This paper examines the research on students' and adults' knowledge of government and queries: "Will the civics and government standards (or any others) make any difference?" Contending that the present teacher education environment does little to promote active learning in the government classroom and that present government teachers have not likely seen a copy of the civics and government standards because of pressing classroom duties, those who are reading the standards are policy makers, bureaucrats, educational specialists, and those who produce and market educational materials. Because textbook companies and testing producers are embracing the various standards, the policy makers, local school leaders, and teachers will be affected by the standards as well. The paper challenges teachers and students to become involved in the standards debate and demonstrate the democratic principles they are to profess. Contains 18 references. (EH)