles and responsibilities as 
citizens of this great Nation and as a part of our global community. 
Furthermore, when students study U.S. history, they becoming familiar 
with the development and the expansion of our own country. This 
knowledge enables youth to better understand the present relationship 
between the United States and other countries and to anticipate future 
international relations.
  Since the tragic events of September 11, 2001, this has become even 
more imperative. Knowing our Nation's history and our civic duties as 
citizens of the United States is vital to preventing similar attacks 
both here and abroad and provides an important knowledge on how to cope 
with a drastically changed world for us.
  I believe that one of the most important parts of teaching history 
and learning civic education is to prepare people for bad times. The 
question is not whether people will remember the right phrases but 
whether they will turn words and lessons into practice when they fear 
for their freedom and their security. The chances for democratic 
principles to survive such crises depend upon the number of citizens 
who remember how free societies have responded to crises in the past, 
how free societies have acted to defend themselves and emerge from the 
bad times.
  Why have some societies fallen and others have stood fast? Citizens 
need to tell one another what struggles have had to be accepted, what 
sacrifices borne, and comforts given up to preserve freedom and 
justice. The deep discriminating historical knowledge required to ward 
off panic, self-pity, and resignation is not always fun to acquire; but 
it is important.
  Sadly, results recently revealed, as the gentleman from Nebraska (Mr. 
Osborne) recently indicated, from the 2001 study by the National 
Assessment of Educational Progress of U.S. History found 89 percent of 
high school seniors, 84 percent of eighth graders, 82 percent of fourth 
graders scored below proficient levels in the understanding of their 
history. In addition, in 1999, the International Civic Education study 
of 14-year-old students reported the majority of ninth graders 
typically spent less than 1 hour per week doing history homework. 
Unfortunately, this is not only true in the elementary and secondary 
schools. It also appears to be prevalent in our universities. 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 our Nation's history.
  Thus in light of these troubling facts, this resolution before us 
today recognizes the importance of teaching American history and civics 
in elementary and secondary schools. Further, it supports efforts that 
ensure students graduate from high school with significant 
understanding of these issues. Our elementary and secondary schools are 
a vital resource to teach, study, and disseminate the information about 
past and present events. Gaining a sense of history is a gradual and 
cumulative process. Therefore, history education should begin at the 
earliest stages of a student's classroom experience and continue to 
develop through a student's entire educational career and then beyond.
  I am pleased that the reauthorization of the Elementary and Secondary 
Education Act included the Teaching American History grant program and 
the Civic Education program. I would like to see American history and 
civic education remain a fundamental part of our schools' curriculum. 
The Teaching American History program supports programs to raise 
student achievement by improving teachers' knowledge of understanding 
and appreciation of American history. It also prioritizes teaching 
American history as a separate academic subject. This program received 
$50 million in the 2002 fiscal year, and it must receive adequate 
appropriations again for the next fiscal year.
  Just this last week I was notified by the Department of Education 
that the Cooperative Education Service Agency District 10 in my 
congressional district received a grant under this program for nearly 
$1 million for the next 3 years. This grant will serve 30 school 
districts, 200 teachers, and 5,205 students. I applaud the school 
districts for applying and receiving this grant.
  The Civic Education Program in ESEA is a combination of domestic and 
international initiatives. The We the People program promotes civic 
competence and responsibility by educating elementary and secondary 
students about the institutions of our constitutional democracy. The 
International Education Initiative provides assistance to ensure that 
children in emerging democracies throughout the world are exposed to 
democratic principles. The Civic Education Program received $27 million 
in this last fiscal year but was zeroed out, unfortunately, in the next 
fiscal year appropriations bill.
  I urge the appropriators to fund this initiative, and at its 
authorization level of $30 million. Now is not the time to eliminate a 
program that has continually shown that students involved in civic 
education develop

[[Page H6839]]

greater commitment to democratic principles and values.
  Madam Speaker, I urge my colleagues to support this resolution today. 
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.
  Mr. BOEHNER. Madam Speaker, I rise today in support of this 
resolution to recognize the importance of teaching United States 
history and civics in elementary and secondary schools. I would like to 
thank Mr. Kind and Mr. Osborne for sponsoring the resolution, and I 
appreciate their efforts to bring it before the House today.
  Madam Speaker, our nation's students do not have even the most basic 
knowledge of American history. The 1998 National Assessment of 
Educational Progress--or NAEP--on U.S. history showed that one-third of 
our 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. Furthermore, the 2001 NAEP found that 89 percent of high 
school seniors, 84 percent of 8th graders, and 82 percent of 4th 
graders scored below ``proficient'' levels.
  As President Bush recently noted, ``This is more than academic 
failure. Ignorance of American history and civics weakens our sense of 
citizenship. To be an American is not just a matter of blood or birth; 
we are bound by ideals, and our children must know those ideals.''
  I agree with President Bush and believe that our children truly 
benefit when they learn about our nation's victory in the Revolutionary 
War or the debates that took place at the Constitutional Convention. It 
is critical that they understand the meaning of the Declaration of 
Independence and the Bill of Rights.
  Last January, President Bush signed into law the No Child Left Behind 
Act, which will help address this problem. First, the law authorizes 
the Civic Education program, which supports the Center for Civic 
Education and its program that encourages instruction on: the 
principles of our constitutional democracy; the history of the 
Constitution and the Bill of Rights; and how the Congress functions on 
a day-to-day basis.
  Secondly, the No Child Left Behind Act also authorizes the ``Teaching 
American History Grant Program,'' in which the Education Secretary will 
award grants to help local educational agencies develop, implement, and 
strengthen American history programs. These grants will also be used 
for professional development and teacher education programs in American 
history.
  Madam Speaker, teaching United States history and civics in our 
schools has never been more important. This resolution builds on our 
efforts in No Child Left Behind Act and I ask my colleagues to vote 
``yes'' on it.
  Mr. KIND. Madam Speaker, I have no further requests for time, and I 
yield back the balance of my time.
  Mr. OSBORNE. Madam Speaker, I have no further requests for time, and 
I yield back the balance of my time.
  The SPEAKER pro tempore (Mrs. Biggert). The question is on the motion 
offered by the gentleman from Nebraska (Mr. Osborne) that the House 
suspend the rules and agree to the concurrent resolution, H. Con. Res. 
451, as amended.
  The question was taken; and (two-thirds having voted in favor 
thereof) the rules were suspended and the concurrent resolution, as 
amended, was agreed to.
  The title of the concurrent resolution was amended so as to read: 
``Concurrent resolution recognizing the importance of teaching United 
States history and civics in elementary and secondary schools, and for 
other purposes.''.
  A motion to reconsider was laid on the table.

                          ____________________