Month: September 2024

Cast Your Vote and Growing Informed Voters 

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As a middle school civics teacher, not only do I need to teach the importance of voting like my high school colleagues, but I have to do it four or more years before the students will even be eligible to register. This makes holding their interest more difficult. I have also found that while students understand the importance of making informed decisions, they do not know how to find information about the candidates in order to make those decisions. The solution?  I have students take part in the actual research, comparison, and election processes through an in-depth mock election project that kicks off with the iCivics game, Cast Your Vote.

Cast Your Vote is one of the more challenging games offered as part of the We the People program because of the amount of analysis required of students regarding candidates, including their stances on issues and voting history. Students must also identify red flags related to misinformation or bias.

In the game, the player has four simulated weeks to attend town halls, research candidates through digital news sources and campaign literature, and decide their own personal stance on issues to find the candidate who best matches. At the end of the game, students not only get a score based on voting for a candidate who best matches their decided-upon stance on issues but also on the amount of facts and red flags identified.

Once we’ve played the game in class, students are ready to try out the same skills with the real upcoming elections. I assign one race to each period, and each student gets a graphic organizer that documents the candidates’ stances or plans for at least five issues affecting our government.

After a few days of at-home research and a quick grade based on completed research, students are then put in pairs or small groups to choose one of the issues and create an informational poster contrasting the candidates on that issue. Our hallway quickly fills with research-based, unbiased comparisons using the candidates’ own stances and comments. The staff and visiting adults in the building love to comment about how helpful this research is for their own voting preparation.

Finally, it’s time for our mock election. After students have had a few days to look over other classmates’ work and see a sample ballot, I publish their mock election ballot taken from screenshots of the real sample ballots from my local election office. Students are warned to follow the directions of the ballot just like at a real polling location and, during a period, are given privacy in booths to take their ballot and vote. I have even begun buying stickers for the students who choose to participate, which is almost 100%.

During the project, the students comment that the amount of work often surprises them, and they now not only understand the importance of voting more but feel like they are better prepared than many of the adults in their households with whom they talk about the project a lot.

Erin-Merill-Headshot

Written by Erin Merrill

Erin Merrill is an award-winning educator in her 19th year of teaching middle school social studies and her 10th year as Department Chair and Middle School lead at Pennington Traditional School in Prince William County, VA. She is passionate about making her students aware and engaged in the current events around them, and thankfully, Civics provides the perfect platform for this.

Through the iCivics Educator Network, the perspectives of teachers across the country contribute to the public conversation about civic education in the United States. Each contributor represents their own opinion. We welcome this diversity of perspectives.

Educators as Frontline Civic Workers: Teaching Elections

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Education Week recently ran an article entitled, “Why Most Teachers Won’t Be Talking About the Election in Their Classrooms.” 

First, I want to clarify an important point, and then take up the larger underlying issue. While the article rightly notes that “most teachers don’t plan to address the 2024 presidential election” in referring to a broad survey of teachers across subjects, it is absolutely the job of our social studies teachers to leverage this teachable moment, and I know for a fact that many intend to do so.

To address the larger underlying issue, I share what the late U.S. Supreme Court Justice Sandra Day O’Connor frequently said, which led to her founding iCivics: “The practice of democracy is not passed down through the gene pool. It must be taught and learned by each new generation.”

As we near the 250th anniversary of this audacious experiment in self-government that we call the United States, it is essential for the next 250 years and beyond that each new generation be prepared to pick up the mantle.

That means we can’t shy away from tough topics. As one student noted, “We don’t stop algebra when it gets hard. We work through it.” I would argue we need that mindset at least as much for democracy as any other subject. 

I’ve been in this civic education business for more than 20 years. I know there are three co-equal branches in our government. I know how the Electoral College works. I know that we hold national elections on the first Tuesday after the first Monday in November because when else would we do it?

I know all of these things because I WAS TAUGHT ALL OF THESE THINGS. Sorry for shouting. This is my passion.

And I wasn’t just taught these things through textbook pages and worksheets unattached to the sometimes exciting, sometimes horrifying current events happening all around me. On the contrary, I was taught these things through current—and, yes, oftentimes controversial—events happening all around me.

No matter how messy things were, no matter how scared or uncertain I felt, I always knew that I could walk into my social studies class where a passionate, college-educated subject-matter expert would help me navigate the madness. Mr. Madden, Mrs. Stecker, Mr. Wilkner, Mrs. Moyer, Mrs. Tozzi, Mr. Beasley didn’t always have all of the answers. But they knew what I now know: that young people need structured, intellectual spaces to make sense of it all—to talk about current events, to discuss contentious issues, and to have their viewpoints both validated and challenged in a nurturing educational environment.

This year’s presidential election is unprecedented in a number of ways, and we do our kids a disservice if we don’t help them navigate these waters and, while we’re at it, help them see why they should care enough to dive in. 

This brings me to another important point. Every year, we hear the same thing: young people are apathetic.

That’s just not true.

It’s not that kids don’t care. It’s that WE—the “adults”—seem to have decided that we care so much that we’ve made politics taboo, controversial, and too incendiary for polite or even scholarly conversation.

In fear of appearing political, we’ve embraced, modeled, and encouraged disinterest. In doing so, we risk undermining the very mission of public schools to prepare young people for their roles as citizens in our democratic republic.

For the love of George Washington’s wooden, wine-stained teeth, can we please take a breath and teach the next generation a thing or two about the government they are to inherit?

Civic Engagement for a Global World

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Fostering global competency in students is essential in today’s interconnected world. This is why iCivics has teamed up with Global Cities to host a two-part workshop series that explores new ways to connect local civic engagement to global topics and impacts while elevating your existing teaching curriculum. Stipends are available to participating teachers upon completion of at least one workshop. 

This workshop series, which takes place Oct. 7 and 8, equips you with the tools and strategies to foster your students’ capacity to advocate for and contribute to local, regional, or global improvement.

Register for the Workshop Series

Learn more about each workshop:

Workshop 1: Advance Your Curriculum with the Codebook for Global Student Learning Outcomes

October 7, 2024 7:00 p.m. ET

This workshop focuses on using the landmark Codebook for Global Student Learning Outcomes to integrate global competency into curriculum and instruction. The Codebook allows educators to determine how well students are demonstrating global learning in any program or classroom.

Workshop 2: Explore Inclusive Problem-Solving Using Community Surveys

October 8, 2024 7:00 p.m. ET

Join us for a second workshop to explore how to teach attitudes and skills for inclusive problem-solving using community surveys. You will walk away from this workshop with the tools to actively engage your students with their communities.

By taking advantage of this learning opportunity, you’ll earn a small stipend for your professional development. Participants who attend one workshop will receive $25; participants who join both workshops in the series will receive an additional $50; and all participants, up to the registration limit and with preference given to those who attend both workshops, will be eligible to participate in a follow-up focus group on December 12 or December 17 from 7–8 p.m. ET for an additional $100. (The total stipend could be $175.)

For more information about Global Cities, visit their website.
For more information about Global Cities research, view the Codebook for Global Student Learning Outcomes.
To sign up for the workshop series, visit the registration page.

Curriculum Assistant (Part-Time)

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About The Role

The Curriculum Assistant will wear various hats and play an integral role in readying and preparing iCivics curricular resources for students and teachers. 

This role reports directly to the Director of Curriculum and Content and requires a unique combination of editorial, production design, and administrative skillsets. Ideal candidates will be meticulous, driven, creative, and strong communicators. 

The Curriculum Assistant will be responsible for the following:

  • Editorial Support
    • Resident Researcher. The Curriculum Team members have varied information needs. The Curriculum Assistant will be tasked with researching and preparing information on topics such as civics, history, teaching and learning, educational trends, market landscapes, and standards development.
    • Astute Fact-checker. Along with compiling research, the Curriculum Assistant will be asked to conduct routine fact- and link-checks for curriculum development and maintenance.
    • Peer Reviewer. Assist team members in editorial and copyediting tasks, such as proofreading and finalizing style reviews.
    • Budding Creative. Support and/or take on the writing and delivery of timely, quick-paced projects in the iCivics style, such as Elections Word of the Day, Infographics, and Game Odysseys.
    • Chief Collaborator. Collaborate with a dynamic team of professionals by lending a hand or taking initiative on a variety of curriculum-related tasks.
  • Production Design
    • Pixel Peeper. The Curriculum Assistant may be the first or second set of eyes on new and existing resources and will be tasked with spotting and updating resources to address image and layout errors.
    • Design Eye. The Curriculum Assistant will be asked to contribute to the design of resources in development and should possess the ability to discern good design and consistently apply basic design principles and practices.
  • Administrative Support
    • Stagehand. The Curriculum Assistant will assist with administrative tasks that affect the whole team, such as organizing files and streamlining processes.
    • Project Coordinator. Assist project managers and Curriculum Associates in task management and reporting.
    • Customer-Facing Agent. The Curriculum Assistant may also perform external customer-facing tasks such as communicating with educators and partners.

Who You Are

This role is ideal for someone with the following skills and mindsets:

  • Detail-oriented: You are interested in digging into the details and gathering and reporting information with a meticulous and high degree of accuracy. You don’t need to be double-checked. You are the double-checker!
  • Curious: You love to discover and figure things out. You consistently seek new information, stay abreast of trends, and adapt quickly.
  • Independently Collaborative: We know it’s an oxymoron, but it’s true! You like supporting team goals, whether brainstorming new ideas or carrying out needed grunt work. And you work equally well as an independent self-starter. You are timely, dependable, and love to deliver for yourself and others.
  • Communicative: Your strong communication skills enable you to understand and execute tasks as directed, clearly synthesizing information and reporting back.
  • Flexible: You can manage diverse needs and aren’t afraid to step outside your job description to help the team reach its goals.
  • Mission-aligned: You’re looking for a job with a purpose. You’re passionate about K-12 education, civics, or both!

What You’ll Need:

  • Demonstrated experience in writing, communication, presentation, and/or administrative support
  • Knowledge of educational standards and best practices
  • Proficiency in Google Suite and Microsoft Office
  • Basic graphic design skills
  • Familiarity with Adobe Indesign, Airtable, content management systems, or project management systems is a plus
  • Proficiency in Spanish a plus

Compensation: The position is currently funded for one year with a flexible schedule of 20 hours per week. The expected pay is $20 per hour.

Location: This position is remote and able to work from anywhere in the United States, with occasional travel.

Application Process: To apply, please email your resume and cover letter to [email protected]. We will review applications on a rolling basis.

Reading Between the Lines of the United States’ Founding Document

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Today is Constitution Day, which is especially worth celebrating in the midst of a contentious presidential election.

A special thanks to our partners in civic education at the National Archives in Washington, D.C.,  who gave me permission to post an image of the U.S. Constitution as part of this piece. It is a beautiful thing to behold, with its exquisite script flowing from the iconic “We the People” opening.

But underlying the words lie some fundamental values and commitments that are valuable to remember today. The first subtext is the essential importance of compromise. As the National Archives notes on its website, “The Constitution acted like a colossal merger, uniting a group of states with different interests, laws, and cultures [and uniting] its citizens as members of a whole, vesting the power of the union in the people. Without it, the American Experiment might have ended as quickly as it had begun.”

Under enormous pressure, the drafters and Constitutional Convention participants navigated innumerable difficult (and woefully imperfect) compromises to establish the United States of America.

Coming together for the common good is only possible through believing in something greater than oneself and embracing the humanity of those who may have different concerns, creeds, and circumstances. Even as majorities of Americans support compromise in our national politics, too many of our national leaders who presume to represent us seem to have lost sight of this in recent years. That has made the jobs of educators, local officials, and other civic actors harder in many cases.

Thankfully, our work at iCivics provides plenty of anecdotal evidence that our fellow citizens, including the rising generations, are transcending tribalism and partisanship to solve problems together in their communities. Cases in point are the 34 new iCivics youth fellows from diverse sociopolitical and geographic contexts across the United States who will be traveling to Washington, D.C., soon to continue their civic learning and leadership journey together.

The second subtext that speaks to me when I look at the U.S. Constitution is the sense that it’s nothing more than paper without the commitment of each successive generation to teach and learn it. iCivics is proud to support more than 145,000 teachers who reach more than 9 million students a year with our civic education resources, including a new Civic Digital Literacy initiative that provides nonpartisan, evidence-based, classroom-ready resources to help prepare students to skillfully verify the various pieces of information encountered online.

We are continually in awe of the educators we work with who are bringing the Constitution and other civic lessons into the classroom, even amidst the challenges too many are facing for simply doing their jobs in an increasingly polarized climate. Now, more than ever, it is important that our educators know they have our full faith and trust in this important endeavor.

Let’s use this Constitution Day to celebrate the subtexts, reaffirming our commitment to civic compromise, civic education, and civic educators. As our iCivics founder, the late U.S. Supreme Court Justice Sandra Day O’Connor, said, “The fact is that knowledge about the Constitution…is not something that is handed down through the gene pool; every generation has to learn it.”

If you’re interested in more information to help with Constitutional conversations in your classroom, around your dinner table, or anywhere else, visit our new iCivics website.

Reflection: National Hispanic Heritage Month

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National Hispanic Heritage Month is a moment to inspire to honor the unique background Hispanic Americans share, something I wish I’d appreciated sooner. When I was growing up near the Philadelphia area, I regrettably saw my background as a struggle. It wasn’t until I moved to New Mexico for college that my relationship with my heritage changed for the better. I noticed a deep culture of civically engaged communities with their backgrounds at the forefront. It was in college that I discovered my passion for policy and civic education because now I could see myself and people like me in it.

Growing up as a daughter of Peruvian immigrants, my family never really discussed civics or government. While my peers’ families had multiple generations’ worth of knowledge and civic skills, I grew up never thinking civics had a place in my life because it was never discussed at my dinner table—which always consisted of the best Peruvian food—and I did not see people like me in social studies lessons at school. My family did, however, talk to me about where they came from and why we are here now. The possibilities of opportunities and liberty that they dreamt for our family were enough to take this leap of faith in moving to the United States. Stories ranged from experiences with strong communities and limited access to quality education to first-hand political violence and lack of democracy. 

While pursuing my master’s degree, I worked on a research project that helped me better understand Peru’s history, the background of this political violence, and how it quantifiably affected the country’s democracy. Moments like this college project and the childhood stories told by my family connecting to a newly discovered passion of mine reassured me that I was where I was supposed to be.

This past year, my parents passed their naturalization test and became U.S. citizens, joining my brother, who completed his in 2013. Political instability and increasing corruption in Peru’s democracy have often made it difficult to be excited about participating in a democracy. That changes now. 

This November, we will—for the first time as a family—exercise our right to vote and participate in the U.S. democratic process. Since my parents are gearing up to participate in this process for the first time, we are experiencing new democratic practices as a family. We have been informing each other of current political events, identifying key issues, engaging in discourse, and my mom is even applying to be a poll worker now that she’s eligible!

Citizenship pic

Written by Andrea Benites

Andrea is the policy coordinator for iCivics, where she focuses on advocating for the civic education field, policy initiatives, and the work of CivxNow. She is passionate about nonpartisan, equitable solutions to foster an inclusive government.

Senior Director of Partnerships

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Who We Are

iCivics reimagines civic education for American Democracy. Founded in 2009 by Supreme Court Justice Sandra Day O’Connor, iCivics is dedicated to advancing civic learning and leading the movement to make civic education a nationwide priority so all young people have the confidence to shape the world around them and believe in our country’s future. We work to inspire life-long civic engagement by providing high-quality and innovative learning resources, advancing policy for civics education, and engaging institutions, communities, and families in building a national movement. To date, we’ve served more than 9 million students and 145,000 educators in all 50 states.

What You’ll Do

iCivics has grown tremendously in recent years. At the onset of a new strategic plan, we are seeking a Senior Director of Partnerships to build upon a strong financial base, expand our networks, and secure the support needed to continue to innovate and evolve our work. Reporting to the Chief Development Officer (CDO), the Senior Director of Partnerships will:

  • Set and implement strategies for engaging individual and institutional supporters with the capacity to contribute major (5-7+ figure) gifts to fuel iCivics’ growth.
  • Build and expand ongoing partnership and engagement with key allies and stakeholders across the field, inclusive of educational, cultural, historical, and civic organizations and funders.
  • Lead efforts to identify and pursue a robust pipeline of prospects with an affiliation for iCivics’ mission. Leverage iCivics’ deep networks and design individualized plans for outreach and relationship building.
  • Serve as a knowledgeable ambassador for iCivics, representing the organization at conferences, panels, speaking engagements, meetings, social gatherings, and other events; deepen iCivics’ networks within the broader education and democracy space.
  • In partnership with the Chief Development officer, strategically leverage CEO, CDO, and board members’ time and networks in donor cultivation and stewardship.
  • Create meaningful opportunities for supporters to engage with iCivics’ mission, programs, and networks e.g., Civic Learning Week, CivxNow coalition.
  • Ensure exceptional follow-through and a high level of responsiveness in relationship management; work with Development Associate to track all touchpoints, deadlines, and deliverables.
  • Collaborate with the program team in stewarding relationships and ensuring supporters remain well informed about the impact of their gifts.
  • Contribute as a senior leader to the strategic direction of the organization and model iCivics values and culture in all aspects of your work.

Who You Are

  • An enthusiastic supporter of civic education and iCivics’ mission and values. You are inspired to work for high-quality civics education for our country’s youth. You thrive on a fast-paced team that values collaboration, equity, and non-partisanship.
  • An energetic networker who seeks out and seizes opportunities. You possess 8+ years of professional experience inclusive of fundraising, business development, partnership development, external relations, or a similar job function. You bring experience in and excitement for building a donor base, as well as personally closing major gifts.
  • A thoughtful relationship builder who develops rapport easily and fosters long-term connections. You have a warm, energetic, and authentic personality that translates to building connections with a broad range of stakeholders. You have exceptional follow-through and effectively manage multiple relationships at different stages of cultivation.
  • An engaging and clear communicator who draws people in. You are skilled in communicating in ways that inspire others to action. You demonstrate an understanding of the context surrounding an issue area and clearly articulate the “why” behind an organization’s mission and impact.
  • A strategic thinker with the ability to implement tactically. You see the big picture and draw connections between and within networks to achieve mutually beneficial goals. You have a bias towards action and experience translating strategy into actionable activities.
  • A self-directed and resourceful entrepreneurial spirit. You have a “get it done” attitude, with the ability to stay focused and nimble in a fast-paced environment. You are a self-starter and take initiative to run with and learn from new ideas.

Salary, Benefits, and Work Arrangement

The starting salary for this position is $155,000. iCivics provides a comprehensive benefits package, including generous health insurance for individuals and competitive rates for families/dependents, generous time off, family leave, and a collegial environment that supports professional development and wellness. This position is fully remote and must be based in the greater Washington, D.C. area with the ability to attend meetings, convenings, conferences, and other events as needed.

To Apply

If this position piques your interest, please apply with 1) your resume and 2) a thoughtful cover letter explaining why you are interested in iCivics and the Senior Director of Partnerships role. Please address letters to Molly Morrison, Chief Development Officer. Applications will be collected and reviewed on a rolling basis.


iCivics has partnered with DH Search to support the search for a Senior Director of Partnerships. DH Search partners with mission-driven organizations to hire the people they need to create a more just and equitable world. Learn more at www.dhsearch.net.

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New Online Game Uses Eve of the Revolution to Teach Critical-Thinking Skills to Upper Elementary School Students

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WILLIAMSBURG, Va. (Sept. 3, 2024) – Today, The Colonial Williamsburg Foundation and iCivics released a new game that uses the eve of the American Revolution to teach upper elementary students how to apply critical-thinking skills and engage with multiple perspectives.

Uncovering Loyalties with Colonial Williamsburg helps young learners in grades 3–5 understand the tensions of pre-revolutionary Williamsburg and encourages them to learn how people from different backgrounds brought unique perspectives to American history.

Funded by the Bob and Marion Wilson Family, Uncovering Loyalties is set in 1774 Williamsburg, Va. With independence in the air, Lord Dunmore, Virginia’s last royal governor, asks players to explore the colonial city and see if rumors of revolution are true. Players engage with young people across different social classes and life experiences, identifying clues to determine if loyalties in colonial America stay true to Britain or lie with soon-to-be American patriots.

Clues vary from conversational snippets to found items. A ledger at a local pub shows that Thomas Jefferson had visited and that sentiment for a revolution may be moving south from Boston. The teapot found at the silversmith’s home is decorated with anti-British Stamp Tax sentiment, and a conversation about trade demonstrates the neutrality of a character in the marketplace.

All of the artifacts that students explore are renderings of items found in the Colonial Williamsburg museum collection. Players ultimately report their findings to the governor and in the end, they must decide whether they feel pulled toward the loyalist or the revolutionary cause.

Uncovering Loyalties merges the game-building expertise of iCivics and the historical expertise of The Colonial Williamsburg Foundation, which lent a team of historians to make the game true to history. Museum specialists, historians and onsite interpreters collaborated with the game team at iCivics to bring to life both well-known and underrepresented historical characters, including indigenous people, enslaved and free Black residents, and those from the political elite and artisan classes.

“Uncovering Loyalties represents a new frontier in Colonial Williamsburg’s nearly 100-year storytelling tradition. This new digital offering brings the world’s largest U.S. history museum to classrooms across the nation, encouraging students to thoughtfully consider the motivations that led to the American Revolution so they can make up their own minds about America’s shared history,” said Mia Nagawiecki, Colonial Williamsburg’s vice president for education strategy and civic engagement.

Uncovering Loyalties is the first game that iCivics has created exclusively for elementary students, representing a further expansion into the K–5 space. It is also the first game that iCivics has developed that focuses on a specific place in U.S. history.

“We are incredibly excited about partnering with The Colonial Williamsburg Foundation to develop a new game about the pre-revolutionary period just in time for the anniversary of the United States’ independence in 2026: Uncovering Loyalties,” iCivics Chief Executive Officer Louise Dubé said. “Civics and history education, like math and literacy, needs to start early so that we can teach young people the skills they need to become informed and engaged citizens. Uncovering Loyalties is a building block to teach young people how our country came to be.”

The game is available in English and Spanish and includes robust educator support materials designed to inspire deeper learning, engagement, and conversation in classrooms. In the spring of 2024, more than 200 students in grades 4–8 previewed the game, reporting a 93 percent approval rating.