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 representative, and limited government; the rule of law and the security of civil rights and private property; a love of the natural world and the arts; good character and religious faith.

In the American context, an essential purpose of this honest approach is to encourage citizens to embrace and cultivate love of country. Thoughtful citizens embrace their national community not only because it is their own, but also because they see what it can be at its best. Just as students know their family members have good qualities and flaws, good education will reckon the depths and heights of our common history. Civics and government classes should rely almost exclusively on primary sources. Primary sources link students with the real events and persons they are studying. The writings, speeches, first-hand accounts, and documents of those who were acting out the drama of history open a genuine communication, mediated by the written word, between historical figures and students that can bring to life the past. Primary sources without selective editing also allow students to study principles and arguments unfiltered by present-day historians’ biases and agendas.
 * GENUINE CIVICS EDUCATION

It is important for students to learn the reasons America’s founders gave for building our country as they did. Students should learn and contemplate what the founders’ purposes, hopes, and greatest concerns truly were, and primary sources will help them begin these considerations. Students should not read the Declaration of Independence as archaeology but as the idea that animates our nation with claims that are true for all time. As Alexander Hamilton reminds us in one of those primary documents (his 1775 essay Farmer Refuted),

Civics and government classes ought to teach students about the philosophical principles and foundations of the American republic, including natural law, natural rights, human equality, liberty, and constitutional self-government. Students should learn the reasons why our constitutional order is structured as a representative democracy and why a constitutional republic includes such features as the separation of powers, checks and balances, and federalism. They should study the benefits and achievements of our constitutional order, the Civil War’s challenge to that order, and the ways the Constitution has been changed—not only by amendment and not always for the better—over the course of time. Finally, these classes ought to culminate in the student’s understanding and embracing the responsibilities of good citizenship.

A genuine civics education focuses on fundamental questions concerning the American experiment in self-government. The best way to proceed is for the teacher to assign core original documents to students to read as carefully and thoroughly as they are able and then initiate age-appropriate discussion to surface and consider the meaning of the document. Teachers will find that students of every age have a genuine interest in engaging in discussion (and disagreement) about what these documents say, because they soon realize these enduring words speak to their own lives and experiences.

Using the Declaration of Independence, the Constitution, and the Federalist Papers, the following are a few examples of prompts teachers can use to encourage civics discussion amongst students: 38