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While the presidential election gets most of the spotlight, some of the most impactful decisions in government are made during the midterms. From determining which party controls Congress to electing the local officials who shape your daily life, midterm elections are a crucial part of our democratic process.

Whether you’re a first-time voter, an educator looking for classroom resources, or simply want a refresher on how it all works, this FAQ guide breaks down what midterms are, why they matter, and how you can get involved.

What is a midterm election?

A midterm election is a general election held near the midpoint of a president’s four-year term. In the United States, voters cast ballots for all 435 members of the House of Representatives and about one-third of the 100 members of the Senate.
Many state and local races also take place during midterms, such as those for governor, state legislature, county commissioners, and school board seats.

When are the midterm elections?

By law, Election Day is the Tuesday after the first Monday in November. Midterm elections occur every even-numbered year that does not have a presidential election.

What is the purpose of midterm elections?

Midterm elections are held near the midpoint of a president’s four-year term and serve several distinct purposes:

• Balancing Power: Midterms are designed to keep the government responsive to the changing views of the electorate. Because the entire House of Representatives is up for election every two years, the make-up of the chamber can shift quickly based on public sentiment.
  
  iCivics Midterm Elections Mini Lesson explains how shifts in party control dramatically alter the legislative and executive branches. Pair this with the Midterm Math Infographic to help students visually grasp how these elections can change the balance of power in Washington.
  
  
• Determining Agendas: The party that controls the House or the Senate controls the legislative agenda and committee leadership. Midterms directly impact a sitting president’s ability to accomplish their legislative goals.
  
  Use the Who Represents Me? Webquest to connect national and local agendas and find out exactly who represents you.
• The “Referendum” Effect: Midterms often serve as a referendum on the current president’s performance. Historically, the president’s party tends to lose seats in Congress during midterm elections.
  
  
• Local Impact: While national races dominate the news, midterms also fill state and local offices that handle property taxes, road improvements, emergency services, and education policies that directly affect citizens’ day-to-day lives.
  
  The Got Ballot? Lesson Plan provides a guide for discovering exactly how voters can initiate real change within their own state and local governments, emphasizing that midterms are about much more than just Congress.

How do I teach midterm elections?

Midterms are designed to keep the government responsive to the changing views of the electorate. Because the entire House of Representatives is up for election every two years, the make-up of the chamber can shift quickly based on public sentiment.

iCivics offers free, nonpartisan games and vetted teaching resources for K-12 to turn the 2026 Midterms into a masterclass in democracy—giving you the peace of mind to teach tough topics with confidence. You can find our full curated collection of Election Resources.

One key way to introduce your students to the electoral process is Cast Your Vote, which puts students in the driver’s seat of an election. It’s a highly engaging way to teach students how to research candidates and issues before heading to the polls.

 

July 4 may get a lot of shine, but civics teachers know that September 17 is worth its own celebration. “While we reference the Constitution throughout the course,” says AP US Government and Politics teacher Jennifer Klein, “having one dedicated, joy-filled day to set work aside and simply celebrate our nation’s foundational framework is something I look forward to every year.”

Here are some of the ways teachers across the country are using Constitution Day 2026 to bring the nation’s founding document to life.

Jennifer Klein
Fox Chapel Area High School – Pittsburgh, PA

As my students already know, Constitution Day is hands-down my favorite day of the school year! While our specific festivities change every year to match where we are in our curriculum, a few beloved traditions always make the cut. We kick things off with a collective reading of the Preamble, team up for a “Goose Chase” scavenger hunt to spot the Constitution at work in our everyday lives, test our knowledge with trivia, and perhaps welcome a guest speaker or two — all while decked out in red, white, and blue. 

I may also indulge in some themed snacks, such as Amend “mints”!

Patrick Hall
Hazard High School – Hazard, KY

For my opener, I want to have my students examine this piece of art housed in the Smithsonian: Preamble, by Mike Wilkins, which uses vanity license plates from all 50 states to phonetically spell out the preamble to the US Constitution. It’s colorful, clever, and I know it will set the stage for a lively discussion of the artist’s tactics.

From there, the road is fairly open. We may dive deeper into the Preamble, discussing the weight, significance, and meaning of specific phrases. If I go this route, I may pull some resources from the National Constitution Center. But we may also use it as a springboard to talking about the Constitution more generally, establishing some foundational principles using iCivics’ Constitution Day lesson plan (technically for middle schoolers, but useful to high schoolers too). After all, it may be the country’s 250th anniversary, but it’s still early in the school year!

Chris Knox
Old Kings Elementary School – Flagler Beach, FL

My primary focus will be on the Constitution as a living document. To that end, my fourth graders and I will examine the preambles to each of Florida’s Constitutions throughout history. We will note the differences and discuss the events in the state and nation that led to each revision.

Jessica Culver
Ozark High School – Ozark, AR

One of my favorite field trips is to the Clinton Presidential Library and Museum in Little Rock; this Constitution Day, we’re bringing the museum to the students. Kathleen Pate, Director of Education and Public Programs, will be visiting my Civics classes to connect past to present and explain the real-world implications of the Constitution in teenagers’ lives. 

They’ll also get a gift: through one of my Donors Choose projects, every Civics student at my school will get a Constitution Activity Book full of puzzles, codes, crosswords, and games that together tell the story of this remarkable moment in our country’s history.

Zac Kaczanowski
GATE Magnet Middle School – Rochester Hills, MI

Using a Nearpod lesson, we’ll take a virtual field trip to the National Archives, the home of the Constitution today. The Archives were designed as a temple to history, and we look for features in the building that support its importance: from the sculpture over the entrance packed with symbolism, to the statues that guard the entrance (Future, who tells us “What is Past is Prologue” and Past, who bids us to “Study the Future”). Inside, the Charters of Freedom are displayed in the Shrine in the Rotunda.

All of these observations ladder up to some big questions, including: why preserve important documents? What lessons do they continue to share with future generations? What’s important about them for our country, democracy, and community? I’m looking forward to hearing what the students have to say!

Amanda Antey
Castle High School – Newburgh, IN

This year, I’m planning to put a little spin on the traditional Constitutional Convention lesson. My AP Government/We the People students will be imagining what a “New Constitutional Convention” might look like in 2026.

Students will each choose a modern-day “delegate” (someone they believe would bring an important perspective to the constitutional table) and research that person’s background, the state or territory they would represent, as well as three issues they would advocate for in shaping America’s future. They’ll also create a convention slogan and choose a 20-second “walk-up song” for their delegate. This will give the activity a fun, contemporary twist while still requiring students to think seriously about constitutional change.

Students will need to connect their delegate’s ideas to specific Articles or Amendments, consider potential allies and opponents at the convention, and interpret Jefferson’s famous call for the “tree of liberty” to be “refreshed” in the context of 2026. I know it will be exciting to watch students encounter the Constitution as a living framework that was itself the product of debate, compromise, and competing visions.

Every September 17th, the nation commemorates the signing of the U.S. Constitution.

What is Constitution Day?

Constitution Day is a historical commemoration marking the signing of the United States Constitution on September 17, 1787.

Constitution Day is an opportunity to reflect on the monumental, difficult compromises that united a diverse group of states. By law, any educational institution that receives federal funding must hold an educational program about the U.S. Constitution on or around September 17.

How to teach Constitution Day?

The actual text of the Constitution can be incredibly dense for students. But that doesn’t mean students can’t engage with and understand this important and influential document.

Rather than just reading it straight through, we recommend engaging your students by breaking the Constitution down using engaging, nonpartisan resources. iCivics offers a variety of teaching resources, activities, and tools that make the Constitution accessible and relevant to students of any age. You can explore the resources here.

How do I make space for Constitution Day?

We recognize that September can be busy and time, both for teaching and planning, is at a premium. Teaching Constitution Day doesn’t need to be complex or time-consuming and you don’t need to overhaul your entire curriculum or pacing guide.

iCivics removes hours of planning by providing vetted, ready-to-use resources so you can focus on the fun of teaching. The Constitution EXPLAINED video series teaches through each aspect of the Constitution in 2–3 minute. Each video introduces students to the text, history, and relevance of the U.S. Constitution in everyday language. Explore The Constitution EXPLAINED and all of iCivics resources here.

Why is Constitution Day important?

Constitution Day reminds students that a functioning democracy requires believing in something greater than oneself and embracing the humanity of people with different viewpoints.

As iCivics founder and former Supreme Court Justice Sandra Day O’Connor stated, “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.”

How is Constitution Day celebrated?

The holiday is officially “Constitution Day and Citizenship Day,” and is frequently marked by naturalization ceremonies where immigrants officially take the Oath of Allegiance.

Communities across the country celebrate with public readings of the Preamble, historical reenactments, and guest lectures from civic leaders. Institutions like the National Archives and the National Constitution Center host special virtual tours, podcasts, and exhibits for the public.

By law, any educational institution that receives federal funding must hold an educational program about the U.S. Constitution on or around September 17. You can celebrate by playing one of iCivics’ engaging and educational games that explore the rights granted by the Bill of Rights or the compromises that led to the Constitution.

How do schools celebrate Constitution Day?

There are so many ways that whole schools and individual classrooms can celebrate Constitution Day. We recommend reviewing our Constitution Day page for a full overview of ideas, games, and lesson plans.

How does Constitution Day help encourage civic education?

Constitution Day gives students space to think abstractly about their rights, building the civic digital literacy and critical thinking skills they need to actively participate in the American experiment. iCivics provides high-quality, nonpartisan resources that empower educators to teach foundational government principles without fear of modern political controversy. Explore the full library of Constitution-related resources here.

It was the most organized of times, and still the most chaotic of times. The age of shiny new platforms and user IDs, and also the age of forgotten passwords.  A season of high expectations, cold coffees, and way too many free trial emails.  Every standard is mapped out, and there is zero wiggle room on the calendar between mastery checks, tests, and school events. You are defaulting into survival mode. In short, the period is just like every back-to-school season. Until you use ASK iCivics to co-plan.

Imagine the time saved if you could surface the iCivics resources that you need directly to your fingertips in seconds.

Teachers, rejoice! Meet ASK iCivics: a secure, AI-powered co-planning tool built to streamline your research and help you identify top-tier resources that meet your needs.

What is ASK iCivics? Effortless Resource Discovery

Think of ASK iCivics as your personal curriculum curator. Instead of clicking through endless search results, hunting down forgotten “hidden gems,” or going down late-night rabbit holes on the open web, ASK iCivics brings the best and most relevant parts of our extensive resource library directly to the surface.

Simply tell the tool what you’re teaching—whether it’s a single-day inquiry into executive power or a multi-day unit on the Judicial Branch—and it will  guide you to resources recommendations. It identifies, sorts, and makes connections, but you decide what you need and how to use it. Instead of manually searching our library or reading through scopes and sequences, ASK iCivics brings the right materials directly to you.  ASK iCivics gathers your requested materials.  It can even help organize lessons into a structured sequence based on the time that you have, taking the heavy lifting out of lesson prep. It works with you and for you.

What About State Standards?

We know that even the day-to-day workflow can easily consume a planning period. That’s why ASK iCivics features integrated, state-specific standards alignment to smooth out the back-to-school paperwork burden. You can instantly confirm that your chosen materials meet your state benchmarks without doing extra digging just to submit lesson plans. 

“But Can I Trust It?”

If you’re approaching new technology with a healthy dose of skepticism, you are in good company. We know that there are uncertainties and worries over AI’s impact on student learning. Asking whether a tool is safe isn’t just reasonable;, it’s essential.

Rest assured, ASK iCivics is curated, trusted, tested, and secure.

• No Open-Web Noise: ASK iCivics operates exclusively within iCivics’ award-winning, nonpartisan, and vetted library to generate its recommendations.
• Strictly Teacher-Facing: ASK iCivics is a secure co-planning tool closed entirely to student use. Access to the resources and answer keys are only accessible to teachers on the website.  
• Rigorously Vetted: The tool has been extensively tested to ensure it adheres to the highest standards of nonpartisan neutrality and pedagogical safety.

Most importantly, ASK iCivics is designed to assist your expertise, not replace it. It does not think for you or your students, nor can it ever replace your great teaching; it simply handles the heavy lifting of resource retrieval and analysis, leaving you free to do what you do best.

Ready to Reclaim Your Planning Time?

Teaching civics is more vital than ever, but your time is a finite resource. ASK iCivics was built to respect your professional wisdom, safeguard your classroom, and transform the back-to-school rush from a season of chaos into an age of effortless prep.

Log in this season, ask your first question, and discover just how seamless lesson planning can be. But first… refill that coffee.

I recently heard a constitutional scholar say, “The law isn’t settled.” That idea stuck with me. Laws change. Court decisions are overturned. Constitutional interpretation evolves over time. That’s one reason I love teaching Supreme Court cases. Students can watch the law develop in real time.

As part of the Civic Star Challenge, my students and I zoomed in on specific Supreme Court cases to understand how the rights outlined in the Constitution have been interpreted and applied over the last 250 years. 

When we started our unit on sex discrimination—looking at cases that considered the 14th, 15th, and 19th amendments—my students assumed we were going to focus on the rights of women. But the law helped them see the issue in a broader, more comprehensive way. 

We jumped in with Reed v. Reed; it was obvious to the students that women should have property rights. Then, I introduced them to Craig v. Boren, which challenged a law that set the drinking age for women at 18, and men at 21. This really resonated with them—which was, of course, the point! Ruth Bader Ginsburg, then a lawyer for the ACLU, helped develop the strategy behind the plaintiff’s argument. She knew what teachers know, too: when you show people how a foreign concept can exist within their own experience, they understand it more deeply. From there, students easily made the leap to our discussions of Frontiero v. Richardson and Weinberger v. Wiesenfeld, in which the Justices ruled that husbands were eligible for the same benefits as wives.

However, the application of the First Amendment proved much more complicated to the students. I watched them weigh the desire for unfiltered expression with the impacts of that speech, especially when it involves falsehoods, threats, and the provocation of violence. We covered a range of cases, including free speech classics such as Schenck v. United States and Brandenburg v. Ohio. But Snyder v. Phelps really gripped the class. The case considered whether the First Amendment protected members of the Westboro Baptist Church when they shouted slurs and picketed outside the funeral of a gay serviceman. The students were surprised to learn that the court did not split down ideological lines, ruling 8 to 1 in support of the protesters. (In his dissent Justice Alito wrote that “our profound national commitment to free and open debate is not a license for the vicious verbal assault that occurred in this case.”) 

Students also really wrestled with the idea that speech inciting violence is punishable but that if no violence occurs, the speech is allowable. They pointed to social media and wondered how difficult it was to determine if an influencer’s impact on a third party’s violent action could be traced. 

Recently, my students and I listened to oral arguments in Trump v. Barbara together. I was struck by how dense the discussion was—but also, how our work in class is helping them to decode it. We caught mentions of Dred Scot, the Slaughter-House cases, and even the Civil Rights Act of 1866! We were witnessing the Court wrestling with its history, as it was simultaneously bringing the Constitution into our present moment. 

As an English teacher, I approach civics through the lens of language. 

One of the most memorable moments I’ve experienced teaching rhetoric happened during a lesson on the Declaration of Independence. I’d taught the document before, but as part of the Civic Star Challenge, I decided to shift my approach. Instead of beginning with vocabulary, I started by asking my students a simple question: “How do you convince someone to let you go when they hold all the power?” Suddenly, the document stopped feeling like a distant historical text, but a living argument.

As we began reading, students focused on how Thomas Jefferson carefully structured his argument. We examined the introduction and discussed how the author established credibility by appealing to universal values such as equality and natural rights. Students noticed how the phrase “We hold these truths to be self-evident” was not just a statement, but a strategic move, an assertion meant to sound unquestionable. As one student reflected, “It sounds like he’s saying, ‘Everyone already knows this, so you can’t argue.’” That observation opened the door to a deeper discussion about persuasion and authority.

We moved on to the body of the document, analyzing the list of grievances as part of the argumentative structure. I asked students to look for patterns, and they quickly noticed the repetition of “He has…”. This opened a discussion of craft, particularly the use of repetition to build momentum and emotional impact. A student shared that it felt similar to how people argue when they are frustrated, listing everything at once so nothing can be ignored. That’s Jefferson using the rhetorical strategy of accumulation, layering evidence to overwhelm the reader and strengthen his claim. 

The most powerful moment came when we discussed the conclusion. I asked students why the colonists waited until the end to declare independence outright. One student quietly said, “Because if they said it at the beginning, no one would listen to the reasons.” That response captured the essence of argumentative structure better than any textbook definition. The student understood that persuasion requires timing, logic, and restraint. The declaration was not an emotional outburst; it was a carefully crafted argument designed to justify a radical decision.

By approaching the text in terms of its purpose, craft, and structure, my students realized that arguments follow patterns they already use in real life. They began comparing the Declaration to modern speeches, essays, and even social media posts. They recognized that rhetoric is timeless.

That day, my classroom felt like a workshop on critical thinking and persuasion. The Declaration became a mentor text that taught my students, and me, how powerful words can be when they are intentionally chosen and strategically arranged. This, in turn, allowed students to begin seeing themselves as authors of change. And for me, that is the heart of civics.