|Published online: March 26, 2014||$US5.00|
The United States Pledge of Allegiance is a common tradition in American schools. However, limited research has examined students’ perceptions on the United States Pledge of Allegiance. Consequently, this case study explored 100 middle school students and 36 high school students’ views on the United States Pledge of Allegiance using a theoretical framework of constructivism. When asked what the Pledge meant to them personally, the majority of the students expressed positive comments such as respect and loyalty to the nation; however, for 9.00% of the middle school students and for 27.78% of the high school students, the Pledge meant nothing to them. In terms of formal instruction, 62.00% of the middle school students and 61.11% of the high school students had received no formal instruction to prepare them for the Pledge ceremony. To prepare students for the Pledge ceremony and to help students make more informed decisions about the Pledge, educators can help ensure that students understand the concepts in the Pledge, the purpose of the Pledge, and its history.
|Keywords:||United States Pledge of Allegiance, Middle School Students, High School Students, Social Studies|
International Journal of Pedagogy and Curriculum, Volume 20, Issue 2, March 2014, pp.111-117. Article: Print (Spiral Bound). Published online: March 26, 2014 (Article: Electronic (PDF File; 614.396KB)).
Assistant Professor of Social Studies Education, Department of Curriculum and Instruction, The University of Texas at Arlington, Arlington, Texas, USA