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Month: December 2025

5 Civic Acts for A250

Posted on by Sophie Gordon

On the eve of the 250th anniversary year of the signing of the Declaration of Independence, I offer 5 Civic Acts for A250. Five practices that assert the enduring power of human beings to shape the common good. These acts are illuminated by many great leaders, organizations, and ordinary people around the nation every day. My hope is that millions of small, civic acts will spark civic renewal, which we so desperately need in 2026. In no particular order (and excluding voting because that must be a given for all local, state, and national elections):

Read the Declaration and Constitution as living invitations.

These documents are not relics; they are calls to engagement that we must recommit to. Our newest GEE! Award-winning game, Investigation Declaration, created in partnership with Colonial Williamsburg, brings this commitment to life. 

The immersive experience enables students to explore the founding principles that formed the basis for our Great American Experiment. By interacting with these ideas, the developing generations discover what it takes to maintain and strengthen our constitutional democracy.

Beyond the classroom, the Educating for American Democracy (EAD) Roadmap—created by more than 300 cross-ideological scholars and educators—helps teachers, parents, and caregivers, and communities interact with our founding texts with nuance and depth, giving them a better understanding of how to bolster civics in and out of classrooms.

Support the civic educators who sustain our democracy.

Teachers, school and district leaders, museum educators, librarians, tribal cultural educators, and after-school mentors—these are the people who bring civic learning into the lives of young people. Support them. Celebrate them. Advocate for them.

Programs like iCivics’ We Can Teach Hard Things, Civic Star Challenge, and other professional development offerings, as well as similar initiatives from the National Council for the Social Studies and local affiliates, new Schools of Civic Thought that have been funded by the Trump Administration and nurtured by the Jack Miller Center, and many others help educators in different ways as they work to bring high-quality civic learning to life for students. This whole ecosystem of learning and engagement is worth supporting from the bottom up.

Strengthen the local civic fabric in your town.

We must also strengthen the out-of-classroom opportunities available to students for engaging with their communities and beyond. Museums, libraries, historical societies, cultural institutions, and business and professional associations have held our shared story and helped keep our civic muscles exercised for generations. One initiative that brings all these critical entities together at the local level is the National Civics Bee from the U.S. Chamber of Commerce Foundation, which is now operational in all 50 states.

Find out more about opportunities closer to home by visiting, supporting, and engaging with our great partners at the American Association of State and Local History, the Association for Rural and Small Town Libraries, the Urban Libraries Council, the Presidential Partners network of presidential centers and sites at More Perfect, and CivxNow.

Choose responsible, pluralistic media.

In an era of algorithmic slop (yes, it’s a word), intentionally seeking trustworthy information is a civic practice. Nonpartisan platforms like Ken Burns’ The American Revolution, PBS’s Civics Made Easy, Crash Course, national and local public media, the Digital Inquiry Group, the upcoming documentary from Roadtrip Nation, the Declaration Book Club from Thomas Jefferson’s Monticello and More Perfect, and many others are doing critical work in this area. And if you want to dive more deeply into history and civics from contemporary writers and reporters, here are the Substack channels I love:

  • Daniel Stid’s The Art of Association
  • Danielle Allen’s The Renovator
  • Gabriel Lerner’s Democracy Notes

Support good civics policy.

Twenty-four politically diverse states have passed 38 policies aligned with the CivxNow Coalition (now more than 400 organizations strong) since 2021—including civic course requirements and Civic Seals that signal readiness for citizenship and work. Your voice can help shape similar efforts in your district, city, or state.

And to make all of this worthwhile, we must engage with and highlight the joy of civics with our kids, grandkids, young people in our community, and anyone we can reach. Play Investigation Declaration with your family. Encourage students in your community to explore the iCivics Youth Fellowship. Be the counterweight to all the slop.

This is all very human and very worthwhile work.

Don’t believe me? Please consider that, before the American Revolution, a small slice of the population had the right to life, liberty, and the pursuit of happiness. Ordinary people had no access to education, professional choice, property ownership, or many of the opportunities we take for granted today. This is not so many years ago in the scope of human history, and we cannot let ourselves fall back into that darkness.

As we approach America’s 250th anniversary, let us choose civics as an affirmation of our shared humanity. And let us honor the educators, institutions, and communities that carry this work forward every day. The future is not prewritten. It is ours to shape—with care, courage, and civic acts big and small.

Patricia makes Civic Star Challenge fun for kindergartners

Posted on by Sophie Gordon

As a kindergarten teacher, I see it as my job to make learning hands-on and fun. We’re always moving, singing, and even dancing. That includes when we’re learning about civics.

This year, we started our civic education early, on the 11th day of school! Being a good citizen begins with kids understanding who they are as individuals—what makes them different or unique. For the lesson, the Civic Star Challenge led us to the animated video song, “Differences,” which is part of the Well Versed music video series from iCivics, Nickelodeon, and ATTN:.

The music video introduces us to Johnny, Ava, and Jade, who sing about their favorite foods, animals, and hobbies. As they explore the things that delight them, they remind each other that “even if you don’t agree, give everyone a chance—that’s how to be a good citizen!” It’s a fun and very catchy song.

Then we formed a circle and tried it ourselves. I asked: “Who has a dog at home? Who has brown hair? Who likes broccoli? Who celebrates Christmas?” and the students would stand up if the subject applied to them. The kids loved seeing who stood up for each question. They even observed things that I did not, such as who had earrings. At one point, I asked, “Who is an only child?” I knew that just one student would stand up for that, and he was thrilled.

I also participated. The kids were shocked to learn that I live outside the school and like things too!

The activity allowed my students an easy way to share their opinions, learn about each other, and observe the things that made them similar. It was a great way for kindergartners to participate in the Civic Star Challenge at a level that made sense for them.

About Patricia

  • Teaching experience: 29 years
  • Currently teaching: Kindergarten

Patricia is part of the Kindergarten Team at South Street School, which works collaboratively to bring their students enriching, hands-on learning experiences. South Street also recently became a Leader In Me school.

We Can Teach Hard Things Like Redistricting

Posted on by Sophie Gordon

As I sit down to write this redistricting blog post, an assignment I gave myself over a week ago, I’m trying to digest some of the most politically charged news we’ve ever seen surrounding this routine, procedural, and, by all reasonable accounts, anodyne topic.

To be clear, I’ve been teaching civics and government long enough to know that redistricting, and its notorious counterpart, gerrymandering, are anything but routine, procedural, or anodyne. But goodness, the past few months have taken this concept to a whole new level.

This latest episode began in Texas, gained momentum in California, and quickly spread to midwestern states and more as our nation’s two major parties seek to expand their power in Congress, not by appealing to more voters, but by redrawing legislative lines in their favor. To use a sports metaphor, it’s like trying to win more college football games not by recruiting better players, practicing harder, or designing better teams, but by weakening the strength of your schedule or spying on your opponents.

Now, redistricting was already a political firestorm even before the President of the United States publicly referred to a sitting U.S. governor as an unambiguously offensive slur, which led to an Indiana State Senator from the President’s party refusing to support a redistricting bill that the President supports.

Talk about a hard thing to teach!

Still, redistricting is an important part of our political system that citizens must understand, which means it’s a critical component of American democracy that must be taught to our nation’s youth. Perhaps not in third grade, but certainly in high school if not earlier. The good news is we can teach hard things. Let’s discuss how this applies in the context of redrawing legislative district lines.

I hope it goes without saying that we should all review our standards, plan a structured lesson aligned with the relevant standards, and then communicate that plan to key stakeholders. Let’s talk about how to create that structured lesson plan.

The first thought that comes to mind is to depoliticize this highly politicized topic. The second thought is to take it back to the beginning!

Constitutional Convention > Great Compromise > Representation in the House based on state population > The Census(!!) > Reapportionment > Redistricting

History ✅

Institutions ✅

Processes ✅

Federalism ✅

In other words, there is a significant amount of content to cover before reaching the current political controversy. Lean into that space.

If you haven’t already covered that content, start there. If you have, be sure to review it. Redistricting isn’t something we can teach in a vacuum. It requires a significant amount of background knowledge to make sense. Here are some iCivics resources to support you on that journey:

Constitutional Convention and the Great Compromise

Representation in the House based on state population

The Census

Reapportionment, Redistricting, & Gerrymandering

The current politics surrounding this issue are super juicy! If your students express interest in going there, and you feel you have enough information to do so safely, then I say, “Let ‘er rip!” Just be careful. If it’s helpful, here’s my criteria for making the personal decision to navigate a “currently controversial” topic with students:

My emotions are in check. I may have a personal opinion on the matter, but I’m not feeling particularly heated about it.

I can, in good faith, represent multiple (or both) sides of this issue. I’ve conducted my research and considered what I want to say and how I might respond to student questions.

I have a good rapport with my students and feel comfortable with the classroom culture I’ve cultivated.

Admin Tip: Be an instructional thought partner with your civics teacher! If they come to you with their plan for teaching redistricting and it happens to make you a little uneasy, welcome the opportunity to brainstorm ways to make it engaging, relevant, and standards-aligned with a lower chance of inspiring any sort of blowback.

Cross-Country Connections: Perspective of a First-Time NCSS Attendee

Posted on by Sophie Gordon

If you’ve never attended the National Council for the Social Studies (NCSS) annual conference, imagine a theme park for social studies teachers: endless sessions, passionate crowds, and more resources than any carry-on bag can handle. As a first-timer in 2025 and a finalist for The Sandra Day O’Connor Prize for Excellence in Teaching Civics, I attended the conference courtesy of iCivics, but I was not fully sure what I was walking into.

The Sandra Day O’Connor Prize

I have been to Washington, D.C., more than 100 times, including our annual school trip, vacations, teacher institutes, events, meetings, and visiting family. However, this trip seemed surreal. I was in town not just to attend NCSS, but also as a finalist for a prestigious award named in honor of one of my most revered Supreme Court justices.

Justice O’Connor was appointed to the court the same year that I was born, a coincidence I’ve always carried with a quiet sense of meaning. I grew up admiring that she was a free thinker. She didn’t automatically vote a certain way. She did it her way. To be associated with her—chosen by a committee that included former law clerks—was quite humbling. Before the award reception, I sat for an interview with the iCivics film crew and talked about how the justice influenced my teaching by instilling in me the idea that just because things have always been done a certain way doesn’t mean that they always have to be done that way. In my classroom, that mindset translates into endless possibilities! And while I didn’t win the award, I met some incredible people and got to reflect on what brought me to Washington.

#NCSS2025

When I first arrived at the massive Walter E. Washington Convention Center, I felt like I had arrived at London’s Heathrow Airport, scanning escalators and signage to figure out where to go. I clutched my iPhone and used the NCSS events app as if it were a treasure map. Thirty sessions in every time slot? It was a little overwhelming at first, but once I found my rhythm, the experience was nothing short of transformative. Luckily, I downloaded the NCSS events app and chose the sessions I wanted to attend ahead of time. I quickly found my bearings, and by the time I arrived at my first two featured speaker sessions, “How Hamilton vs. Jefferson Ignited the Lasting Battle Over Power in America” with the National Constitution Center’s Jeffrey Rosen and “What Democracy Demands: Congressman Hakeem Jeffries and Professor Hasan Jeffries in Conversation,” I realized I was in the middle of something remarkable: a national community of people who care deeply about the same work I do.

As the conference unfolded, each session was unique and inspiring, led by a teacher or professional at the forefront of social studies education. For me, highlights were Street Law’s look at the current Supreme Court term, virtual reality lessons in the social studies classroom, and Justice Ketanji Brown Jackson’s conversation—an hour I know I will remember for the rest of my life. Between the nationally known speakers and high-quality workshops, each session felt meaningful.

What also sets this conference apart is the opportunity to meet educators from across the country, all eager to share, exchange ideas, and collaborate. iCivics hosted a happy hour, which was the perfect catalyst for these conversations. I met a colleague from Florida who teaches a middle school civics class, and it was interesting to hear how she organized it. I met a teacher from Washington State who uses On Tuesday We Vote. Even Professor Hasan Jeffries stopped by, and I got to talk with him.

I would be remiss if I didn’t mention the exhibition hall, where educational nonprofits, services, institutes, museums, publishers, and historic sites had booths sharing resources. It was a reminder that the social studies ecosystem is far larger and more generous than I often realize during the school year. I wish I had brought a larger suitcase to fit all of the resources they gave me!

There’s something electrifying about standing in a place where every hallway, every room, and every conversation is anchored in the belief that social studies education shapes society. Some experiences broaden your practice; others broaden your perspective. NCSS, for me, managed to do both. My students will benefit from both my broadened practice and perspective. I’m excited to use what I learned to enrich their experience. I want that excitement to live on in my classroom, and I hope to find a way to attend NCSS next year and each year thereafter.

Written by Seth Harris

Seth Harris is in his 20th year of teaching middle school social studies. His passion is giving students authentic experiences in government, including his award-winning Law Day mock trial program at the Albany County Courthouse, We The People mock congressional hearings, listening to oral arguments at the Supreme Court of the United States, and attending local municipal board meetings. In addition to teaching, Seth served as deputy mayor of the Village of Menands for the past 12 years. He believes more people should get involved with their local government.

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 plurality of perspectives.

iCivics Announces Inaugural Winner of The Justice Sandra Day O’Connor Prize for Excellence in Teaching Civics

Posted on by Sophie Gordon

Shari Conditt, a U.S. history teacher at Woodland High School in Woodland, WA, is named the first recipient of the award that honors Justice O’Connor’s legacy in civic education

WASHINGTON, D.C. – [December 4, 2025] — iCivics, the nation’s leading civic education nonprofit and provider of free, nonpartisan civic education resources, today announced that Shari Conditt, a U.S. History Teacher at Woodland High School in Woodland, WA, is the inaugural recipient of The Justice Sandra Day O’Connor Prize for Excellence in Teaching Civics.

The award, presented at the annual conference of the National Council for the Social Studies (NCSS) in Washington, D.C., is named for Justice O’Connor, who founded iCivics after retiring from the U.S. Supreme Court. Seth Harris from Shaker Middle School in Latham, NY, and Dr. Shelina Warren from Paul Laurence Dunbar High School in Washington, D.C., were named as finalists for the award.

Unveiled just ahead of the 250th anniversary year of the Declaration of Independence (A250) in 2026, the prize was established by Justice O’Connor’s former law clerks to honor her unwavering commitment to civic education, a cause she considered her most important legacy and contribution to the nation.

Since she founded iCivics in 2009, the organization has grown to serve nearly 150,000 educators and 9 million students per year across all 50 states and 80% of U.S. counties.

Conditt has taught AP Government, AP U.S. History, and U.S. History for the past 25 years. She is a National Board Certified Teacher and a member of the iCivics EdNet. She was the 2024 Bill of Rights Institute National Civics Teacher of the Year, the 2016 Washington State History Teacher of the Year, and the 2025 Ft. Vancouver Region SAR History Teacher of the Year.

“Justice O’Connor adored teachers, and they in turn adored her,” said Louise Dubé, iCivics CEO. “She was their greatest advocate because she saw that they were the true stewards and protectors of this country’s constitutional democracy. Shari Conditt embodies everything that the Justice admired and held dear.”

The annual award recognizes exemplary members of the iCivics Educator Network, a group of more than 350 civics, history, and social studies teachers, who demonstrate particular excellence, dedication and innovation in teaching the foundations of democracy. The prize includes $5,000 and recognition at an iCivics reception during the NCSS Conference on December 4, 2025, in Washington, D.C. The finalists will also be featured in person at the Civic Learning Week National Forum in Philadelphia, March 9–10, 2026.

“The law clerks are pleased that their gift will recognize this year’s honorees, who are exactly the sort of effective, innovative, and dedicated educators that Justice O’Connor would be proud to honor,” said Kathleen Smalley, who clerked for Justice O’Connor in 1982.

Finalist Seth Harris teaches seventh-grade American history at Shaker Middle School. He runs the school’s Law Day mock trial and serves on the Student Council, has earned multiple awards for excellence in education, and has also served as deputy mayor of Menands.

Finalist Dr. Shelina Warren is the Director of the Eleanor Holmes Norton Law & Public Policy Academy at Paul Laurence Dunbar High School. A National Board-Certified educator with over 20 years of experience, she is an Army veteran and an award-winning leader in experiential, justice-centered civics education.

In addition to unveiling the prize at NCSS, iCivics will be highlighting valuable new educator supports designed to make teaching about A250 easier, more engaging, and more joyful for classrooms. The Civic Star Challenge helps educators bring the themes of the Declaration of Independence to life in the classroom—with the chance to win cash prizes. GoodEd.ai is a co-planning tool made for and by civics and social studies educators that helps teachers adapt trusted iCivics lessons and primary sources to the needs of their classroom and local community. The We Can Teach Hard Things initiative features educators sharing research-backed strategies for navigating difficult topics. Investigation Declaration, iCivics’ award-winning game, immerses students in a historical mystery that reveals how Enlightenment ideas shaped the Declaration.

iCivics also named the following educators as semifinalists:

  • Anne Hester, Lee County Schools, FL
  • Kimberly Huffman, Wayne County Schools Career Center, OH
  • Don Jenkins, Former teacher, Edmonton, MN
  • Linda O’Dwyer, Parker Junior High School, IL 
  • Sam Westerdale, Rangeview High School, CO
  • Christian Wrabley, Greater Johnstown Senior High School, PA
  • Ryan Werenka, Troy High School, MI

An Important Week to Honor Civic Educators

Posted on by Sophie Gordon

This week marks the second anniversary of the passing of Justice Sandra Day O’Connor—one of the greatest civic educators our nation has known. And at this moment, on the eve of the 250th anniversary of the Declaration of Independence, her legacy feels especially urgent.

As we remember her, thousands of civics, history, and social studies educators from across the country are gathering in Washington, D.C. for the annual National Council for the Social Studies (NCSS) conference. There, we will also name the first recipient of the Sandra Day O’Connor Prize for Excellence in Teaching Civics—an award honoring a teacher whose dedication reflects the values she championed.

Justice O’Connor adored teachers. She trusted teachers. She believed teachers were the beating heart of a healthy republic—our frontline defenders of constitutional democracy.

If she were still with us, she would be thrilled to see educators gathering in our nation’s capital to sharpen their craft, support one another, and reaffirm their commitment to preparing the next generation for civic life.

Justice O’Connor’s own story makes clear why she valued this work so deeply. Raised on the Lazy B Ranch, she grew up with responsibility, grit, and a deep sense of community. Those early lessons shaped her judicial philosophy: practical, independent, consensus-driven. Throughout her public life—from pioneering service in state government to becoming the first woman appointed to the U.S. Supreme Court—she embodied the civic virtues she hoped young Americans would learn.

After leaving the Court, she dedicated herself fully to strengthening civic education nationwide. She visited classrooms, championed educators, and urged policymakers and community leaders to take civic learning seriously. She was instrumental in sparking the early conversations that eventually helped catalyze a national movement around civics renewal.

If Justice O’Connor could walk the halls of NCSS today, she would immediately recognize the passion of the educators gathered there. Yet she would also see the unprecedented challenges they face:

  • culture wars that turn historical facts into political flashpoints,
  • declining trust in institutions and in one another,
  • the disorienting rise of artificial intelligence,
  • and a civic vacuum created by decades of underinvestment.

And still, teachers show up—every day, in every state. They teach students how to debate respectfully, analyze evidence, understand our constitutional system, and see themselves as contributors to their communities. They work with students to build the critical thinking, communication, collaboration, and creative skills to navigate the democracy and economy of the AI age. They do the work Justice O’Connor dedicated her later life to advancing.

The timing could not be more urgent. The kindergartners who entered school this fall will graduate in 2038—the 250th anniversary of the Constitution’s ratification. They are the “A250 generation,” coming of age amid historic levels of technological disruption and political division. What they learn about democracy today will shape the country they lead tomorrow.

The 250th anniversary of the Declaration of Independence in 2026 gives our entire nation a once-in-a-generation civic moment. Across the country, America250 commissions, museums, cultural institutions, tribal nations, and community organizations are preparing programs to reconnect young people with our founding principles and with the full, plural story of who we are.

Justice O’Connor believed every young person—regardless of geography, background, or politics—deserved access to high-quality civic learning. That is a worthy rallying cry this week especially. 

As NCSS educators gather in Washington, as communities across the country prepare for the 250th anniversaries, and as we reflect on two years without her, it is clear that we must carry her mission forward by supporting civics—and supporting civics teachers.

Kent McGuire

Posted on by Kaaryn McCall

Kent McGuire advises both the Spencer Foundation and the Stuart Foundation. His responsibilities include strategy development, grant review, and strengthening connections to the education policy and practice communities. From 2017 to 2025, Kent held the position of Program Director of Education at The William and Flora Hewlett Foundation. In this role, he spearheaded investments in teaching and learning, as well as open educational resources strategies. His primary focus was ensuring the success of all students in college, work, and civic life.

Previously, Kent served as the President and CEO of the Southern Education Foundation. This organization was dedicated to advancing public education in the American South, particularly in areas of equity and excellence. Before that, he held the position of Dean of the College of Education at Temple University, where he was a tenured professor in the Department of Educational Leadership and Policy Studies.
From 2001 to 2003, Kent held the position of Senior Vice President at the Manpower Demonstration Research Corporation. In this role, he managed research projects on school reform and oversaw the department’s focus on education, children, and youth. Additionally, he served as an education program officer at the Pew Charitable Trusts and directed the education program at the Lilly Endowment. Kent’s extensive experience includes his tenure as Assistant Secretary of the U.S. Department of Education from 1998 to 2001.

Kent holds a Ph.D. in public policy administration from the University of Colorado, an M.A. from Columbia University Teacher’s College, and a B.A. in economics from the University of Colorado. In addition to iCivics, Kent serves on numerous boards, including The Hunt Institute, The Nellie Mae Education Foundation, The Wallace Foundation, and the Philanthropic Collaborative for Education.

Posted in Bio

Lower the Temperature: How Amanda Perschall Teaches Hard Things

Posted on by Sophie Gordon

When I first saw the We Can Teach Hard Things initiative roll out from iCivics, I laughed. No, really, I chuckled pretty loudly. It’s a little unclear if I was laughing because of my students or because of myself. There’s a sign on my board that reads “You can do hard things,” as I encourage my students not to give up when they meet some resistance. I’m sure there are other educators out there who have had a similar experience with students post-pandemic; they simply give up faster than they used to. I spend a not insignificant amount of time encouraging, cajoling, and pushing students to work to their full potential, rather than stopping at the starting line. The deeper reason for my laughter, though, was about my own teaching experiences. Being a social studies teacher in rural Missouri is currently a challenge. Being a government teacher is an even bigger challenge.

This is my 20th year teaching social studies at the same large, public high school. Throughout this time, I have witnessed a shift in our national and state politics that has impacted my daily job. The Missouri in which I was educated was a purple bellwether state comprising a solid mixture of political parties. I entered the teaching profession when Missouri had a new Republican supermajority, which it has continued to hold since. My students think I’m making up fairy stories of our two-term Democratic governors. But the job of the government teacher is not to influence their politics. The job is to help them learn about our government, how it works, and how they can be involved. The work of many civics organizations has helped bolster my practices. I am eternally grateful for their continued support. 

The National Constitution Center focuses on distinguishing between a constitutional question and a political question. The temperature in the room during a discussion naturally lowers when you point students back to the Constitution, asking them to find textual evidence to support their ideas. Is this something that the government can do? Or is it something that we should discuss politically—if they should do it? Separating the two types of questions allows students to learn and discuss without focusing on opinions.

Checks and balances are a recurring theme of concern in government classrooms. I typically point students to the Constitution and legal precedent for what is textually there. What does the Constitution say? We will then discuss historical norms. What has typically been true in similar situations in history? The conversation then might shift to current headlines. Can Congress and the President do that? By focusing first on Constitutional and historical evidence, students can move beyond simply agreeing or disagreeing based on their political background.

iCivics’ games, like Branches of Power, help address the content while also overcoming another problem: engagement. Many students start the year with barriers to learning about our content. They’re overwhelmed and disgusted by the way society, especially on social media, engages with political questions. Nonpartisan games, like those of iCivics, help reshape the narrative into a more productive one. Suddenly, students are not as worried about Republican vs. Democrat, but are simply trying to win the game.

With some more controversial topics, I rely on resources from places like Streetlaw to help frame the lesson. Whether they’re the most engaged or least knowledgeable, having students all start from the same source material helps ensure they’re all on a level playing field for discussion. Shifting from a debate mindset, where there are winners and losers, to a deliberation mindset, where there is only conversation, has been a game-changer. Politics is not zero-sum; many things can be true at the same time.

Using eduprotocols and structures to shape the conversation is a must with controversial topics. Check out the Project Zero thinking routines from Harvard. Students are able to rely on the boundaries of the situation to keep each other on task. I am a big fan of assigning positions rather than relying on what students personally believe. Many students are still exploring their opinions. Some are less informed than others. Not all viewpoints will be equally shared by students. Assigning positions allows everyone to participate and a variety of viewpoints to be heard.

But before I dive into anything too deeply in my classroom, we spend considerable time establishing norms and behaviors for civil discourse. Especially in an era when our conversations have devolved, I want my students to learn how to excel in conversation. Drawing on resources from the Cato Institute’s Sphere, the National Constitution Center, and others, we learn about how to engage with each other and with topics that may cause dissension. Building norms, practicing empathy, and leading with curiosity change the temperature of hot-button discussions. You are much more likely to be able to discuss a sensitive topic with someone with whom you have a positive, appropriate relationship. My students would tell you I frequently tell them that I expect them to be better than the political pundits they see on television. I find that students are willing and more than able to exceed my expectations, having rich conversations.

What should you do when someone complains? Whether students, parents, administration, or community members, our content lends itself to objection. It’s become too easy to complain without knowing the full context. Grounding your practice in solid pedagogy with a variety of sources helps protect you from concerns. I would also encourage you to find your allies. Education is a team sport best played with others who are excited to support you. Remember that you are a trained professional, making learning choices purposefully. Share with others all of the work you’re doing. I’m always willing to meet and discuss with those who might be concerned; almost every time, this diffuses the situation. Everything I do in my classroom is easy to show to parents and administrators; there aren’t any secrets here. More than once, I have met with concerned parents who were simply missing the full context and breadth of the lesson. Upon seeing all we were doing, they switched from being concerned and upset to being some of my biggest cheerleaders. Clear, consistent communication is the key.

Some of the compliments I treasure most from across my career are when students have told me that what we discussed in class became the family conversation that night. You shared what we learned with your parents? You cited textual evidence for your thoughts? You elicited more dialogue with the people in your house? TEACHER WIN! No matter what they believe or what position they take, fostering more civil conversations is a huge success.

My best advice to other educators is not to shy away from the hard things. You’re doing an amazing job and literally changing the world. Your students are learning because of you. Don’t give up!

Written by Amanda Perschall

Amanda Perschall has been teaching social studies at Lebanon High School for the past twenty years, currently covering Government (dual-credit, honors, and on-level), U.S. Women’s History, and World Religions while serving as the department chair. While working on her MAE from Truman State University, she did her student teaching internship in Bamberg, Germany, on a U.S. military installation. Each spring, she leads a trip for her seniors to Washington D.C., Philadelphia, and New York City. Among other commitments, Amanda is a board member for the Missouri Council for History Education and is in the iCivics Educator Network.

Through the We Can Teach Hard Things initiative, 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 plurality of perspectives.

Patrick’s students explore natural rights with Civic Star Challenge

Posted on by Sophie Gordon

Recently, my political science class participated in the Civic Star Challenge. Jumping off the iCivics Enlightenment Mini-Lesson, we took on the idea of natural rights. Now I admit that, as with many civics concepts, the subject can come across as very dry. But after defining the Lockean approach, I threw it to the students: “What does it mean to be free?”

It’s a question teenagers are rarely asked.

I’m lucky to engage in spirited discussion with my adult colleagues. Fun fact: I’m also a graduate of Hazard High School. And I remember what it’s like to be sitting in class, thinking about where I might fit into my town and the world beyond. I was able to push my students to consider this, as well, using the iCivics graphic organizer and reflection activities (log in to view these resources). This mindset proved key to getting them talking.

“What does the right to life, liberty, and property mean to you?”

One student immediately focused on healthcare: “If we have the right to life, then doesn’t that mean we also have a right to healthcare?” Another identified the Second Amendment: “Liberty means that I have the right to my firearms, right?” (We live in rural Kentucky, and hunting is a popular pastime, of course!)

Pretty soon, the students were discussing the topic like the philosophers of the Enlightenment. Sure, the vocabulary was different. But there was something kindred in the spirited exchange of ideas. I reminded them that all the great figures across time and history were, on one level, just regular people—regular people who went on to do extraordinary things.

When we treat politics as if it were a sport and become obsessed with crushing the other side, it can become easy to lose sight of the fact that we are all living, breathing humans worthy of dignity and respect. We’re a school of just 300 students, and each one has so much heart. If something happens within our community, the response is all hands on deck. Bobby Jo from down the street may have a different political opinion from you, but she’s your neighbor, and she will bring you an apple pie when you get sick. We may have different opinions, but we can still care about each other. We have to hold both of those things at once. My students have shown me that they are eminently capable of that.

About Patrick:

  • Teaching Experience: 6 years
  • Currently teaching: World History, U.S. History (regular and dual credit), and Political Science/Civics

Born and raised in Perry County, KY, Patrick is passionate about identifying and building connections between Appalachian Kentucky, the rest of the Commonwealth, and the wider world for his students. He also serves as a Regional Network Lead in the University of Kentucky-Jewish Heritage Fund Holocaust Education Initiative (UK-JHF HEI) and a steering committee member of the Kentucky Council for the Social Studies (KCSS).