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Victoria prepares her students with critical skills for life beyond the classroom

Posted on by [email protected]

Last September, I set a goal for myself: to find a game for every standard I teach. In other words, to gamify the entire school year.

While 6th graders can’t vote—and they often feel that participating in civic life is something only their parents can do—games put them in the driver’s seat. They help kids become personally invested in civic engagement through role play, practice, and active skill-building. Games can be experienced individually or in groups and integrated into homework checks. They’re a natural tool for virtual learning. Simply put: games are amazing!

The games I’ve discovered on iCivics have been go-tos in my class. They often come with supporting slides or PDFs which make the experience even more accessible; for example, students with slow internet speeds can turn to a worksheet. For my students struggling with reading or speaking English, I’m always impressed by how the games pull them in: it’s like a magic trick that captures their interest. After each game, I use prompts to encourage the students to reflect on what they’ve learned—and they write their hearts out every time.

Recently, as part of the Civic Star Challenge, my students played People’s Pie. The challenge: create and balance the budget for the entire country. From managing tax rates to setting the retirement age, the students had to weigh a variety of competing needs. I was so impressed as I watched them puzzle through really complex decisions. They were deeply invested. They grappled with the reality that some citizens were unhappy with the choices they made. Several students ran out of money and had to weigh the cost-benefit of taking on debt. Many kids came to the similar conclusion: if you want to do what’s best for the country, you’ll have to reckon with some difficult tradeoffs.

Oftentimes, the outcome of these games is not winning. And the students are OK with that. They understand that compromise is a vital part of a functioning democracy. In that way, the soft skill of accepting discomfort may be one of the most valuable byproducts of gameplay: it gets students ready to join the world and continue tackling challenges there.

About Victoria

  • Teaching experience: 6 years
  • Currently teaching: 6th grade Minnesota Studies, 7th grade social studies, 12th grade ALP (Alternative Learning Program)

Victoria is the 2025 Middle School Teacher of the Year honoree at her school, as well as at the Minnesota Council on Economic Education. She also serves as a Retro Report Ambassador. Victoria is passionate about blending virtual tools with economic education into social studies classes to encourage an inquiry mindset in adolescents. Read more about her work here.

iCivics Teacher Survey High-Level Summary Report

Posted on by icivics

To support Civic Learning Week, this high-level summary of the 2026 iCivics Teacher Survey of 2,197 teachers to deliver timely, educator-centered findings that translate into clear insights on the state of civics education. It highlights three forces shaping classroom instruction:

  • evolving state legislation;
  • schools’ approaches to responsible artificial intelligence (AI) use; and 
  • the essential role of human connection grounded in educator testimonials.

Overall, teachers report:

  • strong preparedness to teach civics (76.1%);
  • meaningful support from school or district administration (65.2%)
  • mixed support from the parent community is more mixed (49.2% agree, 39.0% neutral).

At the same time, many describe an increasingly challenging climate, with a majority:

  • saying teaching basic civics concepts now feels difficult (52.7%) and
    concerned about potential backlash for teaching something the “wrong way” (58.7%).

Of those surveyed:

  • 35.3% report changing or removing lessons and
  • 21.4% have considered leaving their position due to the divisive political climate

Impact of State Legislation on Educators and Classroom Environments

Notably, every state where more than half of teachers report being impacted by legislation has also experienced attempts to impose statewide limits on topics that can be taught. States with efforts to regulate K–12 classroom discussion of what the legislation deems “divisive concepts” see far higher numbers of teachers reporting impacts to their classrooms with 48% of teachers reporting being impacted. Notably, even in states that have not seen major pushes for these legislative reforms, 32% of teachers still report impacts.

  • Legislative/administrative impact strongly correlates with backlash: Teachers who reported being impacted are much more likely to worry about backlash (~72–74% vs ~50%) and to report experiencing backlash (~30–41% vs ~12%).
  • Self-censorship is a common coping strategy: ~35% say they’ve changed/ removed lessons because of the environment.
  • Classroom Effects of Legislative Impacts: Among classrooms impacted by
    legislative/administrative changes, top effects are: more lesson-planning time needed (19.77%); greater focus on parental concerns (19.14%); and discontinued use of previously helpful resources (11.76%). Some also cited impacts including less time spent overall on social studies (11.13%) and more prescriptive curriculum (7.58%).
  • Fear outpaces fallout: ~59% of teachers are concerned about backlash, but only ~20% say they’ve faced backlash.
  • Broad consensus on importance on civic education: 74% agree/strongly agree it’s important to have a national week highlighting civic education (44.09% agree; 30.04% strongly agree), with only ~5.8% disagree/strongly disagree.

More than 89% of teachers agree that their teaching should ground students in a set of civic knowledge, skills, and dispositions; prepare students to be engaged citizens in our democracy; foster a pluralistic view that promotes interest in and respect for the variety of opinions and political identities present in American society, including those different from one’s own; and connect constitutional principles to events happening today.

Responsible AI in the Classroom

Educators (~70-75%) broadly view artificial intelligence as a core part of civic literacy, with agreement high and consistent across school contexts. At the same time, classroom materials are largely holding steady between print and digital resources, while approaches to AI use remain uneven. Despite strong recognition of AI’s importance, adoption in practice remains limited: 50% of educators report using AI less than 1–3 times per month, and usage is primarily focused on planning and content preparation behind the scenes rather than direct classroom instruction. As for AI policy, schools across the board showcase uncertainty, restricted-allowance models, and, in many places, significant teacher-by-teacher discretion rather
than clear districtwide guidance, with 29% of instructors reporting that their school or district has no formal policy governing AI use.

Human Connection: The Foundation of Effective Learning

The following teacher testimonials underscore that strong relationships among students, educators, families, and the community remain foundational to effective civics education:

  • “Civics is quite literally the most important course in high school, as not all students will become mechanics, nurses, etc. All of them, however, will be citizens, which requires active participation.”
  • “Civics is the backbone of our democracy. Without it, we are nothing.”
  • “The study of our rights and responsibilities in a democracy and as a human being on planet Earth.”
  • “I became a social studies teacher because I believe the American Constitutional Republic is one of the greatest experiments in human history.”
  • “Civics is one of the most important topics as it directly impacts everyday life. Civics impacts education, laws, science, medicine, personal liberty and human rights, etc.”

Civic education is essential for all students and emphasizes that understanding rights and responsibilities is strengthened through active practice in classrooms that supports respectful dialogue and intellectual safety, with benefits extending to families and communities.

iCivics is the managing partner of Civic Learning Week, which is further supported by the American Academy of Arts & Sciences; Bezos Family Foundation; Center for Revitalizing American Institutions at the Hoover Institution; Daniels Fund; Democratic Knowledge Project; Ibis Group; Jack Miller Center; MacArthur Foundation; Maher Charitable Foundation; Microsoft; More Perfect; National Council for the Social Studies; and Stuart Foundation.

Amanda builds literacy that strengthens her students’ civic decision-making

Posted on by icivics

My main drive as an educator is to teach literacy as a way of understanding the world. My focus is not just reading and writing, but building literacy in how students navigate the internet, politics, and the world around them. It’s about vetting sources, understanding if what you’re reading is biased, and extrapolating from it meaning that can apply elsewhere. 

The Civic Star Challenge speaks to those same goals. Literature always has a historical context, and it’s crucial for understanding the meaning of a text. Today, we’re bombarded with information every day. How do you decide what is relevant and actionable? This decision-making is at the heart of civic engagement.

Visual literacy is an element of the AP English test. And one of my favorite lessons in my AP seminar and research classes is around identifying patriotism and nationalism in visual media. We start by defining both terms in class. It’s often an unexpected challenge for the students: as one recently said, “I’ve never thought of those two things as being different.” And I thought, “Oh, you’re getting the lesson before I take you there! You’re doing it yourself!”

Then we turn to Merriam-Webster, where the differences are much more stark:

patriotism: love for or devotion to one’s country

nationalism: an ideology that elevates one nation or nationality above all others and that places primary emphasis on promotion of its culture and interests as opposed to those of other nations, nationalities, or supranational groups

Now the students are tasked with finding examples of both patriotism and nationalism in the media – and with finding  examples that demonstrate the differences between the two. We look at 50 images together and analyze them, from WWII political cartoons to t-shirts sold at Walmart. Sometimes the line is really clear. It can manifest as xenophobia or isolationism in a racist post. But other times, it’s subtler and harder to define – like using the flag for marketing products and services that have nothing to do with being a patriot. This iconography is powerful and effective because it’s so deeply connected to our love of country. But as one student said, “They’ll turn anything into a flag! Is this patriotism or is it just pandering?”

Right now, disagreeing with politicians can be seen as unpatriotic. I believe patriotism is about loving your country so much that you are willing to work to make it better, even when that work is unpopular. Most of my students are 18 years old, finally able to vote and make other decisions about how they want to live their lives. I want them to know that there are many ways to be a patriot. As I often tell them, “You can plant trees under which shade you will never sit. Planting the trees for the next people – that’s what it means to be a good person and a good American.”

About Sam

  • Teaching experience: 14 years
  • Currently teaching: American Government, State & Local Government, Introduction to Political Science (all dual enrollment); African American Studies.

A recipient of the 2018 James Madison Fellowship for Colorado, Sam utilizes her Master’s degree in Political Science, teaching primarily 11th and 12th grade students the significance of civics, civic engagement, and the importance of making connections in the community.

This Civic Learning Week, Small is Mighty

Posted on by icivics

In just a couple weeks, classrooms, libraries, museums, statehouses, and community centers across the country will light up with learning and engagement for Civic Learning Week (March 9–13). We are optimistic that this year’s Civic Learning Week will be another important “fluorescent moment for civics,” in which thousands of local activities across all 50 states paint a national picture of support for civic learning and engagement.

Educators and communities, by their everyday actions in and out of classrooms, have knit together our civic fabric since the inception of our country. Today—when trust in institutions is fragile, misinformation often travels faster than facts, and polarization continues to tear at that very civic fabric—education could not matter more. This is a powerful representation of the “small is mighty” ideal at the core of the American experiment. 

Co-hosted by iCivics and the Democratic Knowledge Project, this year’s Civic Learning Week will kick off with the National Forum on March 9 and 10 in Philadelphia. Gathering in the city where the Declaration of Independence was debated and signed is a deliberate choice—Philadelphia is where the American experiment was fully articulated and, 250 years later, we ask and answer what it now requires of us. 

Under the theme Liberty and Learning: Civic Education at 250, the Forum will bring together educators, students, policymakers, researchers, and civic leaders from across sectors to confront the real questions facing constitutional democracy in the United States today:

  • How do we cultivate pluralism in polarized times?

     

  • How do we maintain the importance of human connection in civic learning and equip students to navigate the democracy and economy of the AI age?

     

  • How can states and districts move beyond minimum civics requirements to meaningful civic outcomes?

     

  • What would it look like to make civic learning as central to education as literacy and numeracy?

We will showcase state-level progress—33 states strengthening K–12 civic education over the past 5 years; 37 states now requiring civics course time for graduation; and 44 states offering civics-related professional development. And we will press forward on what remains unfinished.

We will highlight the growing body of evidence that civic learning strengthens not only a meaningful understanding of our history and civic infrastructure, but also the “four Cs” employers consistently demand: critical thinking; communication; collaboration; and creativity. Across the country, community partners are creating service-learning opportunities that connect young people to real-world problem-solving. Governors are spotlighting new legislation. Museums are hosting public readings of founding texts. District leaders are integrating the Roadmap to Educating for American Democracy into curriculum planning. 

This is not only activity, it is palpable momentum for a growing movement. Our nation recognizes the need to educate for citizenship. This is new and important. Local, community-oriented actions are mighty when it comes to civic engagement: A classroom discussion. A local forum. A new exhibit at a museum. A social media campaign to highlight the values of the Declaration. These moments build our civic strength and our commitment to democracy.

The semiquincentennial is not just a commemoration. It is a generational opportunity. 

Civic Learning Week is our chance to move from reflection to resolve. The kindergartners entering school today will graduate in 2038, the 250th anniversary of the Constitution’s ratification. What civic foundation will they stand on?

Democracy does not renew itself. It is taught. Practiced. Protected.

And it begins—again—in classrooms and communities across the United States.

iCivics is the managing partner of Civic Learning Week, which is further supported by the American Academy of Arts & Sciences; Bezos Family Foundation; Center for Revitalizing American Institutions at the Hoover Institution; Daniels Fund; Democratic Knowledge Project; Ibis Group; Jack Miller Center; MacArthur Foundation; Maher Charitable Foundation; Microsoft; More Perfect; National Council for the Social Studies; and Stuart Foundation.

Sam helps her students connect the founding documents to their daily lives for the Civic Star Challenge

Posted on by [email protected]

A few years ago, one of my colleagues invited Mary Beth Tinker to speak at our school—she was the student plaintiff in the landmark case Tinker v. Des Moines. It was an incredible experience to hear her calmly describe what it was like to participate in the case, recounting each choice she made without really knowing how important her actions would become for the whole nation.

She spoke to the students about the First Amendment in a way that was undeniably personal. But she described her legacy like this:

“My message is that when you find issues that you care about and that you want to change, then it’s a great way of life to use your First Amendment rights to speak up about those issues and to take action. You’re not going to win all the time, but it’s still a good way of life.”

My goal as an educator is to help my social studies students make this same connection between the text of the Constitution and their daily lives, their communities, and the real world. The Civic Star Challenge helped me create that bridge.

For example, it’s one thing to read the amendments; it’s another to use them to defend the rights of others. When students play the iCivics video game Do I Have a Right?, they take on the role of lawyers. Clients show up to their office with complaints; then the lawyers have to decide whether that grievance is covered by the Constitution and, if so, by which amendment. And the clients demand answers quickly! I love listening in as students check in with each other, discussing their tactics and understandings of the text. (“Oh no, I thought it was in the Fifth Amendment, but it was the Sixth!”) The game encourages critical thinking, creates community, and leaves students with a much richer understanding of their own rights. Plus, it serves as an informal assessment, with data coming at me in real time.

My class is often the first time students dive into content that asks them to reflect on human nature, current events, and who they are becoming. I emphasize that those who founded the country did not come up with these ideals and ideas themselves. Many of the founders were not much older than the students, and—like good students—when they looked for inspiration for a new government, they drew on their favorite thinkers, including Locke, Montesquieu, and Rousseau. The proof is right in the Declaration of Independence.

Mary Beth Tinker stressed the importance of knowing your rights and speaking up for yourself, no matter what age you are. Guided by her example, I tell my students that we are not studying history or civics, but rather that we’re living it. We study the past to navigate our present and to better understand what it means to have rights—not just for ourselves, but for everyone.

About Sam

  • Teaching experience: 14 years
  • Currently teaching: American Government, State & Local Government, Introduction to Political Science (all dual enrollment); African American Studies.

A recipient of the 2018 James Madison Fellowship for Colorado, Sam utilizes her Master’s degree in Political Science, teaching primarily 11th and 12th grade students the significance of civics, civic engagement, and the importance of making connections in the community.

We Can Teach Hard Things Like Civil Rights

Posted on by Sophie Gordon

"The arc of the moral universe is long, but it bends toward justice."

Theodore Parker

That’s not a typo you see in the attribution above. While the oft-cited quote is chiefly credited to Martin Luther King, Jr., who did indeed speak those brilliant words during more than one speech, it was originally coined by 19th-century Unitarian minister and radical abolitionist from Boston, Theodore Parker.

Sources matter, especially in a blog post that promotes primary sources to teach civil rights. But first, why are we talking about civil rights in a series dedicated to “teaching hard things” — a series predicated on teaching traditional civics topics that have become controversial in this moment or in response to current events?

I’ll admit: civil rights wasn’t on my radar when we first conceived the “We Can Teach Hard Things” series. I was thinking more about the rule of law, due process, separation of powers, immigration, citizenship, and other government-related topics that have dominated recent news cycles. I wasn’t thinking about slavery, the rise of Twentieth-Century fascism, or the civil rights movement. But when we asked teachers, these topics kept being mentioned. Thus, here we are. Let’s talk about teaching civil rights.

We often teach history as eras, movements, or moments in time, and civil rights is no different. The phrase immediately conjures images of 1950s-60s America, and if you locate it in the index of a high school textbook, the page number will surely bring you to a chapter covering these decades. In other words, folks could be forgiven for mistakenly assigning it to a finite period in our nation’s history.

We know better. We know civil rights represents a tapestry we’ve been weaving since the very beginning of our nation, and we are certainly not done. In this way, civil rights is aspirational. It is also, I believe, inspirational. Nowhere is this truer than in the primary sources comprising the Americana canon.

WE hold these Truths to be self-evident, that all Men are created equal.

Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate, only love can do that.

The way to right wrongs is to turn the light of truth upon them.

Of all the great speeches, poems, letters, and more, the one that has always touched me the deepest is Frederick Douglass’ famous (and famously long-winded) What, to the slave, is the 4th of July?

In the opening sentence of his fourth of 71 (!!) paragraphs, he asks and answers his stinging question: “What, to the American slave, is your 4th of July? I answer: a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. . . .”

He continues his speech. Oh, boy, does he continue. It is scathing. It is raw. It is unflinchingly honest. Douglass pulls no punches.

I know what you’re thinking, “How is that inspirational or even aspirational?”

Stay with me. Stay with Douglass. His hope emerges in stark relief in his closing:

[. . . .] the Constitution is a GLORIOUS LIBERTY DOCUMENT. Read its preamble, consider its purposes. Is slavery among them . . . While I do not intend to argue this question on the present occasion, let me ask, if it be not somewhat singular that, if the Constitution were intended to be, by its framers and adopters, a slave-holding instrument, why neither slavery, slaveholding, nor slave can anywhere be found in it. . . . I hold that every American has a right to form an opinion of the constitution, and to propagate that opinion, and to use all honorable means to make his opinion the prevailing one. . . . 

Now, take the Constitution according to its plain reading, and I defy the presentation of a single proslavery clause in it. On the other hand it will be found to contain principles and purposes, entirely hostile to the existence of slavery…

Allow me to say, in conclusion, notwithstanding the dark picture I have this day presented of the state of the nation, I do not despair of this country. There are forces in operation, which must inevitably work the downfall of slavery. ‘The arm of the Lord is not shortened,’ and the doom of slavery is certain. I, therefore, leave off where I began, with hope. While drawing encouragement from the Declaration of Independence, the great principles it contains, and the genius of American institutions, my spirit is also cheered by the obvious tendencies of the age. . . .

When I think of Douglass’s speech in its entirety, I view it as the embodiment of what Alexis de Tocqueville referred to as “reflective patriotism.” In the Educating for American Democracy (EAD) report, reflective patriotism is described as “appreciation of the ideals of our political order, candid reckoning with the country’s failures to live up to those ideals, motivation to take responsibility for self-government, and deliberative skill to debate the challenges that face us in the present and future.”

Here are a few tips for making this speech, or any other source from the deep and wide library of American civil rights thought leadership:

  • As always, be sure to consult and follow your state standards, plan for a structured lesson with clear objectives tied to those standards, and communicate with stakeholders ahead of time if you have any reservations.
  • If you’re using Douglass’s speech or any other source from the 19th or 20th Century, you’re already following two pieces of guidance for teaching hard things: using primary sources as “grounding texts” and using historical examples instead of current ones. I would also suggest adopting an inquiry-based approach. A great focus for Douglass’s speech is the concept of distance. Perhaps you might ask, “How does Douglass use the concept of ‘distance’ to explain why he cannot join the Fourth of July celebrations?”
  • Don’t be afraid to “tamper with” the document — to alter it in ways that make it more accessible to students. Douglass’s speech is over 10,000 words long, and that’s only part of what makes it so daunting. I suggest following the advice of Sam Wineburg and Daisy Martin (2009)* and focusing, simplifying, and adjusting the presentation of the source. Shorten it. Cut or replace confusing words. Use a large font size, provide ample white space, and don’t be afraid to italicize critical points or provide a vocabulary legend. Sure, the purists may decry your “assault” on the original brilliance of the source, but between that and never showing it to students at all, I’m willing to face their criticism.

Something worth noting is that Douglass follows our guidance to focus on the office or institution rather than the person or party. He refers to lawmakers, the President, the Secretary of State, Congress, the Continental Congress — his is not an indictment of any person or politician so much as it is a nation struggling to live out one of its highest ideals: equality.

Our students deserve an education rich in this philosophy, and few topics in our discipline provide the seeds for this rich soil as much as civil rights. Yes, civil rights can be hard to teach, so lean into the primary sources that have paved the way toward our more perfect union. While many of their authors were surely not viewed as patriots in the 1850s or the 1950s, I challenge anyone today to tell me that Martin Luther King, Jr., Frederick Douglass, and Ida B. Wells were anything but.

iCivics has an entire unit dedicated to civil rights, but here are some of my favorite resources.

Admin Tip: It doesn’t take much to inspire and empower your weary history and civics teachers. A simple, “I’m really excited for our students to learn about civil rights from you,” would go further than you can imagine.

*Wineburg, S., and D. Martin. “Tampering with History: Adapting Primary Sources for Struggling Readers.” Social Education, September 2009. Accessed 12 February 2026 at www.socialstudies.org/social-education/73/5/tampering-history-adapting-primary-sources-struggling-readers

Laura uses pop culture to make the Declaration relevant to students for Civic Star Challenge

Posted on by Sophie Gordon

Sometimes teaching civics is as much about translation as it is about history.

As part of the Civic Star Challenge, I teamed up with my colleague, Laura McFarren. We wanted to come up with a way to help our students really plug into the Declaration of Independence. Our biggest challenge is making complex, old texts accessible to middle school students. We found that the best “way in” is to break it down for them—but first we have to grab their attention.

That’s where AI can be a help. We gave it grievances from the Declaration and asked it to paraphrase them in a style we knew would be familiar to the students. By catching their attention with pop culture icons and using language that is more familiar, students are able to better understand and, crucially, remember the original text.

Pop quiz! See if you can match the original grievance with the contemporary translation.

Note: We weren’t able to get the actual Taylor to give us an actual lyric, nor are the others direct quotes. But AI definitely channeled their voices!

  1. “For cutting off our Trade with all parts of the world.”
  2. “For depriving us in many cases, of the benefits of Trial by Jury.”
  3.  “For Quartering large bodies of armed troops among us.”
  4. “He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.”
  5. “For imposing Taxes on us without our Consent.”
  1. “They demanded our money without asking. Typical. Theft, disguised as law. Charming.” – Wednesday Addams
  2. “He wrecked our oceans, trashed the coasts, set our towns on fire, and straight-up ruined lives. Total villain behavior.” – a Gen Z-er
  3. “You took away our right to speak, to fight, to be heard — like justice was just another thing you burned.” – Taylor Swift
  4. “He blocked our hustle, cut the cords to the globe — no deals, no flows, just chains on the growth. This ain’t freedom, it’s control. And we see it.” – Kendrick Lamar
  5. “He basically let a bunch of angry army dudes crash at our place without asking… like, bro, this isn’t the Krusty Inn.” – SpongeBob SquarePants

The students really leaned in—this was vocabulary that made sense to them. When Kendrick Lamar is spinning rhymes about the Declaration, all middle school ears perk up!

We even challenged our students to abandon words altogether! For example, the students recently looked at primary sources for events leading up to the American Revolutionary War. Then they had to analyze how colonists might have reacted to each event and boil it down to emojis. (We saw lots of tea cups and thumbs down!)

No matter the language, it’s my goal for the ideas in these historic documents and scenarios to resonate with the students—and stick with them. With the help of Taylor, they do!

About Laura

  • Teaching experience: 11 years in education
  • Currently teaching: 8th grade social studies

Laura Bowersox believes collaboration with other educators is an integral part of education and loves to seek opportunities to learn from others. She strives to help her students become intelligent, informed, and involved citizens.

(Pop quiz answers: A4, B3, C5, D2, E1)

Bill of Rights Institute and iCivics Announce Second Round of Winners in Civic Star Challenge, a Nationwide A250 Initiative

Posted on by [email protected]

Sixty-three educators have been awarded $300 each for integrating themes from the Declaration of Independence into their teaching in the lead-up to the 250th anniversary of the signing of the Declaration of Independence.

WASHINGTON, DC [February 6, 2026] The Bill of Rights Institute and iCivics have named the second round of winners of the Civic Star Challenge, a nationwide initiative to inspire millions of acts of civic learning in the lead-up to the 250th anniversary of the signing of the Declaration of Independence.

The Civic Star Challenge makes the teaching of the Declaration of Independence digestible and relatable to today’s youth by providing educators with a repository of adaptable lesson plans and activities that teach the key themes of the founding document. The resources are available at civicstarchallenge.org. Once educators have taught at least one of 11 themes, they can submit a log of their activities for a chance to win from a cash prize pool totaling more than $200,000.

The Challenge includes four cycles of random drawings, each awarding $300 to selected teachers, and an essay contest that has a $10,000 grand prize for the winning teacher’s school district.

The Civic Star Challenge is made possible through generous support from Griffin Catalyst, civic engagement initiative of Citadel Founder and CEO Ken Griffin; the Stand Together Trust; and The Pedersen Foundation.

Today, the 63 winners of the second round of drawings have been announced. The teachers represent more than 30 states.

“The Civic Star Challenge honors the educators who keep America’s founding principles alive in their classrooms,” said David Bobb, President and CEO of the Bill of Rights Institute. “Their work reminds us that civic knowledge and virtue are essential to sustaining liberty for the next generation and to helping students see their role in preserving a free society.”

“The celebration of the 250th anniversary of the Declaration of Independence is an incredible moment to engage in the teaching of our founding documents and in civic education in general – and this has never been more critical,” iCivics CEO Louise Dubé said. “We’re proud to be able to reward teachers for their efforts to connect the themes and ideals from the Declaration to the present.”

The winners are listed below:

Natalia Allen

Jon Barnes

Andrea Bauck

Jason Bennett

Sherry Blenman

Laura Brucato

Cady Burstein

Cindy Cantu

Avery Keese

Morrow Kerins

Steven Leavitt

Andrea Longstreet

Laura McFarren

Linda McGinness

Joseph McGuire

Sarah Mensinger

Lisabeth Mikolajczyk-Harper

Laura Mirt

Evangeline Mitchell

Stephanie Nichols

Stacey Clark

Melanie Claros-Rodriguez

Christopher Crawford

Artur Da Silva

Daniel Dawson

Lauren Feld

Brittany Ferguson

Thomas Fulbright

Charles Oliver

Beth Oswald

Amy Palo

Kristen Parise

John Phillips

Shine Ray

Kristal Reeves

Stephanie Richards

Richard Rineberg

Kara Robinson

Michele Rowley

Shannon Salter-Burghardt

Jamie Shannon

Randall Furash-Stewart

Nicole Gasparik

Jennifer Graham

Anne Hester

Jean Hiller

Kimberly Huffman

Kevin Jackson

Jaclyn Jecha

Dawn Skelton

Craig Specht

Molly Stanley

Tabby Talbourdet

Shelly Tanner

Michael Thomas

Brande Vogele

Anne Walker

Nadia Westen

Kymberli Wregglesworth

Blanche Wulfekoetter

Gregory Yarnall

Heather Yates

ABOUT iCIVICS

Founded in 2009 by Supreme Court Justice Sandra Day O’Connor, iCivics is a nonpartisan organization dedicated to advancing civic learning by providing educators and students with the knowledge, skills, and resources needed to embrace and engage in our civic life together. iCivics empowers educators and leads 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. To learn more, visit www.icivics.org.

 

ABOUT BILL OF RIGHTS INSTITUTE
The Bill of Rights Institute is a nonpartisan, nonprofit organization that works to advance civic and history education through market-leading curricula and programs for educators and students. To learn more, visit www.mybri.org. 

 

ABOUT GRIFFIN CATALYST

Griffin Catalyst is the civic engagement initiative of Citadel founder and CEO Ken Griffin, encompassing his philanthropic and community impact efforts. Tackling the world’s greatest challenges in innovative, action-oriented, and evidence-driven ways, Griffin Catalyst is dedicated to expanding opportunity and improving lives across six areas of focus: Education, Science & Medicine, Upward Mobility, Freedom & Democracy, Enterprise & Innovation, and Communities. For more information, visit griffincatalyst.org.

Play Brief the Chief this Presidents’ Day!

Posted on by Sophie Gordon

While we often associate Presidents’ Day with deals and discounts on electronics, furniture, and other goods, for most of American history, it was a day for commemorating the first president: George Washington. In fact, according to federal law, the holiday is still designated as “Washington’s Birthday,” even though it rarely falls on his actual birthday. After the Civil War, another February presidential holiday emerged: Abraham Lincoln’s Birthday. The holidays were eventually consolidated, and Presidents’ Day became more inclusive of all U.S. presidents.

While celebrations for Presidents’ Day vary from wreath layings and concerts to formal dinners and balls, one of the best ways to involve students in the occasion is by learning about the presidents, the challenges they faced, and the choices they made, and contextualizing the circumstances and consequences of those decisions. Good news—there’s a game for that!

In 2024, the White House Historical Association partnered with iCivics to launch Brief the Chief, a history learning game that teaches evidence-based reasoning, decision making, and critical thinking. As of the end of 2025, the game has had more than 500,000 plays, with peak play months in November and—you guessed it—February!

Our initial framing for Brief the Chief called for three administrations to be featured in the game. We wanted to select ones that were consequential, as well as historical moments that are generally taught across different state standards. We settled on three administrations from very different time periods in American history: Thomas Jefferson (1801–1809), Abraham Lincoln (1861–1865), and Lyndon Johnson (1963–1969). We also wanted to highlight both a well-known and lesser-known historical episode for each president (Jefferson: Port of New Orleans and Trade with Haiti; Lincoln: Fort Sumter and Emancipation Proclamation; Johnson: Voting Rights Act and Decision to Run for Re-Election).

The personalities and politics of Jefferson, Lincoln, and Johnson varied extensively, as did those of the people around them—there are nearly 30 historical characters dispersed throughout the game! A student can encounter figures such as Alexander Hamilton and James Madison, as well as lesser-known individuals like Elizabeth Keckley and Zephyr Wright. This was part of our concerted effort to balance diverse perspectives and give learners more historical context for the times in which these people lived.

Beyond the characters, we also gave significant thought to the settings for every scenario. Using the presidential offices made sense because each president used a different workspace (Jefferson in today’s State Dining Room; Lincoln in today’s Lincoln Bedroom; and Johnson in the Oval Office). As a result, students also get to visually experience different historic spaces of the White House and see how those spaces have evolved and changed over time to meet the demands of the presidency as an institution.

While more modern spaces, such as President Lyndon Johnson’s Oval Office and the Second Floor Kitchen, are well documented and photographed, this was not the case with the interiors of the Jefferson and Lincoln White Houses. In fact, there are no known drawings or images from Jefferson’s time (aside from floor plans), and the only known photographs of the Lincoln White House are of his office. To overcome the lack of visual documentation, two scenarios are set outside, as there is an abundance of drawings, paintings, renderings, and other visuals of the White House exterior dating back to its very beginning.

It is important to note that we ultimately decided that students would play the role of advisor rather than president because it allows them to be a witness to history, ask good questions, and make recommendations based on the evidence they gather. It also adds nuance to the idea of presidential decision-making, as leaders often rely heavily on people around them for information, expertise, and advice. One of the key takeaways we hope students will learn is that they have a role to play in shaping history, both in the game and in civic life.

So, we hope you will consider playing Brief the Chief with your students this Presidents’ Day (or anytime really!) We thank iCivics for their partnership in helping make this resource available to educators nationwide.

Written by Dr. Matthew Costello

Dr. Matthew Costello is the Chief Education Officer and Director of the David M. Rubenstein National Center for White House History, where he holds the Gerard B. Lambert Foundation Chair in White House History. In this role, he oversees the Association’s education programs, historical research, digital archives, public programming, and partnerships. Costello joined the Association in 2016 as the Senior Historian after completing his Ph.D. and M.A. in American history at Marquette University. He has published articles in academic journals and magazines, as well as two books. The first, The Property of the Nation: George Washington’s Tomb, Mount Vernon, and the Memory of the First President, was a finalist for the George Washington Book Prize. He also co-edited the volume Mourning the Presidents: Loss and Legacy in American Culture.

On the Educator Blog, multiple perspectives contribute to the public conversation about civic education in the United States. Each contributor represents their own opinion. We welcome this plurality of perspectives.

We Can Teach Hard Things, Like Executive Powers

Posted on by Sophie Gordon

The executive Power shall be vested in a President of the United States of America.

—The Constitution of the United States. Art. II Sect. 1 cl. 1

Teaching executive power can be daunting in any political climate. Its scope is contested, oftentimes along political lines, and the Constitution offers minimal explicit guidance. Moreover, the powers of the President have evolved—mostly by expanding—throughout history, rendering the office almost unrecognizable from the office of the 1800s and even into the 20th century.

While the powers of Congress are explicitly stated (with the exception of clause 18), presidential powers are not. In outlining the legislative branch, the Founders drew on examples of citizen councils and representative bodies from throughout history, even drawing on their own experience with the Articles of Confederation. They benefited from real-life examples of various models as they sought to determine the best system for our young nation.

The same cannot be said for the executive branch. Instead, the Founders’ preferences were shaped by their experiences during Shays’ Rebellion and other early challenges facing the Continental Congress, such as collecting taxes, regulating commerce, and enforcing treaties. That said, they knew what they didn’t want: an executive with unlimited power and authority, akin to a monarch or dictator.

To learn about executive powers in my classroom, students conduct a side-by-side comparison of Articles I and II, allowing them to identify critical differences. The contrasting language, length, and breadth across the two articles provide insight into the Founders’ understanding and expectations of executive power, and students often arrive at some common conclusions.

We discuss how the office of the President is unique in that it is shaped by custom and tradition, the voice of the people, and checks from the other branches. Many of the limitations on presidential power arise after a president has attempted to extend their power beyond that of their predecessors. The example I use with my students comes from the ratification of the 22nd Amendment in 1951. We discuss the unofficial precedent set by George Washington, who served only two terms, until F.D.R. ran and won the office four times. What was once a custom became codified in the 22nd Amendment when the people decided a president should be limited to two terms.

We also discuss the changing scope of presidential power throughout history. I use F.D.R.’s Executive Order #9066, which was the removal and relocation of Japanese Americans to internment camps. I usually lead a discussion on the content of the order and its effects on the population. My next question to my students is, “If this action is constitutional, why hasn’t another president used this power?” Inevitably, my students conclude that the president would not likely be able to enact this power at this moment in time. I always follow up with “why?” They discuss the idea that this particular action would not be popular with the general population. After that, we discuss Richard Neustadt’s famous phrase, “presidential power is the power to persuade”. We also discuss the evolution of executive orders from simple directives to having “law-like” significance, such as the Emancipation Proclamation.

My students and I study presidential powers from a neutral observer perspective with the analytical lens of a political scientist. By adopting this observational stance, students can set aside their personal feelings regarding a person, a party, and specific issues. They then become a class of political scientists. As Hamilton states, “the people are the only legitimate fountain of power, and it is from them that the constitutional charter, under which the several branches of government hold their power” (Hamilton 1788, Federalist #49).

Resources to Use:

Written by Brittany Marrs

Brittany Marrs is a certified social studies educator with extensive experience teaching AP Government, AP Macroeconomics, Dual Credit Government, Dual Enrollment Microeconomics, and Economics at Magnolia High School in Texas. With a background in political science and law, she is passionate about empowering students to think critically, engage civically, and understand the institutions shaping their world.

Brittany is actively involved in numerous professional and community organizations and is currently pursuing National Board Certification in Social Studies. She is dedicated to developing meaningful assessments and creating inquiry-based classrooms. When she’s not teaching or writing, she is often collaborating with other educators to strengthen civic education and promote student voice. She has been a member of the iCivics Educator Network since 2021.

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.