Most of us can readily think of heroes in our lives—whether past or present. They come in all shapes and sizes, capturing our respect and admiration for a number of actions and qualities. Some of these heroes we might know personally, while others we only meet distantly—through the pages of a book, perhaps, or the stories of their great feats told by others. Whatever the case may be, heroes are different for everyone, and to suggest otherwise is a losing battle. Perhaps, however, heroism does bind its constituents on a common ground: heroes are different, think differently and make different choices. They take stock of their circumstances, whether immediate or long term, and take action. Often, the action impacts others for better and leaves a civic legacy.
As a school principal embracing the new C3 Framework, I recognize the opportunity to think differently. However, in incorporating the new standards, I hope we don’t make the same mistakes many of us have already made with the introduction of the Common Core State Standards (CCSS). Many schools are trying to see how the CCSS are similar to what we have used in the past and think “Wonderful—look how similar they are to the old standards. The students will adjust quickly.” The result? Unless we teach differently and expect the students to do something different, we will walk through classes and see spruced up versions of what we have always seen. As Albert Einstein once noted, “We cannot solve the problems that we have created with the same thinking that created them.”
Simply put, the College, Career, & Civic Life Framework for Social Studies State Standards is different—deeper and more rigorous than any framework for civics that I ever seen. It’s based on the assumptions that our children are capable of critical thinking skills, creativity and taking responsibility for their own learning. Perhaps even more importantly, the new C3 Framework expects learners to take stock of their circumstances, examine their world and choose their actions. In a sense, isn’t this the kind of different thinking that grows heroes?
So what does the task of growing civic heroes mean to a school principal? It means my school is going to look different, because let’s face it: if we agree that heroes come in all shapes and sizes, then so do our kids. In addition to the reality that each student learns uniquely, critical thinking and civic engagement do not fit into simple boxes. True civic thinking and action will never be easy to measure—and yet, the results will be readily apparent in time. I’m excited to see what the incoming generation does under the rigors of the C3 Framework and I gratefully acknowledge the team of different thinkers who pushed the project forward. Now it’s my turn to help my teachers and students break down walls and venture into new civic territory. Now it’s my turn to help my school embrace the struggles and challenges and thrills of unscripted civic engagement. Now it’s my turn to allow my teachers and students to be different.
