How Politics Shape Civics Education in America

• Marisa Schenkenberger, Public Policy, University of Delaware

• Francis O'Malley, Biden School of Public Policy and Administration, University of Delaware

Amid growing public frustration with the federal government, reflected in a 2024 Pew Research Center survey showing only 22% approval, civics education has emerged as a crucial tool for renewing engagement in the democratic process. While 93% of Americans agree on its importance, sharp ideological divides persist over how civics should be taught. This project examines how those divides materialize in practice by comparing the civics curriculum of Massachusetts and Texas – two politically contrasting states. Massachusetts emphasizes inquiry-based learning, primary sources, and civic action projects, encouraging students to critically engage with democratic principles and social justice issues. In contrast, Texas takes a more traditional, content-driven approach that centers patriotism, textbook-based instruction, and compliance with civic norms. Texas’ curriculum promotes American exceptionalism and civic order, while Massachusetts fosters analysis, inclusion, and deliberation. This analysis reveals that curriculum structure directly reflects broader political ideologies and deeply impacts what students are being taught in the classroom, and their readiness to participate in democracy. Massachusetts offers a strong model for cultivating active, informed citizens through its text-rich, project-based standards, while Texas demonstrates how patriotism and historical pride can be woven into civics instruction. By evaluating both approaches, this research explores whether a more balanced civics education, one that includes both critical thinking and pride, could better serve a divided nation and help rebuild trust in democratic institutions.