At its Nov. 6 meeting, the North Andover School Committee heard a detailed presentation on the district’s K–12 civics program and the district’s plan to align instruction with the Massachusetts History and Social Science Frameworks adopted in 2018.

The presentation, led by curriculum director Jacqueline Taylor and a team of middle- and high-school civics teachers, laid out what students learn in each grade band and how the district supports argumentation, government structure knowledge and media literacy. "How are we incorporating civics into our social studies and history courses? How are we teaching students about arguments and counter arguments?" the team said were the guiding questions for the work.

The district highlighted that a new required grade‑8 civics course focuses on U.S. and Massachusetts government and civic life and includes student-led civics projects in grade 8 and at the high school level. "Students then, and I covered their face because they were a little embarrassed, they didn't wanna be in the presentation. They are smiling," said Rebecca Deschanot, a seventh‑grade social studies teacher, describing how inquiry charts and formative assessments support students’ civic reasoning. "I believe that learning about the past, learning about other places and people builds us into better people," she said.

Curriculum staff also described topical units for grade 8, including the philosophical foundations of U.S. government, the development of government and institutions, rights and responsibilities, constitutional amendments and Supreme Court decisions, state and local government structure, and freedom of the press and news media literacy.

Pat McGravey, an eighth‑grade civics teacher, outlined the student‑led civic action project that typically begins in March and continues through May and June. He described a five‑step process in which students identify an issue, research both sides, develop an action plan, take action (which can include meeting local officials) and reflect on the results. The district cited regular participation in an EMK Institute senate simulation trip and state civic showcases as opportunities that make the projects tangible for students.

The team also discussed curriculum gaps and challenges. Jackie Taylor noted that K–2 civics guidance is lighter than for older grades and that the district is compiling a suggested resource bank for early elementary teachers. The group said high‑quality instructional materials (HQIM) remain a priority.

Committee member Joe Moskovich pressed staff on whether core constitutional concepts—such as the Bill of Rights and habeas corpus—are sufficiently covered. He told the committee he was concerned about citizens’ understanding: "That sets to me a major failure of civics instruction across the country," he said, arguing that students need a firm grasp of constitutional principles.

School leaders responded that those topics are included in the state frameworks and that the district uses developmentally appropriate inquiry to teach them. "We teach kids how to think. We do not teach kids what to think," one presenter said in response to concerns about political neutrality in the classroom.

What’s next: presenters said they will return with more detail as curriculum work continues, and the committee agreed to keep civics instruction and student project outcomes under review as part of the district’s broader curriculum and strategic planning work.