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Running head: AMERICANISM IN CONTEXT 1
Americanism in Context
E Pluribus Unum: Are We Losing Our American Heritage?
Paula J. Baumgardner
Shawnee State University
Department of Teacher Education
Advisor- Dr. Patric Leedom
March 22, 2010
Candidate for Masters of Education, Curriculum & Instruction
AMERICANISM IN CONTEXT 2
Abstract
This paper explores the alarming concern that many who graduate from schools in Scioto
County Ohio, are not adequately familiar with United States history prior to 1877 and the
United States Constitution. A three-pronged approach was conducted in order to garner
this information. One approach utilized two surveys; the second explored the Ohio
Department of Education (ODE) website. The ODE website was examined for social
studies requirement and content. Furthermore, an analysis of the Ohio Graduation Test
(OGT) was conducted. In addition to the OGT results, an Americanism test was given
by the American Legion to students in participating schools. This third approach
compared the questions and the results from this test to that of the OGT. Through these
venues, ran the common theme of change in Ohio social studies requirements.
The changes in the Ohio social studies requirements could have a tremendous
impact on the future of America. Will we, as a nation, lose our American Heritage over
time? Will we no longer have a common understanding of how this country came to be,
and why we are governed the way we are? By not exposing the next generation to the
Founders’ plan for our country, it could happen (Neal, Martin, & Moses, 2000).
According to Thomas Jefferson, “by apprising [citizens] of the past will enable them to
judge of the future; it will avail them as judges of the actions and designs of men; it will
enable them to know ambition under very disguise it may assume; and knowing it, to
defeat its views” (Spalding, 2002, p. 159).
Keywords: American History, American Government, Ohio Department of Education,
Ohio Gradation Test, social studies standards, American Legion, United States
Constitution, founders, Americanism Test
AMERICANISM IN CONTEXT 3
Table of Contents
Abstract..............................................................................................................................2
E Pluribus Unum: Are We Losing Our American Heritage?...........................................4
Overview...........................................................................................................................5
Research Questions...........................................................................................................6
Literature Review..............................................................................................................7
Why Study our National Past?..........................................................................................7
Why Has our Educational System Changed the Teaching of our Nation’s History and
Government?...................................................................................................................11
What Impact Can/Will These Changes Likely Have on the Future of our Nation?........15
Methodology and Research Design.................................................................................21
Data Analysis and Interpretation.....................................................................................28
Analysis of Ohio Department of Education Social Studies Standards............................28
Analysis of the Ohio Graduation Test (OGT).................................................................31
OGT results per school district from various years.........................................................32
Selected questions from the OGT pertaining to this study..............................................34
Analysis of the Americanism and Government Program................................................35
Interpretation of standards applicability from the teachers’ view...................................41
Summary, Discussion, and Application..........................................................................44
Index to Appendices........................................................................................................48
AMERICANISM IN CONTEXT 4
E Pluribus Unum: Are We Losing Our American Heritage?
This nation is in a crisis. This consequence of this crisis could be at the expense
of every citizen of the United States of America. Each year, schools in the United States
graduate a class ignorant of American History and Government. This can have
tremendous consequences for the United States. For instance, America’s heritage could
be lost forever if students are not educated in the principles for which our forefathers
fought. Heritage, as defined by the Oxford English Dictionary (2010), is characterized by
or pertaining to the preservation or exploitation of local and national features of historical
or cultural interest. Furthermore, the rights of Americans could be usurped if Americans
are not indoctrinated in the rights and responsibilities enumerated in the Constitution.
It is imperative that this generation and subsequent generations are taught about
the development of this country and the sacrifices that were made to make it the country
that it was designed to be. Our youth need to be educated in the fundamentals of
American History and Government, particularly the Colonial and Revolutionary periods.
Moreover, students need to be taught about the great accomplishments and the failures of
this nation’s history. Without knowledge, people perish—in this case our nation will not
continue to be a free nation if our present and future generations do not have a firm
foundational understanding of the founding fathers’ principles of the United States.
James Madison, Father of the Constitution, stated the following:
A popular Government, without popular information, or the means of acquiring it,
is but a Prologue to a Farce or a Tragedy; or, perhaps both. Knowledge will
forever govern ignorance: And a people who mean to be their own Governors,
AMERICANISM IN CONTEXT 5
must arm themselves with the power which knowledge gives (Spalding, 2002, p.
150).
Furthermore, students need to understand the relevance of holding onto America’s
founding principles so that this country can remain as one—United States of America. It
is to this end, that all educators need to mold the children into citizens who know from
where they came, to where they are going, and the possible implications if they are not
secure in their national heritage.
Overview
The initial purpose of this project was to analyze the possible causes attributing to
students lack of knowledge in the area of American History and Government. Upon
conducting an examination of the Ohio Department of Education’s requirements for
students’ to graduate, a few issues were brought to the forefront. On the surface, it would
appear that students, for the most part, are achieving the required benchmarks according
to the results from the 2009 & 2010 Ohio Graduation Test. However, upon further
investigation, the results are misleading as far as students’ knowledge of American
History and Government.
Additional examination was conducted in regards to students participating in the
Americanism test provided by the local American Legion. The results that were collected
do not correspond with that of the OGT. It appears that there is a vast discrepancy
between the OGT results and that of the Americanism test. Additionally, a web survey
was given to teachers from the schools that participated in the Americanism test and to a
few that did not to garner more information in regards to the curricula that is taught to
Scioto County High School students (Survey Monkey). It was also conducted to analyze
AMERICANISM IN CONTEXT 6
students’ preparation for the Americanism test. Teachers, according to the survey, did
not prepare the students prior to taking the Americanism exam.
Through a review of the literature, this paper will reveal the importance of
teaching and learning American History and Government. In addition, a more
comprehensive investigation and analysis of the Ohio Graduation Test, the Ohio
Department of Education requirements, the Americanism test, and the survey from local
Scioto County teachers will be discussed.
Research Questions
Are Scioto County students meeting the social studies standards set by the Ohio
Department of Education?
Do the questions on the Ohio Graduation Test (OGT) support these standards?
Are the questions on the OGT applicable to the founding of America and the
Constitution?
Are Scioto County students learning about the United States Constitution and
American History pertaining to the founding of the United States?
AMERICANISM IN CONTEXT 7
Literature Review
Articles have been written that expose the lack of education students are receiving
in American History and Government and the effects of this lack of knowledge. In a
study conducted by the American Council of Trustees and Alumni, it was discovered that
many college students graduate without knowing their American heritage (Neal, Martin,
& Moses, 2000). Hess (2009) describes in his article that, “too many young Americans
do not possess the kind of basic knowledge they need. When asked fundamental
questions about U.S. history and culture, they scored a D and exhibited stunning
knowledge gaps” (p. 5).
This literature review will address some of the underlying issues in hopes of
gaining a perspective on this increasing trend.
Why study our national past?
Why has our educational system changed the teaching of our nation’s history and
government?
What impact can/will these changes in education likely have on the future of our
nation?
Why Study our National Past?
Carpenter (2004) points out that Thomas Jefferson, writer of the Declaration of
Independence and third president of the United States, “believed that the main purpose of
an educated citizenry is to serve as the basic line of defense against any encroachment on
their lives by a government” (p. 144). He continues by saying that Jefferson “thought it
important to read such political works as the Declaration of Independence, the Federalist
Papers, and the Constitution of the United States” (p. 145). Nash (2009) concurs by
AMERICANISM IN CONTEXT 8
stating that, “[Thomas] Jefferson, [Benjamin] Rush, and [Noah] Webster represent the
desire to use schooling to create the ‘uniform America’ and ‘to create a new unity, a
common citizenship and culture’ . . . and to create citizens who would be loyal to the new
country” (p. 419).
Noah Webster, Father of American Scholarship and Education, had the same
philosophy as the other founders in that he believed “It is an object of vast magnitude that
systems of education should be adopted and pursued which may not only diffuse a
knowledge of the sciences but may implant in the minds of the American youth the
principles of virtue and of liberty and inspire them with just and liberal ideas of
government and with an inviolable attachment to their own country” (Spalding, 2002,
pp. 149-150). James Madison believed that “The best service that can be rendered to a
Country, next to that of giving it liberty, is in diffusing the mental improvement equally
essential to the preservation, and the enjoyment of the blessing” (Spalding, 2002, p. 149).
Neal, et al. (2000) concurs by explaining, “The nation’s past unifies a people and ensures
a common civic identity (p. 4). She continues that “the importance of a shared memory
appears to have lost its foothold in higher education” and “what happens in higher
education relates directly to what happens in K-12” (2009).
Neal (2000) further advocates that, “other than our schools, no institutions bear
greater responsibility for the transmission of our heritage than colleges and universities”
(p. 7). Finally, Neal explains that, “citizens who fail to know basic landmarks of history
and civics are unlikely to be able to reflect on their meaning” and therefore, “fail to
recognize . . . the importance of preserving it” (p. 7). Spalding (2002) discusses that
founding father Benjamin Franklin had reservations if the new republic would be
AMERICANISM IN CONTEXT 9
preserved. After the Constitutional Convention, Benjamin Franklin was asked what kind
of government was created. He was quoted, “A republic, if you can keep it” (p. XIV).
Hess’s (2009) study seems to articulate the same philosophy as Neal’s. Hess
stated that, “it is vital that schools familiarize students with the history and culture that
form the shared bonds of their national community” (p. 7). Hess continues to address the
issue that our forefathers regarded comprehensive education as the schools purpose. This
is the schools’ primary mission, to “equip every young person for the responsibilities and
privileges of citizenship” (p. 7). In order to achieve this goal one must be taught “with the
historical narrative and cultural touchstones that mark our national experience, schools
provide the vocabulary for a common conversation that can render e pluribus unum” (p.
7). Spalding (2002) agrees by quoting John Adams, “. . . the longest liver of you all will
find no principles, institutions or systems of education more fit in general to be
transmitted to your posterity than those you have received from your ancestors” (p. 159).
Hess stated that, “Absent shared reference points, it may be more difficult for young
Americans . . . to find their common identity as citizens” (p. 7).
Spalding (2002) acknowledged that Thomas Jefferson believed all children should
be provided “with the skills--reading, writing, arithmetic, geography, and history—
necessary to live free and independently as adults” (p. 91). He further states that Jefferson
believed all children “must be given a civic education that instructs them in ‘their rights,
interests and duties, as men and citizens’” (p. 91). Moreover, Noah Webster believed
that, “Every child in America should be acquainted with his own country. He should
read books that furnish him with ideas that will be useful to him in life and practice. As
soon as he opens his lips, he should rehearse the history of his own country” (Spalding,
AMERICANISM IN CONTEXT 10
2002, p. 159). Additionally, Spalding quoted Thomas Jefferson saying, “It is the duty of
every good citizen to use all the opportunities which occur to him, for preserving
documents relating to the history of our country” (p. 159). Gutierrez (2003) emphasized,
In order for people to appreciate the legitimate claim of the polity and the society
from which the government came, they must be knowledgeable about the origins
of its professed values and beliefs. Therefore, as part of a government, civics, and
even history curriculum, the content should include historical study of the origins
of those ideals, especially in order to avoid an inaccurate or distorted
understanding of those origins” (p. 221).
Carpenter quotes Jefferson saying:
For this purpose the reading in the first stage, where they will receive their whole
education, is proposed . . . to be chiefly historical. History, by apprising them of
the past will enable them to judge the future; it will avail them of the experience
of other times and other nations; it will qualify them as judges of the actions and
designs of men; it will enable them to know ambition under every disguise it may
assume, and knowing it, to defeat its views (p. 141).
Carpenter (2004) continues to say, “The ultimate goal of Jefferson’s educational
plan was, of course, effective citizenship education” (p. 142). In addition, “. . . all citizen
s regardless of educational background, would be effective defenders of the new republic
against threats to their personal liberty” (p. 142).
President George Washington summed the Americanism ideology during his
farewell address:
AMERICANISM IN CONTEXT 11
. . . you should properly estimate the immense value of your national Union to
your collective and individual happiness; that you should cherish a cordial,
habitual and immovable attachment to it; accustoming yourselves to think and
speak of it as of the Palladium of your political safety and prosperity; watching
for its preservation with jealous anxiety; discountenancing whatever may suggest
even a suspicion that it can in any event be abandoned, and indignantly frowning
upon the first dawning of every attempt to alienate any portion of our Country
from the rest, or to enfeeble the sacred ties which now link together the various
parts (Spalding, 2002, p. 302).
Why Has our Educational System Changed the Teaching of our Nation’s History
and Government?
According to Neal, et al. (2000), “The abandonment of history requirements is
part of a national trend” (p. 6). She supports her statement by including a 1988 study
completed by the National Endowment for Humanities. This study indicated “that more
than 80 percent of colleges and universities permitted students to graduate without taking
a course in American history while 37 percent of those institutions allowed students to
avoid history altogether” (p. 6). Neal further explains that thirteen years later, the
percentage increased to “One hundred percent do not require American history and 78
percent require no history at all” (p. 6).
Even though Neal’s primary focus was the college level, she stated that few
students who leave high school have adequate knowledge of American history and that
“colleges and universities do nothing to close the ‘knowledge gap’” (p. 6). Robelen
(2010) concurs with Neal in that “efforts to rewrite social studies standards come as
AMERICANISM IN CONTEXT 12
concerns persist . . . getting squeezed out of the classroom because of the federal No
Child Left Behind Act’s emphasis on reading and math” (p. 18). In his study, Levine
(2007) found that by “ . . .limiting and sometimes eliminating civic education in schools
and concentrating primarily on marketable and measurable skills in reading, math, and
science, US educators are failing to ‘prepare the next generation of citizens with
appropriate knowledge, skills, and values’” (Bole & Gordon, 2009).
On the other hand, the National Assessment of Educational Progress (NAEP), as
of 2006, claims “America’s twelfth, eighth, and especially fourth-graders know more
U.S. history now than in the past” (US Dept of Education, 2007, p. 1). This appears to be
contradictory to the Ohio Department of Education assessment results analyzed from
various years (ODE, 2010). Furthermore, the analysis reported from the NAEP does not
appear accurate when students will only need “. . . a half unit of credit in American
History and a half unit of credit in American Government” (p. 1) in order to graduate
high school. The requirement from ODE states that the “course examines the history of
the United States of America from 1877 to the present” (p. 3).
Lynne Munson, President and Executive Director of Common Core said, “Scaling
back the breadth of American history coverage in high school is a bad idea” (p. 19). Ms.
Munson continues, saying, “I do think once you’re in high school and your intellectual
development and background knowledge [have expanded], . . . you can restudy the
American past in a way that will bring more meaning than you might have been able to
glean at earlier grades” (Robelen, 2010).
In addition, the ODE, as other “proponents of the spiral curriculum, suggested
that the fifth grade go from 1492 to the War of 1812 . . .” (Stotsky, 2004, p. 27). Stotsky
AMERICANISM IN CONTEXT 13
continues to imply that “the average fifth grader is incapable of bringing much depth of
understanding to our basic political principles” (p. 27). Stotsky’s reasoning is supported
by the fourth component of psychologist Jean Piaget’s theory. Piaget’s fourth stage,
formal operational level of thinking, begins when children are ten or eleven. The formal
operational stage is when children have the ability to think abstractly (Byrnes, 2008,
p. 21).
In their studies, Brophy & VanSledright, 1997; Hallden, 1986; McKeown &
Beck, 1990, have found, “the essence of a comprehensive historical perspective is being
able to understanding why certain events took place and how these events affected the
course of history” (Byrnes, p. 340). Furthermore, “Given the abstract and sophisticated
nature of these principles, its should not be surprising to learn that, despite the best efforts
of teachers, students often simplify the causes of events . . .” In addition, “students
historical knowledge is often characterized by simple associations and unconnected
structures” (p. 340).
Hess’ (2009) article indicated that the change to students’ knowledge of American
history is three-fold. First, he stated, “The nation is in thrall [sic] with testing and basic
skills. We think this is a mistake” (p. 6). Hess’s concern with the Title I legislation was
that, “Congress required all states to create standards and testing, but only in reading and
mathematics” (p. 6). This new policy meant an increase in instructional time to those
areas of testing and a decrease in instructional time for history (p. 8). The second issue is
that “some children grow up in homes . . . in which parents are not conversant in
questions of history and culture . . . and that schools are especially crucial” (p. 7). Lastly,
AMERICANISM IN CONTEXT 14
Hess emphasizes the change in our youth’s culture. He stated, “American youth have
more schooling, money, leisure time, and information than any previous generation, yet
they devote enormous quantities of time to social networking websites, television, and
video games” (p. 7).
Waters (2005), on the other hand, believes the changes are not only due to what
students are taught, but their perception of American history is different depending on the
grade level (p. 11-12). Secondly, Waters stated that curriculum changes occur in the K-
12 level because of political correctness and that this correctness changes over time (p.
13-14). Waters concludes by stating, “Today’s textbooks will be criticized for having
omitted issues which do not seem important today” (p. 13). DeRose (2009) concurs with
Waters, stating there are “some factors affecting historical interpretation” (p. 233). For
example, “emotion and feeling can influence our perceptions of current individuals and
events” (p. 233). However, with some distance, our memories of the past will change (p.
233). However, Spalding (2002) reiterates Washington’s Farewell address stating,
For this you have every inducement of sympathy and interest. Citizens by birth or
choice, of a common country, that country has a right to concentrate your
affections. The name AMERICAN, which belongs to you, in your national
capacity, must always exalt the just pride of Patriotism, more than any appellation
derived from local discriminations (p. 303).
Lastly, DeRose recognized that, “As society places greater or less emphasis on certain
issues or becomes more accepting or even less tolerant of various groups or conditions,
we might reinterpret the past to conform to these new social standards” (p. 233).
AMERICANISM IN CONTEXT 15
On the other hand, Stotsky (2004) presented that, “The history of Western
political thought is diminishing because of the comparative sociocultural approach now
frequently used for the study of history” (p. 28). She continues, saying, “In effect,
sociocultural approaches tend to obliterate the origins and development of our civic
culture, to devalue the groups that advanced individual rights and to create sympathy for
cultures, extinct or not, that don’t value individual rights” (p. 28).
Another concern Stotsky (2004) addresses is that teachers are not adequately
trained. She states that:
In an application for a Teaching American History (TAH) grant from one of the
wealthiest counties in the country, school officials provided a chart showing that
52 percent of its eighth grade U.S. history teachers have neither a history nor a
social studies license, that 38 percent of its ninth grade U.S. history teachers have
neither a history nor a social studies license, and that a whopping 86 percent of
the English as a Second Language teachers who teach U.S. history classes for
ESL students at eight county high schools have not had a single course in U.S.
history (p. 21).
What Impact Can/Will These Changes Likely Have on the Future of our Nation?
Neal, et al. (2000) addresses three issues that these changes can have. First, “As
we move forward into the 21st century, our future leaders are graduating with an alarming
ignorance of their heritage—a kind of collective amnesia—and a profound historical
illiteracy which bodes ill for the future of the republic” (p. 4). Secondly, if these
“graduates leave school without knowing the foundations of American society, children
they teach will certainly do no better” (p. 7). Lastly, Neal quotes novelist Milan Kundera
AMERICANISM IN CONTEXT 16
stating, “If you want to destroy a country, destroy its memory. If a hostile power wanted
to erase America’s civic heritage, it could hardly do a better job—short of actually
prohibiting the study of American history” (p. 6). Samuel Adams, Founding Father,
projected a similar thought. He stated:
No people will tamely surrender their Liberties, nor can any be easily subdued,
when knowledge is diffused and Virtue is preserved. On the Contrary, when
People are universally ignorant, and debauched in their Manners, they will sink
under their own weight without the Aid of foreign Invaders. (Spalding, 2002, p.
150)
Novak (2002) supports Neal by stating, “People are willing to kill us just for
being Americans. So we ought at least to know what being American is. Yet many of
our students have been taught painfully little about our nation’s history, purposes, or
achievements” (p. 32).
Hess (2009) made an interesting discovery. He conducted a telephone survey
asking simple multiple-choice questions of 1,200 17-year-olds about United States
history. Hess discovered that, “teens on the cusp of adulthood earned a D overall” (p.
16). He further states, “A deep lack of knowledge is neither humorous nor trivial . . . also
affects our contribution as a democratic citizen” (p. 6). He continues by saying, “Any
reform idea that diminished the ability of schools and teacher to provide students with
such an education is narrowing children’s futures, not expanding them” (p. 6).
Alabama Senator Jeff Sessons agrees by saying, “At the root of this despicable
failure to grasp the ‘unique . . . blessings we experience as Americans,’ is mass ignorance
about the American Constitution and the Founding Fathers, encouraged by insufficiently
AMERICANISM IN CONTEXT 17
patriotic educators” (Street, 2003, p. 282). Sessons supports this claim by citing the
Department of Education’s report , “sixty percent of U.S. high school students lack ‘basic
knowledge of American history’ and ‘two thirds don’t even know that the first ten
amendments to the U.S. Constitution are called the Bill of Rights’” (Street, 2003, p. 283).
Kovacs (2009) wrote about a survey conducted by the John S. and James L. Knight
Foundation. “The project surveyed more than 100,000 high school students, nearly 8,000
teachers and more than 500 administrators and principals” (p. 14). The results were
astounding. “Given that the First Amendment is one of the bedrocks of U.S. democracy,
their report is not encouraging: 49% of students believed that the government should
regulate newspapers; 35% of students believed that the First Amendment goes too far in
the rights it guarantees; an additional 21% did not know enough about the First
Amendment to state an opinion” (p. 14).
Shenkman (2008) states that, “Polls over the past three decades measuring
Americans’ knowledge of history show . . . dismal results” (p. 20). He gave a few
staggering numbers that emphasized the grave reality of this increasing trend. For
example, “In 1991, Americans were asked how long the term of U.S. senator is. Just 25
percent correctly answered six years” (p. 20). He furthers this point by emphasizing that
“only 20 percent know that there are 100 senators” (p. 20). Amazingly, only 40 percent
of “Americans . . . can correctly identify and name the three branches of government” (p.
20).
Shenkman indicated, “What is needed is specifically an emphasis on civics.
Studies show that people who know civics are less easily manipulated by politicians”
AMERICANISM IN CONTEXT 18
(p. 177). He further emphasizes that “The time has arrived when we need to restore
civics to school curricula.” He continues saying, “This is an argument in favor of doing
more civics, not less” (p. 178). Bole & Gordon (2009) concur by “Calling for renewed
attention to civics in public education and informed access to the democratic practice of
deliberative democracy, a case is made for developing the kind of democratic minds
capable and confident in engaged citizenship” (p. 274). Levine (2007) believes that “at
the core of civil society is the art and practice of participation” (p. 21). Bole & Gordon
agree “The kind of participation that nurtures a sense and vision of shared purpose”
(p. 274).
“In the country that gave birth to Jefferson’s conception of an educated citizenry,
[schools], colleges and universities are failing to provide the kind of general education
that is needed for graduates to be involved and educated citizens” (Neal, et al. 2000, p. 6).
Thomas Jefferson’s quote, “If a nation expects to be ignorant and free, in a state of
civilization, it expects what never was and never will be” (Shenkman, 2008, p. 13) is very
profound considering the future of America.
Conclusion
The articles’ common theme in regards to American History and Government is
the fact that many Americans are not firmly grounded in their American heritage and
governmental foundations. Several factors contribute to these deficiencies in the
educational system. However, two things are certain, America had an influential past and
American history is always changing. Every day historical events occur. The challenge
arises when we have to decide what is significant enough to place in American history
curriculum, what is to be removed, and what is to be tested. We are made up of a diverse
AMERICANISM IN CONTEXT 19
people, ideologies, and preexisting beliefs of our American history. It will always be a
battle among those in charge of our curriculum and who presents the material as to how
our children will learn and to what extent the material will influence them. According to
Neal (2000), “The most direct solution is a strong curriculum, with a broad-based
rigorous course on American history required of all students. The course should include
the breadth of American history, from the colonial period to the present” (p. 8). This will
not only give the students a “sense of where the country has been, but what it has meant”
(p. 8).
“Our first task is to return to teaching Americans about America and teaching
immigrants how to become Americans. Until we re-establish a legitimate moral and
cultural standard, our civilization is at risk” (Nash, 2001, p. 42). Stotsky (2004) concurs
by stating, “No student should graduate from an American high school without an upper-
high-school level understanding of such basic political principles as limited government,
consent of the people, checks and balances, and an independent judiciary” (p. 30).
Gutierrez (2003) also agrees that it is important to “teach the constitutional foundations
of the American people as defined by the founding generation” (p. 236). In addition,
Gutierrez believes, “. . . a theoretical foundation that is part of our political and cultural
heritage seems to be worthwhile place to start in building a renewed commitment to our
commonwealth” (p. 240). Levine (2007) said that “. . . the most viable potential
approaches for maintaining unity in diversity in the US are crystallized in the call for
reawakening civic engagement and the return to teaching the responsibilities of
citizenship in democracy” (p. 21).
AMERICANISM IN CONTEXT 20
Spalding (2002) quoted Joseph Story’s urgency of passing the American legacy to
the next generation:
Let the American youth never forget, that they possess a noble inheritance, bought
by the toils, and sufferings, and blood on their ancestors; and capable, if wisely
improved, and faithfully guarded, of transmitting to their latest posterity all the
substantial blessings of life, the peaceful enjoyment of liberty, property, religion
and independence. The structure has been erected by architects of consummate
skill and fidelity; its foundations are solid; its compartments are beautiful, as well
as useful; its arrangements are full of wisdom and order; and its defences are
impregnable from without. It has been reared for immorality, if the work of man
may justly aspire to such a title. It may, nevertheless, perish in an hour by the
folly, or corruption, or negligence of its only keepers, THE PEOPLE (p. 231).
AMERICANISM IN CONTEXT 21
Methodology and Research Design
The purpose of this research was to garner evidence of students’ knowledge of
America’s foundation. This research was conducted from diversity of venues. This paper
is designed to analyze data collected from the Ohio Department of Education website,
data collected and analyzed from the Americanism and Government Test Program and an
analysis of a survey from local Scioto County social studies educators.
Many facets of the Ohio Department of Education’s website were explored. First,
a search was conducted by analyzing the social studies standards for high school students.
As is written in the Social Studies Model Curriculum Development (ODE, 2010), the
social studies standards were organized into seven strands as of 2002. These seven
strands consisted of History, People in Societies, Geography, Economics, Government,
Citizenship Rights and Responsibilities, and Social Studies Skills and Methods (2010).
The focus of this study will be confined to American History and Government that
intertwine amidst the seven strands.
Next, an analysis of the Academic Content Standards Revision of High School
Social Studies Course Syllabi (ODE, 2010) was conducted. The American History and
American Government syllabi were thoroughly analyzed for content and for the historical
timeframe that was applicable to this study. It was relevant to this research to determine
the grade levels when high school students are required to take American History and
Government. Moreover, it was pertinent to this study as to what type of history and what
time era’s students learn this information.
AMERICANISM IN CONTEXT 22
A further examination consisted of determining the number of credits students
need for American History and Government to graduate high school. First, one must
understand what a ‘credit’ measures. The Carnegie Unit
was developed in 1906 as a measure of the amount of time a student has studied a
subject. For example, a total of 120 hours in one subject—meeting 4 or 5 times a
week for 40 to 60 minutes, for 36 to 40 weeks each year—earns the student one
"unit" of high school credit (Carnegie Institute, 2010).
Additionally, the social studies portion of the Ohio Graduation Test was collected
and analyzed from the years 2005 through 2010. The focus was on schools located
within Scioto County Ohio. These schools included: Bloom-Vernon, Clay, East
(Sciotoville Community), Green, Minford, New Boston (Glenwood), Northwest,
Portsmouth, Valley, West (Portsmouth West) and Wheelersburg. The researcher
analyzed the average scores taken from the item analysis portion pertaining to social
studies for each year from 2005-2010. Percentages of passage rates are located in table
3.1 for reference. Individual school charts are available in Appendix B.
AMERICANISM IN CONTEXT 23
Table 3.1
AMERICANISM IN CONTEXT 24
A detailed analysis was conducted within the OGT results. Questions significant
to this study were collected and analyzed from the OGT from the years 2005-2010. The
Ohio Department of Education publishes the OGT questions and its results on a yearly
basis. It is important to note that this portion of the analysis pertains to all students
tested in the state of Ohio. ODE did not conduct an item analysis per question for each
school district. Each question relevant to American History and Government was
evaluated, though under the OGT, the categories were listed as Citizenship, Government,
and History. After the questions were analyzed for significance to this study, the percent
responding correctly per question was documented for further evaluation. See table 3.2
for reference.
AMERICANISM IN CONTEXT 25
Table 3.2
After the initial investigation into the Ohio Department of Education website,
further queries were raised. An extensive email was sent in mid-January to all social
studies coordinators for clarification about the OGT and American History/Government
requirements.
AMERICANISM IN CONTEXT 26
Another approach to finding students’ knowledge of American History and
Government was an analysis of the 2010 Americanism and Government Test. The
Americanism and Government Test is provided by local American Legion Post
representatives every year. It is given to over 90,000 students in Ohio. The American
Legion provides “an opportunity for the high school student to evaluate himself, or
herself, in American government and history” (American Legion, 2010). The purpose
of the National Americanism Commission of the American Legion is to “realize in the
United States the basic ideal of this Legion of 100 per cent Americanism through the
planning, establishment and conduct of a continuous, constructive educational system
designed to:
(1) Combat all anti-American tendencies, activities and propaganda;
(2) Work for the education of immigrants, prospective American citizens and
alien residents in the principles of Americanism;
(3) Inculcate the ideal of Americanism in the citizen population, particularly the
basic American principle that the interests of all the people are above those of
any special interest or any so-called class or section of the people;
(4) Spread throughout the people of the nation the information as to the real
nature and principles of American government;
(5) Foster the teachings of Americanism in all schools (American Legion,
1997).”
The American Legion publishes a Manual that defines Americanism as: “[the]
love of America; loyalty to her institutions as the best yet devised [by] man to secure life,
AMERICANISM IN CONTEXT 27
liberty, individual dignity, and happiness; and the willingness to defend our country and
Flag against all enemies, foreign and domestic” (1997).
In the fall of 2010, an interview was conducted with Susan Frasher. Ms. Frasher
is the Scioto County district representative of the American Legion. She explained the
process of how the Americanism and Government Test is distributed and collected. She
further explained the purpose of the exam and the benefits of student participation. In
November 2010, she distributed the Americanism and Government Test to the following
schools: East (Sciotoville Community), Green, New Boston (Glenwood), Northwest,
Notre Dame, Portsmouth, Valley, West (Portsmouth West), and Wheelersburg.
Minford, Bloom-Vernon, and Clay had chosen not to participate. There were a total of
523 participants. The students represented 79 ninth graders, 80 tenth graders, 81 eleventh
graders, and 283 twelfth graders.
In December 2010, the Americanism and Government Tests were collected and
analyzed. The first factor was to examine the test for content. Each question was
analyzed for relevance to this project. Fifteen of the 50 questions were collected for data
analysis. The second factor was to establish categories for review and comparison. A
document was created for recording the students’ school district, grade level, gender, and
response to each question. Tally marks were placed in the correct or incorrect column
per question. These tally marks were then converted to percentages per question.
AMERICANISM IN CONTEXT 28
Data Analysis and Interpretation
Analysis of Ohio Department of Education Social Studies Standards
The primary element of the analysis was to determine the content standards for
American History and American Government. In addition to the content standards, an
inquiry was made into how many credits of social studies one needed for graduation and
when the students take American History and American Government. This review
incorporated the assets on the Ohio Department of Education (ODE) website and was
conducted between the months of June 2010 to January 2011.
At the time of this research, the ODE was in the process of revising the standards
for social studies requirements. It is important to define and interpret these changes for
the benefit of this study. The 2002 standards will be discussed in this part of the analysis.
The 2010 Academic Content Standards Revision will be discussed in the Summary,
Discussion, and Application section of this paper. See Appendix A for the 2002
Academic Content Standards for socials studies grades 9-12.
According to the 2002 Academic Content Standards, the content for grades 9-12
was organized into grade bands. Grades 9-10 were a band and grades 11-12 were a band.
Within each band, these academic content standards direct the overarching goals and
themes. The seven standards include: History, People in Societies, Geography,
Economics, Government, Citizens Rights and Responsibilities, and Social Studies Skills
and Methods. Under each was a list of benchmarks students needed to achieve. These
benchmarks were to monitor progress toward the academic content standard. Lastly,
indicators were included within each benchmark. The indicators determined what
AMERICANISM IN CONTEXT 29
students should know and be able to do at each grade level. History and Government
benchmarks were analyzed in this study. See table 4.1 for reference.
Table 4.1
AMERICANISM IN CONTEXT 30
(ODE, 2002)
It is interesting to note that neither grades 9-10 benchmarks nor grades 11-12
benchmarks discuss American History prior to 1877. Nowhere do the benchmarks
discuss the discovery of the United States, the Revolutionary War, the Founding Fathers,
or the struggles of implementing the United States Constitution. It appears students are
taught American History beginning with the Industrial Revolution. A Center on
Educational Policy (CEP) collected surveys from all fifty states which showed that,
“Thirty-three percent of the districts . . . reported reducing social studies in response to
high-stakes testing” (Au, 2009, p. 47). It is probable that this reduction in American
History content in the classroom is directly attributable to OGT standards and constraints.
After collecting the data from ODE in regards to the social studies content, further
clarification was needed. An extensive email was sent to all social studies coordinators
in mid-January 2011. The social studies coordinators were asked to clarify information
in regards to the Ohio Graduation Test (OGT) and more specifically American History
prior to 1877 and The United States Constitution. The first inquiry was why high school
students learn American History beginning with 1877. According to one of the
coordinators:
While Ohio’s 2002 social studies academic content standards include the study of
American history from 1877 to the present, local districts are not obligated to
have their local curricula conform to this time period. However, local districts
should be cognizant of the requirements for passing the OGT when designing
local curricula and be satisfied that their instructional programs will prepare
students for success on the state assessments. It behooves districts to provide
AMERICANISM IN CONTEXT 31
instruction about American History from 1877 to the present since the OGT is
based upon that time period. (Muthig, 2011)
Further inquiry persisted about the required social studies credits students need
for graduation. Mr. Muthig (2011) replied, “The decision as to the length of instruction
beyond what is necessary to earn the state-mandated credits in social studies is left up to
the local districts. Districts must offer at least one-half credit of American history and
one-half credit of American government for students to graduate.” Mr. Muthig did say
that local districts could offer more credit if more instruction is provided.
Another area of needed clarification was to determine when students learn about
the foundation of America. Mr. Muthig (2011) responded by stating:
The decision about when to teach students about the foundation of America is left
up to local districts. In the 2002 social studies academic content standards this
topic is addressed in grades five and eight. Once again, school districts need to be
cognizant of the state’s assessment program, which includes assessments
addressing this topic at grades five and eight.
When asked about students learning the U.S. Constitution, he explained, “In the
2002 social studies academic content standards, this topic is addressed in grades five and
eight” (2011). Lastly, Mr. Muthig clarified when most high school students take
American History and Government as being “. . .tenth, eleventh, and twelfth grades
depending on local district programs” (2011).
Analysis of the Ohio Graduation Test (OGT)
The Ohio Graduation Test (OGT) was analyzed for results from the years 2005
through 2010. The Ohio Department of Education (ODE) website provides the test
AMERICANISM IN CONTEXT 32
questions and the results. The focus of this study was isolated to the social studies
component. Three elements of the exam were specifically analyzed. First, the scores for
each school district in Scioto County were extracted. Second, questions pertaining to the
U.S. Constitution and questions specifically designed toward American History prior to
1877 were culled for evaluation. Third, student responses to those specific questions
were collected for study. The ODE provides an item analysis that reports how students
score on each question. This item analysis is not broken apart for each school district. It
is a collection of scores from all students tested in Ohio.
Scioto County has eleven school districts that partake in the Ohio Graduation Test
(OGT). It is important to reiterate that the social studies portion of the Ohio Graduation
Test is comprised of various questions that pertain to the different courses of social
studies. For example, students were tested on material relevant to history, government,
economics, geography, people in societies, citizenship rights and responsibilities, and
social studies skills and methods. A comparison of the OGT results from Scioto County
schools from various years will be discussed. See Appendix B for OGT by school, year,
and passage rates.
OGT results per school district from various years.
Bloom-Vernon school district, located in South Webster, Ohio, averaged 78.2%
between the years 2005-2010. In 2006, they averaged 74.7%. However, the school
district scored better on the March 2010 test; they scored 82.9%, this is a slight increase
from the year before which was 81.7%.
AMERICANISM IN CONTEXT 33
Clay school district, which is located in Portsmouth, Ohio, averaged 82.4%
between the years 2005-2010. In 2007, the OGT score was 75.4%. However, in 2009
Clay rebounded to 88.9%. On the March 2010 test, Clay dropped ten percent to 78.9%.
Sciotoville Community School (East), located in Sciotoville, Ohio, averaged, 74%
on the OGT between the years 2005-2010. March 2005 was the highest scoring year,
which was 79%. However, in March 2006, the average score for East was 68%.
Green Local school district, located in Franklin Furnace, Ohio, averaged 78%
between the years 2005-2010. The highest scoring year was March 2006 in which the
OGT score was 86%. The OGT result from 2005 was much lower. Green scored 71.7%.
Minford Local school district, located in Minford, Ohio, averaged 78% between
the years 2005-2010. Minford’s highest scoring year was March 2010; the score was
80.6%. On the other hand, they scored 69.4% in March 2008.
New Boston school district, located in New Boston, Ohio, averaged 77.9%
between the years 2005-2010. New Boston scored 88.5% March 2009 and 65.6% March
2007.
Northwest school district, located in McDermott, Ohio, averaged 70.1% between
the years 2005-2010. Northwest scored 84.8% in March 2009; however, dropped almost
ten percent the following year. March 2005 was their lowest scoring year, which was
60.2%.
Portsmouth school district, located in Portsmouth, Ohio, averaged 60% between
the years 2005-2010. The highest scoring year for Portsmouth was 2006, which was
73.9%. Portsmouth’s lowest scoring year was 2008 in which the OGT score was 54.8%.
AMERICANISM IN CONTEXT 34
Valley local school district, located in Lucasville, Ohio, averaged 80.1% between
the years 2005-2010. Their highest scoring year was March 2006 with a 91.2% average.
In March 2005, Valley scored 69.4%.
Portsmouth West, located in West Portsmouth Ohio, averaged 71.8% between the
years 2005-2010. West scored their highest (81.7%) in March 2009 and their lowest
(63.3%) in March 2005.
Wheelersburg local school district, located in Wheelersburg, Ohio, averaged 86%
on the OGT between the years 2005-2010. Wheelersburg scored its highest, 90.7%, for
the year 2008 and 76.9% for its lowest in 2007.
Selected questions from the OGT pertaining to this study.
There are approximately 135,000 students who take the Ohio Graduation Test
(OGT) in the state of Ohio on a yearly basis. This exam is given to all sophomores and to
those who did not pass certain portions of the test on prior attempt(s). The social studies
portion of the exam consists of 44 questions. “Of these items, 38 are counted as part of a
student’s test score and six are included for field testing purposes. Of the scored items,
there are 32 multiple-choice items, four short-answer items, and two extended-response
items” (Muthig, 2011).
Questions relevant to American History prior to 1877 and American Government,
specifically the United States Constitution between the years of 2005-2009 were
analyzed. The 2010 OGT questions were not published at the time of this research.
The March 2005 OGT had four questions applicable to this study. Students were
asked questions about restrictions against free speech, authority in government, voting
rights, and Rousseau’s Social Contract in which he examined ideas about majority will
AMERICANISM IN CONTEXT 35
and the common good. In the 2006 OGT, students were asked about the branches of
government and their relationships, another question about Locke and Rousseau, voting
rights, and freedom of the press. On the March 2007 OGT, there were only two
questions pertinent to this study. These questions related specifically to the 1st, 19th, and
26th amendments. The March 2008 OGT had five questions relevant to this study.
These questions dealt with the 18th and 19th amendments and ratification, as well as the
court decision, Brown v. Board of Education, and different forms of government --
theocracy, democracy, constitutional monarchy, and a dictatorship. Students also needed
know how citizens could achieve governmental change.
The March 2009 OGT had six questions applicable to this study. Freedom of the
press, governmental change, and forms of government were queried. Further, Plessy v.
Ferguson and the 14th Amendment, the Enlightenment thinkers and the leaders of the
American Revolution and, again, students were asked about the 19th Amendment.
As is common with any standardized test, the student response varied greatly
year-to-year and question-by-question. Probably some of the more significant concerns
raised from the evaluation include the dominance of the 19th amendment, student
ignorance on rights enumerated in the 1st amendment, and the focus on court cases and
the enlightenment thinkers. One must wonder where students are supposed to learn the
details of the Enlightenment if American History is not taught prior to the Industrial
period.
Analysis of the Americanism and Government Program
The Americanism test is a product of the American Legion. It was created in
Ohio in 1963 as an expansion of the American Legion Essay Contest (American Legion,
AMERICANISM IN CONTEXT 36
2010). The Americanism and Government Test is given to participating public, private,
and parochial high schools during the first week of November. The test is given to
grades 9, 10, 11, & 12; however, grade 9 is excluded from winning the contest (American
Legion, 2010). There are six state winners, one boy and one girl each in grades 10, 11, &
12. The winners have the opportunity to take an all expense paid, five-day trip to
Gettysburg, Pennsylvania, and Washington, D.C. Furthermore, students who score a
100% will receive a United States Savings Bond. Once a student has been selected as a
winner, he/she will be ineligible to take the test in the future (American Legion, 2010).
Each student participating in the Americanism and Government Program takes the
same test. Students are given one hour to complete the exam. The test is comprised of
five true or false questions and 45 multiple choice questions pertaining to the United
States Flag, United States Constitution, Declaration of Independence, federal
government, state government, county government, city government, township
government and school government. In addition, there is a 300-word essay that is used in
case of a tie (American Legion, 2010).
For this paper, questions pertaining to the United States Constitution, Declaration
of Independence, and the federal government will be discussed. There were fifteen
questions that were analyzed for this study. For simplification, these questions were
categorized into three areas. There were three questions pertaining to the amendments,
four questions about the founding documents and historical trivia, and eight questions
concerning the three branches of the federal government.
The schools and number of participants from Scioto County, Ohio were: East-19
(Sciotoville Community School), Glenwood-16 (New Boston), Green-31, Northwest-4,
AMERICANISM IN CONTEXT 37
Notre Dame-21 (parochial school), Portsmouth-80, Portsmouth West-15, Valley-13,
Wheelersburg-84. It is important to note that Minford Local Schools, Clay Local
Schools, and South Webster School (Bloom-Vernon) chose not to participate in the test.
There were 79 freshmen, 80 sophomores, 81 juniors, and 283 seniors that participated in
the 2010 Americanism Test. The responses from the seniors will be the focus of this
paper. Refer to Appendix C for Americanism elements.
The first category of questions was relevant to the amendments of the United
States Constitution. Students were asked, “Through what amendment do 18 year olds
have the right to vote?” Surprisingly, only 45% of the students knew it was the 26th
Amendment. Northwest was the only school that had a perfect score. Valley was the
second highest, at 77%. The other schools scored 55% and below. The next amendment
question pertained to minorities right to vote that is protected by the 15th Amendment.
Only thirty-five percent of the students answered correctly. The school scoring the
highest was Valley; they scored 77%. Northwest came in a close second at 75%. All
other schools scored 43% and below.
The last question relevant to the amendments was a true or false question. The
question was: The amendment of the United States Constitution, which covers elections
and voting, has created provisions to vote through the Internet. Seventy-six percent
answered false. Valley was the only school that scored perfectly. The other schools
scored in between the 70%-80%. However, East and Glenwood had a 66% average and
Portsmouth West scored 53%.
The second category was pertinent to the founding documents and historical
trivia. Astonishingly, only 74% of the students knew that Thomas Jefferson was the
AMERICANISM IN CONTEXT 38
author of the Declaration of Independence. Northwest and Valley were the only schools
that scored 100%. Wheelersburg, Green, and Portsmouth West scored an average of
83%. Glenwood and Portsmouth averaged 66%. East and Notre Dame scored a
staggering 50.5% average. Even more surprising is that only 61% of the students knew
that Preamble to the Constitution. Northwest, East, and Wheelersburg were the highest
scoring schools. Their combined score was 73%. Portsmouth West and Glenwood had a
combined average of 61%. The other scores were in the 50-percentile range.
For the historical trivia portion of the test, students scored an over-all average of
78% when asked what the official National Anthem of the United States is. Three
schools scored perfectly; they were Glenwood, Northwest, and Valley. East, Portsmouth
West, and Wheelersburg had a combined average of 86%. Portsmouth and Notre Dame
averaged 72.5%. Green is the only school that scored below average; they scored 54%.
The last question for this category asked what father and son have served as President
(other than the Bush’s). Astoundingly, only 53% knew it was John Adams & John
Quincy Adams. Again, Northwest and Valley scored perfectly. Portsmouth West was
the second highest at 67%. All other schools scored 58% and below.
The third category pertained to first three articles of the United States Constitution
—the legislative, executive, and judicial branches of government. Three questions
pertained to the legislative branch. On the first question, seventy-three percent of the
students knew that the U.S. House of Representatives could change as a result of the
2010 U.S. Census. Northwest, again, scored 100%. Portsmouth West, Valley, and
Wheelersburg averaged 86%. East, Glenwood, Green, and Portsmouth averaged 67%.
Notre Dame scored 38%.
AMERICANISM IN CONTEXT 39
The next question pertained to how many senators Ohio has. Seventy-three
percent answered correctly. Once again, Northwest had a perfect score. Notre Dame,
Portsmouth West, Valley, and Wheelersburg averaged 86%. Portsmouth scored 66%.
Glenwood, Green, and East scored below 56%. When the students where asked what
branch the U.S. Senate and the U.S. House of Representatives forms, amazingly, only
76% knew that it is the legislative branch of the government. Northwest, once again,
answered perfectly. Valley and Wheelersburg had an 85% average. East, Green and
Notre Dame averaged 75%. Glenwood, Portsmouth, and Portsmouth West scored 68%.
There were three questions relevant to the executive branch. The first questions
implied that the first lady had some prescribed duties that are outlined in the Constitution.
, 56% of the students believe she has responsibilities in the executive branch. Northwest
and Valley scored 100%. Portsmouth West had a score of 87%. Surprisingly, all other
schools scored 65% and below.
On the second question relevant to the executive branch, students did not score
well. The questioned asked: By virtue of the office, the vice president of the United
States also serves as . . . . Disappointingly, only 38% knew that the vice president also
serves as the president of the senate. Northwest school district was the only school to
score 100%. East, Portsmouth West, and Valley averaged 64%. Portsmouth and
Wheelersburg averaged 35%. Glenwood, Green, and Notre Dame averaged 22.9%. On
the last question, students had a better score. The students were asked how many years a
president can serve in a term. Eighty-four percent of the students were able to correctly
answer four years. Three schools had a perfect score—East, Northwest, and Portsmouth
West. Green and Valley had the lowest score, which was an average of 77%.
AMERICANISM IN CONTEXT 40
Students were then asked two questions pertinent to the judicial branch. The first
questioned asked how long justices serve on the U.S. Supreme Court. Surprisingly, only
60% knew it is for life. Northwest scored perfectly. Portsmouth West and Valley scored
an average of 92.5%. East scored 84%. The other schools scored 61% and below. The
last question asked: The final authority to determine the constitutionality of the laws of
the United States is vested in the . . . Troubling, only 62% of the students knew that the
U.S. Supreme Court is the final authority. Portsmouth West and Valley scored the
highest at an average of 82.5%. Northwest and Wheelersburg averaged 74%. East,
Glenwood, and Notre Dame had the lowest average score of 45%.
Table 4.2 below shows the comparison of the Americanism test to that of the
OGT. The over-all average of the Americanism test is 67% and the over-all average of
the OGT is 78%. It is interesting that Northwest and Valley did substantially better on
the Americanism test than the OGT. On the other hand, Glenwood, Green, Portsmouth,
and Wheelersburg did better on the OGT than the Americanism test. One must wonder
why some schools scored better on one test and not the other and vice-versa.
Furthermore, one must wonder about the underlying cause(s) that can explain these
alarming scores.
AMERICANISM IN CONTEXT 41
Table 4.2
Interpretation of standards applicability from the teachers’ view
An informal survey of Scioto County Social Studies teachers was conducted via
Survey Monkey, as variance in program by school became apparent. Teachers were asked
when most of their students take American History and/or Government. Seventy-three
percent of the students in Scioto County take American History during their sophomore
year. As for Government, 82% of the students take the class during their senior year.
I furthered my investigation by asking when do their students learn about the
founding of our nation. The responses varied. Thirty-four percent responded that
AMERICANISM IN CONTEXT 42
learning about the foundation begins from 1800-present. Another 33% responded that
learning begins from the time period of 1492-1620. It is interesting to point out that 17%
of the teachers were not sure when their schools taught about the founding of our nation.
The second question was to find out how many credits each school offered for
American History and Government. The participants of the survey said that their schools
offer one credit for American History and one credit for Government. It was interesting
to discover that 80% of those who responded said that their students take American
History and Government for a full year. The other 20% said their students take the two
courses for half a year each.
When the teachers were asked if the changes that ODE has made in regards to
teaching students American History from 1877-present, would have an impact on future
generations, surprisingly, only 67% said that yes, it would have an impact. The response
to the next question was just as intriguing. Participants were asked how many questions
were on the OGT in regards to the United States Constitution and American history prior
to 1800. Five teachers said there are between 0-5 questions pertaining to the Constitution
and the other five teachers said there are 6-10 questions about the Constitution.
According to Mr. Muthig (ODE), the kinds of Constitutional questions vary from year to
year. Eight teachers said there are between 0-5 questions pertaining to American history
prior to 1800 and two teachers said there are 6-10 questions on the 2010 test. According
to Muthig, there are no questions on the OGT pertaining to American history prior to
1800 (2010).
The next question was in regards to how much time is dedicated to the study of
the United States Constitution. Forty-five percent said they devote 3-4 weeks. Thirty-
AMERICANISM IN CONTEXT 43
three percent said they spend 1-2 weeks and twenty-two percent said that 5+ weeks were
devoted to the study of the constitution.
Teachers were then asked if their students participated in the Americanism test. If
so, did their students have prior knowledge to the questions. One teacher said, “The
students were given study questions, which are provided by the American Legion. The
studying that they were to do was completed on their own time. Therefore, I do not know
how long students studied.” It is important to point out that this teacher is from
Northwest school district. A teacher from Portsmouth responded by saying, “No, the
students did not have prior knowledge of the types of questions on the test. The students
did not study or review for the test.”
Questions from the survey with the responses are located in Appendix D.
Furthermore, the study guide to the Americanism test is located in Appendix C. The
study guide is from the website of the American Legion in Indiana. A study guide from
the American Legion in Ohio could not be found via website. However, the questions on
the Ohio Americanism test are similar to those asked on the study guide from the Indiana
American Legion.
AMERICANISM IN CONTEXT 44
Summary, Discussion, and Application
AMERICANISM IN CONTEXT 45
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Street, P. (2003). By All Means, Study the Founders: Notes from the Democratic Left.
The Review of Education, Pedagogy, and Cultural Studies, 25, 281-301. doi:
10.1080/10714410390251093
Stotsky, S. (2004). When History Teacher Forget the Founding. Academic Questions,
17(3), 21-31.
SurveyMonkey. Retrieved data January 2011 from
http://www.surveymonkey.com/MySurveys.aspx.
U.S. Department of Education. (2007) The Nation’s Report Card. U.S. History. National
Assessment of Educational Progress (NAEP). 2006. 1-32.
Waters, T. (2005). Why students think there are two kinds of American history.
The History Teacher, 39(1), 11-21.
AMERICANISM IN CONTEXT 48
Index to Appendices
Appendix A – ODE social studies content standards ...........................................48
Appendix B – OGT by school, year, and passage rates.........................................60
Appendix C – Americanism elements...................................................................66
Appendix D – Survey information and results......................................................76
Index to Tables
Table 3.1 – Six years of OGT scores.....................................................................23
Table 3.2 – OGT Item Analysis.............................................................................25
Table 4.1 – Academic Content Standards Benchmarks.........................................29
Table 4.2 –Americanism Test compared to OGT………………………………..41
AMERICANISM IN CONTEXT 49
Appendix A – OGT social studies content standards – A1
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Appendix A – OGT social studies content standards – A2
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Appendix A – OGT social studies content standards – A3
AMERICANISM IN CONTEXT 52
Appendix A – OGT social studies content standards – A4
AMERICANISM IN CONTEXT 53
Appendix A – OGT social studies content standards – A5
AMERICANISM IN CONTEXT 54
Appendix A – OGT social studies content standards – A6
AMERICANISM IN CONTEXT 55
Appendix A – OGT social studies content standards – A7
AMERICANISM IN CONTEXT 56
Appendix A – OGT social studies content standards – A8
AMERICANISM IN CONTEXT 57
Appendix A – OGT social studies content standards – A9
AMERICANISM IN CONTEXT 58
Appendix A – OGT social studies content standards – A10
AMERICANISM IN CONTEXT 59
Appendix A – OGT social studies content standards – A11
AMERICANISM IN CONTEXT 60
Appendix A – OGT social studies content standards – A12
AMERICANISM IN CONTEXT 61
Appendix B – OGT by school, year, and passage rates – B1
AMERICANISM IN CONTEXT 62
Appendix B – OGT by school, year, and passage rates – B2
AMERICANISM IN CONTEXT 63
Appendix B – OGT by school, year, and passage rates – B3
AMERICANISM IN CONTEXT 64
Appendix B – OGT by school, year, and passage rates – B4
AMERICANISM IN CONTEXT 65
Appendix B – OGT by school, year, and passage rates – B5
AMERICANISM IN CONTEXT 66
Appendix B – OGT by school, year, and passage rates – B6
AMERICANISM IN CONTEXT 67
Appendix C –
Americanism participation – C1
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AMERICANISM IN CONTEXT 69
Appendix C – Americanism participation – C2
AMERICANISM IN CONTEXT 70
Appendix C – Americanism participation – C3
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Appendix C – Americanism participation – C4
4. The official National Anthem of the United States is “America the Beautiful”.
Right78%
Wrong22%
Q4
6. Any Ohio High School student, who is 18 years old, is allowed the right to vote in the 2010 November general election through the ____ amendment of the United States Constitution.
Right45%
Wrong
55%
Q6
7. The right of minorities to vote in the 2010 November general election in Ohio is protected by the _____ amendment to the United States Constitution.
Right
35%
Wrong
65%
Q7
AMERICANISM IN CONTEXT 72
Appendix C – Americanism participation – C5
8. The amendment of the United States Constitution, which covers elections and voting, has created provisions to vote through the Internet.
Right76%
Wrong
24%
Q8
9. The individual credited with being the chief author of the Declaration of Independence:
Right74%
Wrong
26%
Q9
AMERICANISM IN CONTEXT 73
Appendix C – Americanism participation – C6
10. “We the people of the United States, in order to form a more perfect union...” is the opening statement from the:
Right61%
Wrong
39%
Q10
11. The State of Ohio may gain or lose a _____in the Legislative branch of the United States government based on the 2010 U.S. Census:
Right73%
Wrong
27%
Q11
AMERICANISM IN CONTEXT 74
Appendix C – Americanism participation – C7
12. The voters of Ohio will elect a new United States Senator in the 2010 November general election. How many United States Senators does the State of Ohio have?
Right73%
Wrong
27%
Q12
13. The U.S. Senate and the U.S. House of Representatives form the ___ branch of the United States government.
Right76%
Wrong24%
Q13
AMERICANISM IN CONTEXT 75
Appendix C – Americanism participation – C8
16. The most recent Associate Justice confirmed to the U.S. Supreme Court in 2010 may serve on the bench for:
Right60%
Wrong
40%
Q16
19. The final authority to determine the constitutionality of the laws of the United States is vested in the _____.
Right
62%
Wrong
38%
Q19
AMERICANISM IN CONTEXT 76
Appendix C – Americanism participation – C9
20. In January 2009, by the Constitution, President Barack Obama began a ____ year term as President of the United States.
Right84%
Wrong16%
Q20
21. First Lady Michelle Obama, the President’s wife, is, by law:
Right56%
Wrong
44%
Q21
AMERICANISM IN CONTEXT 77
Appendix C – Americanism participation – C10
24. By virtue of the office, the vice president of the United States also serves as the:
Right38%
Wrong
62%
Q24
25. George W. Bush and George H.W. both served as President of the United States. What other father and son have served as President? Right
53%
Wrong
47%
Q25
AMERICANISM IN CONTEXT 78
Appendix D – Survey Information and Results – D1
This survey was submitted to social studies teachers/coordinators throughout the schools.
After the state tests had been evaluated, a desire to consult with these teachers led to
these questions.
AMERICANISM IN CONTEXT 79
Appendix D – Survey Information and Results – D2
AMERICANISM IN CONTEXT 80
Appendix D – Survey Information and Results – D3
AMERICANISM IN CONTEXT 81
Appendix D – Survey Information and Results – D4
AMERICANISM IN CONTEXT 82
Appendix D – Survey Information and Results – D5
AMERICANISM IN CONTEXT 83
AMERICANISM IN CONTEXT 84
Appendix D – Survey Information and Results – D6
AMERICANISM IN CONTEXT 85
Appendix D – Survey Information and Results – D7
AMERICANISM IN CONTEXT 86
Appendix D – Survey Information and Results – D8