This story was written by Lia Salvatierra, our new Education Reporter. Find more of Lia’s reporting here. Do you have an NKY education story? Email lsalvatierra@linknky.com.
A trio of students crouch over their laptops in the hallway of Highlands High School considering a question rooted in constitutional law.
The group was building its case for why states should be able to act as “laboratories” for social and economic policy before policies are adopted at the federal level, ahead of a practice competition. Later in the school year their entire class will head to a state competition, and possibly, a national one.
Highlands’ “We the People” class, established in 2001, teaches constitutional democracy by allowing students to investigate and build cases around different principles of constitutional law under a curriculum created by the nonprofit Center for Civic Education. As a team, the class can then head to competitions.
Although the “We the People: The Citizen and the Constitution” curriculum is available for elementary, middle and high schoolers nationwide, Highlands stands out as hosting Northern Kentucky’s only We the People program.
Highlands’ team is also Kentucky’s reigning champion, having clinched the state title for the last 18 years. Fort Thomas Superintendent Brian Robinson originally adopted the We the People curriculum during his tenure at Highlands, and passed the torch to Megan Boimann-Hennies, who’s overseen the team’s 18-year dynasty.
Boimann-Hennies emphasized that the program focuses on principles of the Constitution, rather than politics.
“While we talk about policy and things that are happening in politics, it’s less around what do you think should happen or what’s right and what’s wrong. And it’s more about like, ‘What does the Constitution say?'”
That framework allows students to voice their opinions rooted in evidence and reasoning, and in turn develops independent thinkers and engaged citizens, she said.
“It becomes less like a debate arguing back and forth, and more of a civil dialogue,” she said.
Research has found that We the People students end up more likely than their peers to civically engage in multiple ways, from being able to critically consume political news to becoming more tolerant of opposing political ideas.
Different from Highlands’ other history and government classes, We the People students lead their own learning. Boimann-Hennies starts off the year teaching constitutional foundations, but then places students in small teams to investigate applied constitutional principles on their own.
She said relinquishing control over the class period is probably the most unique aspect of the program, and an important one.
“When I think about it from a critical thinking standpoint, most of these students will be moving on to college next year. But more importantly, most of them by the next election will be 18,” Boimann-Hennies said.
“So that ability to know like, here’s where I find reliable sources, here’s the type of things I need before I make an education decision — whether that’s voting or policy support or opposition, deciding to participate in a protest, whatever — this class is the one where everything we’re supposed to be doing is about civic education.”
One student, Mia Mitchell Antonio said applied learning is a main reason she joined the class.
“I like learning more and being more active in my learning, rather than just listening to somebody tell me notes and then doing work. So I kind of just took this class for a change in pace,” she said.
The impact on student thinking and civic engagement is visible just weeks into the school year, as some of its 18-year-olds approach their first general election.
Aiden Darnell, who is eligible and registered to vote this November, said this class has helped him learn how to form his own opinions ahead of the election.
“I actually know what’s going on. I’m not just going in and voting based on what my parents think,” Darnell said.
“I think it’s definitely made me more aware of perspectives I probably wouldn’t have considered otherwise,” said Ellie Simpson, another senior preparing for her first election this year.
Ethan Adhikary, another senior who is not yet eligible to vote, said he was originally drawn to the class because it didn’t involve tests or homework, but has found it’s already pushed him to ask more questions in his own life.
He described asking his dad, a lawyer from Nepal, about the constitutionality of the country’s recent ban of more than two dozen social media sites.
“I feel like I’m more inquisitive about the stuff I learn and see,” Adhikary said.
Despite the program’s demonstrated impact on students, the program is somewhat hard to come by in Kentucky.
Boimann-Hennies thinks there are a handful of reasons for that, from perceptions of the program to tangible financial barriers.
For one, she thinks some districts may underestimate what their own students are capable of, and the diversity of learners who can thrive in the class, pointing to the range she witnesses in her own classroom.
Other districts might struggle with how it’s designed to give up control of the classroom.
“Sometimes it’s like a teacher’s comfort level, sometimes it’s the standards of the district or state that make it hard,” she said.
There’s also the price tag of attending state and national competitions, which can cost up to $2,000 per student, something that dissuades schools from the jump, she said.
But Boiman-Hennies, who has mentored other We the People teachers for years via various grants, thinks the class represents not only what students need more of, but what the country needs more of.
“I think the We the People program as a whole is just really what we want citizens to be doing every single day,” she said.
“The fact that by the time they graduate, We the People students are significantly more likely to vote in any election, to contact their legislator, representatives, to run for office, to be aware of policy, really shows the strength of (the program),” she said.
