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Author: Sophie Gordon

Honoring the Hard Work of Our Civic Educators

Posted on by Sophie Gordon

We are grateful for you, civic educators. That’s the first thing I want to say in this post-election environment. We have no doubt that you have experienced a range of emotions over the last several days, and that’s to be expected.

What binds us together, regardless of how we are processing this moment in time, is the fact that you continue to do your best to show up for your students. As our CEO, Louise Dubé, wrote several weeks ago, you also stand shoulder-to-shoulder with election workers and volunteers, community leaders, and so many others as “civic frontline workers,” safeguarding our best democratic traditions.

Through this election cycle, you did something that I suspect many Americans didn’t have the privilege of seeing—you supported one another as civic educators. I saw members of the iCivics Educator Network join monthly meetings to share their experiences. I saw civics teachers on social media stand up for their peers and offer ideas for engaging students about the election and our constitutional democracy.

On Constitution Day, I visited City High School in Pittsburgh, Pennsylvania, where I witnessed firsthand what it looks like and what it takes to build a strong civic culture and ethos of caring for things beyond oneself. To say that the teachers, administrators, support staff, and students at City High are inspirational would be an understatement.

I’m carrying that inspiration into the days ahead, and I want to issue a call to action for all of us:

This is our moment to step up for civics. To continue to sustain and strengthen our constitutional democracy, we have to keep teaching it. This election cycle brought us into a modern-day Wild West of misinformation, disinformation, and AI-fueled confusion. Together, we carry the heavy responsibility of preparing the rising generations for this transformed environment, and we must redouble our efforts to put civics front and center for students. iCivics has resources to continue teaching around the election as we look toward Inauguration Day and beyond.

We call for peace and understanding. After one of the most contentious elections in our nation’s history, we acknowledge that nerves are still raw in many cases. We urge people to practice empathy for their fellow Americans who may hold different beliefs or have supported a different candidate.

We look to the future. We need to take advantage of this moment to unite people in sustaining and strengthening our constitutional democracy, while celebrating the incredible experiences, contributions, and perspectives of the many groups that constitute American society.

As we move forward, my appreciation for all of you is exemplified by a quote from the great Fred Rogers of Mr. Rogers’ Neighborhood: “Anyone who does anything to help a child in [their] life is a hero to me.”

Thank you for continuing to help. We see you and we appreciate you.

How to Teach Critical Thinking in the Digital Age

Posted on by Sophie Gordon

With information at our fingertips like never before, the sharing of misinformation happens faster than you think. In fact, by the time you see that post or check the credibility of the information, it has been shared hundreds of times, has thousands of likes, and everyone already has an opinion.

As educators, we know to question the credibility of what we see and share online; we’ve learned and honed those skills and put them into practice constantly. But most students don’t have those skills yet, or they haven’t practiced those skills enough for them to become second nature. And because our students have grown up in the digital era, the speed at which they receive and share information is often more important than the credibility of the information itself.

The problem isn’t just misinformation or disinformation. In reality, we are missing something very important: students’ curiosity and desire to know.

Educators have a unique opportunity to foster that curiosity and critical thinking in ways that help students develop a positive and ethical relationship with media and information. Imagine a future where the desire to have credible information sparks a change in the information that is shared. Imagine a future where misinformation isn’t leading the narrative, dividing society, and preventing people from receiving the help that they need. Now don’t just imagine it; join us in making that future a possibility.

How, might you ask? It starts with teaching students media literacy and information literacy. This includes teaching the critical thinking skills students need to:

  • verify the information they encounter,
  • assess the credibility of sources,
  • identify biases in the media,
  • understand how they influence what is shared and how it is shared, and
  • evaluate the use of advertising techniques to grab their attention.

This is an opportunity for educators to foster a culture where students feel comfortable expressing their thoughts and are respectful of others’ opinions. By developing students’ media and digital literacy skills, they learn what is happening in the world around them. And being able to acknowledge, trust, and share that information is how they feel able to participate. The classroom gives students a safe place that encourages their exploration and provides them with opportunities to engage with information, digital tools, and online resources.

We recognized the need for resources that foster learning opportunities and environments. We partnered with the digital literacy experts at Digital Inquiry Group to create Civic Digital Literacy, a collection of nonpartisan, evidence-based, classroom-ready resources that prepares students to skillfully verify the various pieces of information they encounter online. From understanding the value of conserving their attention to investigating the purpose of interest groups, these lessons and videos encourage students to apply digital literacy skills to real-world situations. Use these lesson plans and videos to give students regular opportunities to practice these important critical thinking skills. We even have professional development videos to help teachers understand and teach the key pillars of digital literacy.

My personal favorites are the resources focused on artificial intelligence. Before teaching the topic, familiarize yourself with some of the impacts that AI can have on civic life by watching our professional development video, What Students Need to Know About AI, featuring Sam Wineburg, co-founder of the Digital Inquiry Group.

From there, introduce students to the topic of AI and elections with the video, How Artificial Intelligence Could Influence Elections. It explores how AI could influence elections and comes with a teacher’s guide that includes discussion questions, lots of ideas, links to other lessons, and resources for teachers. It also includes worksheets for guided and independent practice that encourage students to think deeply about the benefits and concerns that the use of AI could pose.

With the foundation set, venture into the lesson, Artificially Speaking: AI Chatbot Claims. Here, students practice lateral reading to investigate claims produced by AI chatbots. We all know that chatbots are pretty impressive, but are they really as smart as they seem? Have students investigate how and where they use chatbots.

Or, use each resource independently or with other amazing iCivics lessons. Each resource is designed to support and complement your needs. Society will give us inquisitive students curious about the world. By equipping them with digital literacy skills, they’re empowered to become informed and engaged citizens, ready to navigate the complex landscape of the digital age and contribute to a thriving democracy.

Written by Emeka Barclay

Emeka Barclay is a Curriculum Associate at iCivics where she helps create and cultivate curricular materials for educators and students. Prior to joining the iCivics team, Emeka taught secondary language arts and social sciences and worked as a technology and learning coach in Alabama. She then relocated to Florida where she was a dean of students. When not helping save the world, Emeka enjoys exploring the sites with her family and friends, searching for the perfect sip of coffee and nibble of cheese, and supporting public libraries.

Thanking Educators and Other Civic Frontline Workers for Their Service to Our Democracy

Posted on by Sophie Gordon

We have reached the final weeks of a very closely contested and tumultuous election campaign, and I want to acknowledge the nerves that many of you in our community may be feeling right now amidst the cascading challenges around us and the nature of our work together. I am feeling the weight of the moment, too.

In times like these, sometimes the best we can do is channel our energy into something simple and positive, which for me is often gratitude. In that spirit, I want to ask you to join me in thanking America’s civic frontline workers—educators of all kinds, election officials and volunteers, local leaders and advocates, public servants, and others—who are upholding the essential ideals and traditions of our constitutional democracy. Let’s reserve special appreciation for the civic frontline workers who have been impacted by the recent hurricanes across the southern U.S. Our thoughts are with you.

Our nation’s educators are particularly underappreciated champions of our democracy. They bring civics and history to life in classrooms and communities. Especially during election cycles, they do indispensable work helping young people make better sense of the world around them, including the increasingly fraught digital landscape. And yet, they have too often been targets for criticism and worse as our country has become so deeply polarized.

The path to bringing our country back together and strengthening our democracy will be lined with educators and other civic frontline workers. Why? Because they are the ones best situated to do the urgent work of helping students learn civics and develop the knowledge, skills, and dispositions to navigate our increasingly diverse society and digital democracy, including artificial intelligence and whatever lies beyond it.

In a world where rapid change feels like one of the only constants, it makes no sense that we aren’t paying more attention to the teaching of civics, history, and related topics. Today, the spending in these areas in K–12 education is only about 50 cents per student, making it one of the most under-resourced subjects in the entire education system, according to our research.

This shocks my conscience every time I hear it, but it also clarifies my belief that civics represents an incredibly high-value and cross-cutting investment opportunity for anyone looking to strengthen our education system and our democracy.

Right now, our focus should be on:

  • Making sure educators feel supported with resources to help them bring the election into the classroom (check out our Election Headquarters for more on that) and looking ahead to what support will be needed to make the 250th anniversary of our democracy in 2026 as powerful a teaching and learning experience as possible;
  • Dramatically expanding our movement’s engagement in policy, with a goal of increasing federal support to $1 billion annually for civics and driving commensurate policy changes at the state level; and
  • Elevating civic education at the cultural level and driving greater conversation about the importance of teaching and learning of our democracy.

We hardly need more evidence that the time has come for civics. In addition to answering the urgent challenges our nation’s young people (and many of the rest of us) are facing in our transformed digital democracy, we have a generational opportunity for civics ahead of us in the form of the 250th anniversary of our nation in 2026.

We have little time to waste, so we can take a big cue and some comfort from the words of our founder, the late U.S. Supreme Court Justice Sandra Day O’Connor, who said, “We don’t accomplish anything in this world alone.”

In that vein, join us in acknowledging, supporting, and celebrating educators and other civic frontline workers by showering them with praise on social media, thanking them when you see them out in the world, and otherwise spreading the message that they are our Fellow Americans walking that democratic walk and doing their part to ensure our nation endures for another 250 years.

New Collection of Resources Teaches Students How to Verify Online Information

Posted on by Sophie Gordon

Civic Digital Literacy, developed by the Digital Inquiry Group and iCivics, is a collection of nonpartisan, evidence-based resources to help middle and high school students learn how to navigate misinformation, disinformation, and AI-generated content.

CAMBRIDGE, MA [August 26, 2024] – As Election Day nears and Americans are flooded with related online content, iCivics and the Digital Inquiry Group (DIG) have released a collection of resources to equip students with everything they need to know about deciphering the veracity of what they encounter online.

The new Civic Digital Literacy collection is designed to prepare young people to be informed, engaged members of our democracy. It meets an urgent need to make digital literacy a key component of civic education.

These new materials help students better understand how to navigate online sources and to build the digital literacy skills integral to our democracy.

Civic Digital Literacy helps students understand a range of topics, including who’s behind cloaked websites, how to evaluate political claims on social media, and whether online content is clickbait or legitimate.

“In a digital age, civic engagement requires the ability to find credible information online,” DIG’s co-principal Sam Wineburg said. “The internet, however, can be a perilous place to become informed. Social media is a minefield of misinformation where bad actors peddle mistruths. Fortunately, there are evidence-based approaches to teaching people how to better discern online information. The Civic Digital Literacy materials are based on a decade of research by our team at DIG to develop and rigorously evaluate curriculum tools in real classrooms.”

Designed for middle and high school students, Civic Digital Literacy currently has nine lesson plans, ten student-facing videos, and six professional development videos for teachers. It was built with the digital literacy and curriculum expertise of DIG, an independent nonprofit established by the team behind the Stanford History Education Group, and the curriculum and pedagogy expertise of iCivics, the nation’s leading civic education nonprofit. The nonpartisan resources are research- and evidence-based.

“The average young person spends more than eight hours per day online, but even though they are digital natives, that does not mean they have the skills needed to counteract the information overload in which we all live,” iCivics Chief Executive Officer Louise Dubé said. “Teaching young people how to understand the information they receive is critical so they can become informed and engaged participants in our now digital democracy.”

Civic Digital Literacy is a valuable tool for any civics or social studies teacher. The resources are flexible and can be woven into existing curricula or expanded into lessons of their own. The critical thinking skills that Civic Digital Literacy teaches are applicable across many content areas.

Each of Civic Digital Literacy’s videos and lesson plans can be used independently. Lesson plans include step-by-step instructions for teachers and learning objectives that help make the content relevant to students—and guide them through a productive conversation. Each student-facing video features a call-to-action question to encourage students to reflect on and discuss the content.

Celebrating iCivics’ First Educator Convening in California

Posted on by Sophie Gordon

On July 17, 2024, we were filled with excitement and anticipation to bring together 60 K–12 educators for our first iCivics Educator Convening held in Sacramento, California. This event was hosted in partnership with California’s Power of Democracy Civic Learning Initiative, sponsored by Chief Justice Patricia Guerrero to bring equity to civic learning across the state of California by connecting courts with educators.

The majority of the participants consisted of 44 educators representing 19 counties from across California, who were thrilled to connect with the educators who traveled from 14 other states: Alabama, Arizona, Florida, Idado, Illinois, Louisiana, Nebraska, New York, Oklahoma, Pennsylvania, Rhode Island, Texas, Utah, and Virginia.

Teachers came to the convening with a vast range of personal goals, from learning how to “utilize strong resources in helping students understand our government and their role within it,” to “meeting with enthusiastic civics teachers, get[ting] inspired and energized.”

The agenda for the day was packed with learning opportunities, including a student panel discussion, two sets of breakout sessions exploring a variety of topics and resources, and a conversation about building relationships with the judicial branch. The two Californian students from the iCivics youth fellowship kicked off the day with a conversation around the importance of engaging youth in politics and sparking conversations that show how civics can be relevant in students’ daily lives and future career paths.

New and current iCivics educators got great insight into iCivics curriculum resources and how to implement them in the classroom. Sessions helped participants understand how to amplify their voice to advocate for civic education, teach the 2024 election using the iCivics Election Headquarters, engage students in civics projects using our step-by-step approach, bring U.S. Supreme Court cases from iCivics’ Landmark Library and games like Brief the Chief into civics classrooms, and integrate inquiry into classroom instruction.

After the interactive sessions, educators reconvened for a plenary session featuring Justice Judith McConnell, who presides over the state’s Fourth District Court of Appeal, and Santa Clara County Superior Court Judge Julia Alloggiamento. Together they presented why and how courts support educators in classrooms starting in elementary school. Teachers were invited to connect with the Power of Democracy’s Judges in the Classroom program, modeled after similar efforts in the state of Washington. Many put in their requests on the spot for visits this September, Constitution Month.

We worked hard to make sure that our iCivics Educator Convening felt unique. We were intentional about designing an experience for our educators that not only focused on the knowledge, skills, and dispositions of civic learning, but also modeled best practices for the classroom. Educators were given space to connect with peers, collaborate, and process the information they were exploring in sessions to help the learning stick a little bit stronger. And we were delighted this was reflected in participating educators’ feedback!

“I was SO impressed by the convening. I am used to being disappointed by professional developments... This experience was a full 180 for me. The civic project curriculum was DIVINE. ... [It] has SO much more than I have learned yet, and is perfectly and expertly laid out for students. I was also deeply heartened to be in a room full of teachers like me—that kind of solidarity is so precious and rare in K–12 education. ... You all inspired me to keep pushing for civics education—which presently does not exist at all for 6th graders in my district. I am going to be told that there ‘is no time’ to teach the election, and I feel much stronger and prepared to defend my stance now.”

Trina English, Middle School Teacher, California

“I felt very seen as an educator. I enjoyed getting to know people from around the country and making new friends. This has also sparked an excitement in me when I've been feeling burnt out and a bit hopeless… so thank you for re-lighting my spark!!”

Manuwella Allen, High School Teacher, California

“The tools and resources provided through today's convening illustrate how important civics education at the elementary school level needs to be implemented statewide. This education directly impacts the trust and understanding of our civic responsibilities and our democratic process; it shouldn't be a mystery or a ‘figure it out’ mindset.”

Linda Roberts, Elementary Teacher, California

Our first iCivics Educator Convening in California concluded with a sense of optimism and determination among educators to elevate civic education as a priority. We hope to make this an annual event to bring together educators to re-energize, build community, and leave with a deeper understanding of the amazing resources available for their classrooms.

Our great thanks to the Koret and Stuart Foundations for making this event possible as part of their commitment to supporting iCivics’ robust professional learning for CA civics educators.

Written by Natacha Scott

As the Director of Educator Engagement at iCivics, Natacha focuses on growing the engagement of educators in-person and virtually through professional development sessions, curriculum, and other experiences. Prior to joining iCivics, Natacha was an educator at Boston Public Schools for 14 years, serving in various roles from elementary classroom teacher to the district K-12 Director for History and Social Studies. She is passionate about place-based learning and engaging educators in meaningful learning experiences that can immediately translate into the classroom.

Judge Ann Claire Williams (Ret.)

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Judge Ann Claire Williams (Ret.), a trailblazer and leader, heads Jones Day’s efforts in advancing the rule of law in Africa. Devoted to promoting the effective delivery of justice worldwide, particularly in Africa, she has partnered with judiciaries, attorneys, NGOs, and the U.S. Departments of Justice and State to lead training programs in Ghana, Indonesia, Kenya, Liberia, Namibia, Nigeria, Rwanda, Tanzania, Uganda, and Zambia. She also has taught at the International Criminal Tribunals for Rwanda and the former Yugoslavia.

President Ronald Reagan nominated her in 1985 to the U.S. District Court, Northern District of Illinois, making her the first woman of color to serve on a district court in the three-state Seventh Circuit. In 1999, President William Clinton’s nomination made her the first judge of color to sit on the U.S. Court of Appeals for the Seventh Circuit and the third woman of color to serve on any federal circuit court. She brings her vast experience on the bench to serve as a resource for the Firms leading trial and appellate practices.

Judge Williams has served on many judicial committees and, as treasurer and president of the Federal Judges Association, was the first person of color to become an officer. Committed to public interest work, she helped found Just The Beginning — A Pipeline Organization, the Black Women Lawyers’ Association of Chicago, Minority Legal Education Resources, and the Public Interest Fellowship Program for Equal Justice Works. She serves on the boards of the Carnegie Corporation of New York, iCivics, NAACP Legal Defense and Education Fund, Weinstein International Foundation, Museum of Science & Industry Chicago, University of Notre Dame (emeritus), and National Institute for Trial Advocacy (NITA) (emeritus), the Board of Counselors for Equal Justice Works, and chairs the Advisory Board of the International Law Institute-South African Centre for Excellence. She is also chair of the American Bar Association’s Standing Committee on the Federal Judiciary for 2021-2022, 2022-2023, and 2023-2024.

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Pritesh Shah

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Pri provides advice and strategic counseling on the intellectual property, data privacy and technology aspects of transactions including commercial and licensing agreements, mergers, acquisitions, JVs, financings, restructurings and collaboration arrangements. He advises companies in numerous industries, as well as private equity and other investors.

He negotiates and advises on bespoke agreements in commercial matters, including software, algorithm and mobile apps; data monetization; artificial intelligence and machine learning; brand and franchise licensing; programming rights; manufacturing, supply and distribution; payment services, e-commerce and IT outsourcing; and mobile virtual network operator (MVNO) and IoT connectivity. Pri also advises clients on IP and commercial issues related to generative AI, the metaverse, NFTs and blockchain-related platforms.

Pri is one of Davis Polk’s two hiring partners and serves on the boards of iCivics and Volunteer Lawyers for the Arts.

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Lindsay Reimers

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Lindsay is a strategic philanthropist and impact investor. She has served on iCivics’ Governing Board since 2017. She has served on several committees and now chairs the Program Committee.

Prior to joining iCivics, she served with several organizations, including Horizons National Board of Directors, Teach for America-Connecticut’s Advisory Board, and Social Venture Partners-Connecticut. She also served on the Fairfield County Community Foundation’s (FCCF) Board of Directors. At that time, she was co-Chair of the Fund for Women and Girls, the largest women’s fund in Connecticut, where she co-authored a study of women and girls in the county and helped found a public–private community college partnership.

Lindsay holds a BA from American University and a Masters of International Public Policy from Johns Hopkins School of Advanced International Studies. In 2014, Lindsay attended Harvard’s Advanced Leadership Initiative (ALI), a year-long executive level program designed to help leaders address significant social problems.

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Ann M. Ravel

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Ms. Ravel is a former Fellow at New America working on issues of Civic Engagement, as well as adjunct Professor at the UC Berkeley School of Law. Former Commissioner Ann M. Ravel was nominated to the Federal Election Commission by President Barack Obama on June 21, 2013. After her appointment received the unanimous consent of the United States Senate, Ms. Ravel joined the Commission on October 25, 2013. She served as Chair of the Commission for 2015 and Vice Chair for 2014.

From March 2011 until her appointment to the Commission, Ms. Ravel served as Chair of the California Fair Political Practices Commission (FPPC), to which Governor Edmund G. Brown, Jr. appointed her. At the FPPC, Ms. Ravel oversaw the regulation of campaign finance, lobbyist registration and reporting, and ethics and conflicts of interest related to officeholders and public employees. During her tenure at the FPPC, Ms. Ravel was instrumental in the creation of the States’ Unified Network (SUN) Center, a web-based center for sharing information on campaign finance.

Before joining the FPPC, Ms. Ravel served as Deputy Assistant Attorney General for Torts and Consumer Litigation in the Civil Division of the United States Department of Justice. Ms. Ravel also worked as an attorney in the Santa Clara County Counsel’s Office, ultimately serving as the appointed County Counsel from 1998 until 2009. Ms. Ravel represented the County and its elected officials, provided advice on the state Political Reform Act, and initiated groundbreaking programs in elder abuse litigation, educational rights, and consumer litigation on behalf of the Santa Clara County government and the community.

Ms. Ravel has served as an elected Governor on the Board of Governors of the State Bar of California, a member of the Judicial Council of the State of California, and Chair of the Commission on Judicial Nominees Evaluation. In 2014, she was named a California Attorney of the Year by California Lawyer magazine for her work in Government law, and in 2007, the State Bar of California named Ms. Ravel Public Attorney of the Year for her contributions to public service.

Ms. Ravel received her B.A. from the University of California, Berkeley and her J.D. from the University of California, Hastings College of the Law.

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Arnold B. Peinado, III

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Arnold B. Peinado, III is a retired partner of Milbank, Tweed, Hadley & McCloy, an international law firm headquartered in New York City. He was a senior member of the firm’s Capital Markets Group.

During his 35 year tenure with Milbank, Arnold advised on general securities law matters, and a wide range of domestic and international debt and equity capital markets offerings. He also specialized in global aircraft and satellite finance transactions.

In addition to his work at Milbank, Arnold has substantial experience with nonprofit entities. He has been an advisor to boards on corporate governance policies, conflicts of interest, and financial statements and internal controls. He currently serves as a Director of the Urban Justice Center, an organization which provides legal advocacy services to homeless and disadvantage groups in New York City, as well as a Director of the Alleluia Fund of the Episcopal Diocese of Newark, New Jersey which directs grants to nonprofit entities in New Jersey. Arnold also serves as a Trustee of The Nature Conservancy, New Jersey Chapter. Arnold is a graduate of Harvard College as well as both Harvard Law School and Harvard Business School.

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