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An extraordinary investment in civic education at a pivotal moment

Posted on by icivics

At a moment when the need for better civic education has never been more clear, philanthropists MacKenzie Scott and Dan Jewett stepped up and gave iCivics the largest single donation the organization has ever received. Like all of their philanthropy, this was an unsolicited gift to fund the organization’s important work as it deems best.

Scott has repeatedly said that she does not want their donations to be her, but rather about empowering others to make changes this world needs. And that is truly what we believe this investment will make possible.

It’s an extraordinary investment made in an extraordinary way, at a pivotal moment.

At a time of great division, Scott and Jewett have committed to civic education, a proven-effective, long-term way to strengthen our nation’s civic health—one that the majority of Americans, Republicans and Democrats alike, agree can help heal this country.

This gift is a significant stake in iCivics’ ambitious strategic plan to further its work as the leading provider of and advocate for more and better civic learning, and its commitment to elevating civic education as a national priority and making quality and equitable civic education a centerpiece of modern education.

Founded in 2009 by U.S. Supreme Court Justice Sandra Day O’Connor, iCivics is now the nation’s leading provider of high-quality, nonpartisan, effective, and engaging civic education resources. Our award-winning, free resources are used by 145,000 teachers nationwide to teach the majority of middle and high school students in the United States—9 million and counting each year.

But just as importantly, we have become a leading voice in a growing national movement around civic learning. We founded and lead the CivXNow Coalition of more than 200 organizations working to raise up civic education through bipartisan policy on the state and federal levels; and we are working to implement the seminal Educating for American Democracy initiative with a national network of teachers, scholars, students, and leaders from private and public sectors representing viewpoint, professional, and demographic diversity.

MacKenzie Scott’s and Dan Jewett’s investment will foster our work to ensure that each and every student in the United States has access to a high-quality civic education that prepares and inspires them to be informed and engaged members of society.

This kind of support demonstrates the kind of faith in the power of civic education and trust that our supporters have put in iCivics to help build a civic learning ecosystem that will sustain democracy in the United States for generations to come.

We are deeply grateful to Mackenzie Scott and Dan Jewett for their incredible support of our work.

Louise Dubé
Executive Director, iCivics

Help Our Fellows Learn About the State of Civic Education

Posted on by Luke O'Connor

How do you define “civics” or “civic education”? The Equity in Civics Youth Fellowship is calling on all students across the country to help answer this question and provide insight into the current state of civic education.

The Equity in Civics Youth Fellowship launched the #CivicsForUS Listening Tour as an online survey open to all students in 6th grade through college. This anonymous survey will help our Youth Fellows learn more about what their peers across the country are experiencing regarding civic education. Fellows will use this data to continue highlighting the need for civic education that is equitable and relevant to all students in the United States.

“The Listening Tour will allow us to gather insight regarding the state of civic education in our country. We will be more informed on the similarities and differences within our communities and inspired with a sense of problem-solving as we strive to examine ways to make civics education equitable.” -Sophie Schmidt, Equity in Civics Youth Fellow from Mississippi.

Our Youth Fellows have been busy sharing this nationwide survey with their communities. So far, we have collected more than 300 responses from students across 29 states, Washington D.C, and Puerto Rico. However, we need your help to reach as many students as possible. The survey takes about 5 minutes to complete and will be open until April 15, 2022

As a former social studies teacher, I would encourage other educators to share this survey with their students. This survey will allow students to lend their unique voices to the conversation surrounding high-quality, equitable civic education. Our youth are important stakeholders in their civic education, and their experiences can help organizations like iCivics see what matters to students.

Whether you have your students complete the survey as a bellringer or encourage them to complete it outside of class, you will help our Youth Fellows learn more about the state of civic education across the nation and take the best steps toward achieving an equitable education.

Written by Michael Reyes

Born in Miami, Florida, Michael has nearly three years of teaching experience in his hometown. At iCivics, Michael manages the Equity in Civics Youth Fellowship and the Youth As Civics Experts Network. He supports our Youth Fellows in finding and using their voices towards their civic passion, a similar experience he went through in high school.

New Curriculum Unit: The Legal Reference Library

Posted on by Luke O'Connor

Sometimes the textbook definition isn’t enough. Our new Legal Reference Library consists of eight mini-lessons that provide students with a deep understanding of important laws, rights, and legal concepts in a flash.

How well do your students understand the USA Patriot Act of 2001, the Equal Protection Clause, and the Voting Rights Act of 1965? Do these important legal concepts even get a paragraph in your textbook? We won’t be surprised if your answer is no. And yet, these laws — along with many others — are critical for understanding what our rights are. Our Legal Reference Library will help your students explore why these laws or legal concepts were created and how they are used today.

Part infographic and part written text, these mini-lessons present difficult concepts in a digestible way and provide the foundation for informed classroom discussions. Each lesson consists of a one-page reading and a page of activities to reinforce the concepts learned. You can use the mini-lessons to:

  • Expand on concepts introduced in student textbooks.
  • Enhance an existing lesson or compliment the study of a Supreme Court case from our Landmark Library.
  • Use it as a stand-alone lesson or assign it as homework.
  • Prompt rich, informed discussions about current events.

Dive into the Legal Reference Library and discover new ways to get students engaged in learning about their rights.

Explore the Library

Teaching About the Russia-Ukraine Crisis: Using Convene the Council to Bring Foreign Policy to Life

Posted on by Luke O'Connor

How do you teach students about what is happening in Ukraine?

If you are like many teachers, your students are asking for help in making sense of what is in the news. One of the best things we can do for our students is to meet this moment and offer some insight into processes, demystify complicated concepts, and cultivate their civic-mindedness. But how many of us are foreign policy experts? With the right resources, you don’t have to be!

iCivics just launched the perfect tool to help! Created in partnership with the Council on Foreign Relations, Convene the Council is a new game that engages players in the basics of foreign policymaking. Playing as President of the United States, students face global challenges, consult with the National Security Council, and make tough foreign policy decisions. The goals of the game, as well as the goals of U.S. foreign policy, are to skillfully balance the safety, prosperity, and values of the United States within its global context. As president, do you address a crisis with sanctions or diplomacy? Foreign aid or military engagement? These questions have very clear and present connections to the past, present and future. 

And—unlike real life—results are immediate. Players see outcomes and impacts of their choices as they make them. The game allows students to evaluate the effectiveness of their decisions, adapt as needed, and learn from the process. 

Check out the Game Trailer

A great place to start is the Game Guide, which provides insights and tips for playing the game. It’s great for all educators, non-gamers and gamers alike. In addition to a walk-through of the game, the guide offers discussion questions and extension activities.

For a deeper and more comprehensive teaching tool, check out the game’s Extension Pack, which offers everything needed to build your perfect “game sandwich,” from introducing the topic to engaging with the game and reinforcing the learning after the game has ended. (And if you need differentiated lessons or multilingual/English language learner supports, there is a vocabulary worksheet and modifications for the game and lessons already prepared for you.)

A customizable slide deck introduces students to important foreign policy concepts, guides them to debrief their game experiences, and helps you assess what they’ve learned. The Extension Pack also comes with activities that are both printable and available in Kami so students can have guided practice through the activities and discussion. 

The learning doesn’t have to stop after the game. Here are some ideas from the Extension Pack and beyond to engage students with what’s happening in the world around them today:

  • Have students research a modern foreign policy challenge or read a short article on what is happening in Ukraine, for instance. (Also a great way to practice those news literacy skills!)
  • Create a formative assessment in which students apply their game experience to explain some of the foreign policy choices of the current administration in the United States, given the recent actions of Russia. (Think podcast, comic strip, game mock-up!) 
  • Ask students to replay the game and note which challenges they faced, then see if they can connect it to a similar situation in U.S. foreign policy history. (Spoiler alert: Each one has a real-world twin! But we will never tell. It’s Top Secret.) 

But wait, there’s more! The NSC Department Guide is a great reference for players and, like the game, is available in Spanish. We also offer an NSC-focused timeline activity that helps students see real events in our nation’s history and which foreign policy tools were put to use.

To further deepen your students’ foreign policy knowledge, you can also check out materials such as World101 and Model Diplomacy from our partners at the Council on Foreign Relations.

Engaging students in games, activities, high-level assessment, and civil discussion not only connects to state standards, but also brings students to this powerful intersection of learning and application, showing them why school matters and how what is learned will be important as an adult.

Written by Carrie Ray-Hill and Amanda Setters

 Carrie Ray-Hill is the Senior Director of Digital Learning and oversees the conceptualization and development of iCivics’ educational resources, with a particular concern for teacher usability. She is responsible for maintaining a consistent focus on iCivics’ educational mission. Prior to joining the iCivics team, Carrie taught middle and high school social studies and language arts in St. Louis and Washington, DC. In addition to seeking out the finest of cheeses, Carrie spends her spare time watching British panel shows, making cookies for the office, and killing zombies.

 Amanda Setters is a Curriculum Associate at iCivics. She is responsible for creating and revising curricular materials for teachers and students. Prior to joining the iCivics team, Amanda taught middle and high school social studies in Cincinnati, Ohio. In addition to reading and spending time with her family, Amanda enjoys learning from her favorite historians.

iCivics and the Council on Foreign Relations Release New Game to Teach Students Fundamentals of Foreign Policy

Posted on by icivics

What should the United States do if a disease in a foreign city threatens an outbreak here and around the world? Should the United States support democracies elsewhere? If an ally or partner is threatened, what is the proper U.S. response? Convene the Council, a new game from iCivics and the Council on Foreign Relations (CFR), encourages students to grapple with critical questions, using digital gameplay to teach important foreign policy and global civics lessons in an engaging way.

In Convene the Council, students play the role of president of the United States, navigating a range of U.S. foreign policy issues from the White House Situation Room. The game poses fictional foreign policy scenarios that resemble those in the real world and challenges students to use critical thinking skills to determine how the United States should respond based on recommendations from the president’s closest advisors. Players must navigate the difficult balance between foreign and domestic needs and determine the course of action they believe best supports U.S. interests and values, all while considering how their policy decision might play out internationally and how the U.S. public might respond. 

“The COVID-19 pandemic has made it all too evident that policymakers in the United States must work collaboratively with leaders across the world to meet challenges that know no borders. Now, more than ever, the youth in this country must possess a foundational understanding of the world and how it works,” said CFR President Richard Haass.

The partnership between iCivics and CFR brings together the country’s leading provider of civic education content and the country’s leading organization on foreign policy. iCivics’ games and resources have been played more than 150 million times over the past decade. The addition of Convene the Council is an acknowledgement that civic education in the twenty-first century requires a global perspective.

Convene the Council adds a new dimension to CFR’s mission to build global literacy—the knowledge, skills, and perspective required to successfully navigate today’s connected world. Born out of concern that students demonstrate gaps in global literacy, CFR is creating learning resources that explain international relations and foreign policy to high school and college students who have little or no background in these topics. For example, award-winning digital tools such as Model Diplomacy and World101 allow students to experience firsthand how government and political systems work at home and abroad. This empowers them to understand real-world issues that transcend national borders. With Convene the Council, CFR now provides learning resources for students as young as twelve.

“This game puts students at the center of global civics issues, and helps them to grasp the interrelatedness of domestic and foreign policy,” said iCivics Executive Director Louise Dubé. “It represents an important collaboration between leaders in civics and foreign affairs, merging iCivics’ expertise in making civic education engaging and relevant through game design and effective pedagogy with CFR’s expertise in foreign policy. Together, we have translated the most critical aspects of foreign policy into a fun and educational game.”

The game is free and is also offered in Spanish.

To learn more about Convene the Council, visit: icivics.org/convenethecouncil or contact [email protected].

About iCivics
iCivics is the nation’s largest provider of civic education curriculum, with its resources used by more than 145,000 educators and nine million students each year nationwide. U.S. Supreme Court Justice Sandra Day O’Connor founded iCivics in 2009 to transform the field through innovative, free educational video games and lessons that teach students to be knowledgeable, curious, and engaged in civic life.

About CFR
The Council on Foreign Relations (CFR) is an independent, nonpartisan membership organization, think tank, and publisher dedicated to being a resource for its members, government officials, business executives, journalists, educators and students, civic and religious leaders, and other interested citizens in order to help them better understand the world and the foreign policy choices facing the United States and other countries. CFR takes no institutional positions on matters of policy.

Preparing for AP Tests with iCivics

Posted on by Luke O'Connor

As a former Advanced Placement History teacher, I can confidently say that one of the most essential skills for our students is comprehensive source analysis. The College Board AP History (U.S., World, European) exams in May require students to analyze sources for both the multiple choice and writing portions of the exam. In addition to being able to summarize a document, students in AP courses need to “HIPP” the document to analyze things like historical context, intended audience, point of view, and purpose. And iCivics is here to help make sure all students have the preparation to meet that rigorous demand!

Check out the highlighted resources below:

DBQuests

A great tool for the younger grades as well as the start of the AP year is the iCivics collection of DBQuests. DBQuests are already prepared with a big question and walk students through source analysis and summary skills. By starting with a review of the author and audience, the students practice those analysis skills in a structured way. If a student makes a mistake, the DBQuest redirects them to try again until they get it right. That in-the-moment formative feedback is a fantastic tool to support student mastery.

After analyzing the source, the DBQuest has students pull evidence from the document to answer comprehension questions using a drag-and-drop tool. After students select textual evidence to answer the questions, that evidence is presented and students use the textual evidence to summarize the main ideas. By scaffolding students through the analysis and summary of these primary and secondary source excerpts, teachers can foster development of this important skill using a ready-made and high-quality resource!

DBQuests are assigned using an iCivics teacher account and are Google Classroom and Clever compatible. The teacher materials also have printed copies of the documents, as well as enrichment and scaffolding activities, so teachers can differentiate to meet the needs of every student in their classroom. Using this ready-made resource will help free up your plan time, empower and engage your students, and can allow you to work in the role of facilitator. Coach and circulate the class to review student progress and provide formative feedback as students are engaged in the work.

View our DBQuests

Exploring Primary Sources 

Another great resource to use when preparing for AP tests is iCivics’ Exploring Primary Sources mini-site. You’ll find even more tools and activities to help students practice working with sources, as well as some professional development for yourself.

In addition to our DBQuests, teachers can discover partner resources like Eagle Eye Citizen, KidCitizen, and Journalism in Action (and more!). Eagle Eye Citizen gets students practicing sequencing, contextualization, and close reading, while KidCitizen’s videos engage students with primary source photographs and develop their critical literacy skills. Journalism in Action is an interactive learning tool that helps middle and high school students examine the role of a free press in different moments in history using historical primary sources. We all share the support of the Library of Congress Teaching with Primary Sources Program. 

Go to the Mini-Site

Be sure to use these iCivics resources to help you reduce your planning and delivery work, so you can spend your classroom time facilitating high-quality source work and enjoy a fresh cup of coffee!

Written by Amanda Setters

Amanda Setters is a Curriculum Associate at iCivics. She is responsible for creating and revising curricular materials for teachers and students. Prior to joining the iCivics team, Amanda taught middle and high school social studies in Cincinnati, Ohio. In addition to reading and spending time with her family, Amanda enjoys learning from her favorite historians.

14 Reasons Why Teaching Civics is Important Right Now

Posted on by icivics

Teaching civics prepares students to be informed and engaged members of society. Students who experience high-quality civic education are more likely to complete college and develop employable skills (including communications and public speaking skills), vote and discuss policy issues at home, and volunteer and work on community issues. 

However, prioritizing civics in the classroom can be difficult. According to research from The Brookings Institution, schools have reallocated instructional time from social studies toward key tested subjects, often prioritizing reading and math. This has become even more pronounced as class time has been disrupted by the ongoing pandemic. Teachers spend what time they do have in the classroom trying to catch students up and prepare them to meet grade-level requirements by the end of the year.

But teaching civics remains at least as important as ever, in preparing students to take their place in shaping our government and society now and long into the future.

Why make teaching civics a priority? We posed this question to iCivics Educator Network teachers and our staff members, and they responded with the following:

  • As we approach 250 years of America’s independence, there is no better time to teach civics. Instilling the principles and virtues of our democratic society will prepare future generations to lead us through the rest of the 21st century. -Michael Reyes, Youth Fellowship Community Lead, iCivics 
  • The reason for teaching civics has always been about helping to inspire the next generation to be active and productive citizens. -Janet Wills, iCivics Educator Network Teacher 
  • Teaching civics helps students connect past and present in order to be informed voters. It helps students make meaning of current events and reassures them that nationally and internationally, there is precedent for solving modern issues. Civics also helps students engage in critical thinking and writing, which engages those 21st century skills that will be essential in their future. In examining civics, we cultivate empathy. -Amanda Setters, Curriculum Associate, iCivics 
  • Civics is the language of the citizenry. It’s how we communicate and plan and execute the change we desire. When people aren’t prepared to find this voice, ask these questions, and learn their role in the community and the democracy, they miss out on a major opportunity to be part of something meaningful—and they resign that power, those decisions, to someone else. The returns on civic education, or lack of it, are cumulative and transformative. -Christian Swagger, Educator Network Teacher 
  • Civics is a shared reality. Regardless of where people fall on the current divide du jour, we are all a part of something bigger than ourselves. Civic skills have to endure, and they have to be taught. -Carrie Ray-Hill, Senior Director of Digital Learning, iCivics 
  • No matter what plans students have for life after high school—whatever their career plans, however they may continue their education—all students will be members of communities where they will need agency to raise their voices and make an impact. Civics teaches skills, knowledge, and disposition that will be needed by all. -Shannon Salter, iCivics Educator Network Teacher 
  • Civic education is important because it is the passport to the future. The future belongs to those who prepare and educate themselves today. -Angela Clay, Educating for American Democracy Curriculum Associate, iCivics 
  • Understanding civics empowers change. The founders intentionally created a system that could endure by allowing citizens to make changes that could benefit society as a whole. -Beth Doman Doughty, iCivics Educator Network Teacher 
  • In a digital age, it is easy to have knowledge of all of the wrong things. Teaching civics allows students to learn valuable skills that are conducive to critical thinking. It helps students understand how important decisions have molded the country and continue to set precedents as time goes on. I think the statement of “history repeats itself,” applies beautifully here in a sense that knowledge allows for personal action to prevent further repetition. -Niko Garcia, Curriculum Intern, iCivics 
  • I like to think of teaching civics as giving students the opportunity to practice civic skills they are going to need when it becomes their turn to play in the real game. -Tia Costello, iCivics Educator Network Teacher 
  • At its root, civics is about how we all live together, as different as we all are from each other. To do civics well, everybody needs practice, just as we all do in learning to read, write, do math, and cook a decent meal. -David Buchanan, Director of Massachusetts Programs, iCivics 
  • Everyone needs civics. It is the fabric of civilization. Contributing to the advancement of one’s community and society and understanding how to navigate through the perils and roadblocks is of the utmost importance if we want to continue to govern ourselves in a productive manner. -Kymberli April, iCivics Educator Network Teacher 
  • A government “of the people” can only exist if the people understand how their government works, and are willing to participate in it. Teaching civics is the pathway for meeting both of those goals. -Lora DeSalvo, Curriculum Associate, iCivics 
  • Civic education has massive cross-partisan appeal as a solution to what ails our democracy. The public overwhelmingly agrees that our country needs K-12 civic education! -Abbie Kaplan, Federal Policy Associate, iCivics

On the iCivics blog, multiple perspectives contribute to the public conversation about civic education in the United States. Each contributor represents their own opinion. We welcome this diversity of perspectives. Responses in this blog post have been edited for brevity and clarity.

iCivics partners with Teacher Created Materials on new book, Teaching Civics Today

Posted on by Luke O'Connor

Developed in partnership with Teacher Created Materials, Teaching Civics Today: The iCivics Approach to Classroom Innovation and Student Engagement is a professional resource that shows teachers how to bring civics into their social studies classrooms in an engaging, meaningful way.

“We don’t teach civics like we used to, and thank goodness for that! Our students now benefit from a renaissance in civics instruction – an innovative revitalization of the frameworks, methods, and materials we use to prepare students for their critical role in our constitutional democracy,” said Emma Humphries, Chief Education Officer of iCivics. “All of this and more is succinctly captured in Teaching Civics Today.”

This book, written by John Larmer, explores key civics topics and provides teaching strategies that build content knowledge, develop 21st century skills, and engage students in practice and action. The book:

  • Explains why civic education is important
  • Supports teachers by outlining best practices for civics instruction
  • Helps teachers integrate literacy and civics
  • Includes useful implementation tools such as project and lesson examples

Whether used with the exciting iCivics Readers or by itself, this resource is the perfect tool to help teachers develop tomorrow’s leaders today by guiding students to understand the value of civic engagement.

Purchase the Book

iCivics Board Member, Supreme Court Justice Sonia Sotomayor, releases new children’s book, “Just Help! How to Build a Better World”

Posted on by icivics

Sonia Sotomayor, Associate Justice, Supreme Court of the United States, and iCivics Board Member, released a new children’s book, Just Help! How to Build a Better World, her third book for young readers. (Read the official announcement on AP News.)

“This is a wonderful book asking young readers the simple question Justice Sotomayor’s mother asked her each morning: ‘How will you help today?’” said iCivics Executive Director Louise Dubé. “Much of civic education is about understanding one’s role in relation to others, in supporting family and community. I was honored to contribute some insight to this book showing young people some of the simple, yet significant, ways they can make a difference right in their own communities, as well as inspire others to do the same.”

In the book, children help in a variety of ways – from sending care packages to U.S. soldiers overseas to cleaning up a park to donating toys to a children’s hospital to volunteering at a nursing home. 

“I want kids to do this intentionally, to think that this is a requirement of living almost, that trying to figure out how they will make a better world should be a part of the charge of their living,” said Justice Sotomayor in a telephone interview ahead of the book’s publication.

Justice Sotomayor said she wants kids not only to help family and friends but also to actively think about and act to help neighbors and the community and change the world.

In her role on the Board of iCivics, Justice Sotomayor has demonstrated a tireless commitment to ensuring each and every child in the United States is informed and inspired for lifelong civic engagement through high-quality civic education. Specifically, she has visited with thousands of students across the country with the message that they can—and should—help make a difference as community members. 

The book is available from all major booksellers, or it can be purchased through the Supreme Court Historical Society’s Gift Shop. 

Purchase the Book

Read More:

Chicago Tribune: 5 questions with Supreme Court Justice Sonia Sotomayor on her latest book, ‘Just Help! How to Build a Better World’

iCivics awarded $400,000 from the National Endowment for the Humanities to develop new game, Supreme Justice

Posted on by icivics

iCivics is thrilled to announce a $400,000 grant from the National Endowment for the Humanities (NEH) to develop a unique game-based experience—Supreme Justice—aimed at engaging younger learners ages 12–18. Unlike anything in iCivics’ suite of game-based education materials, Supreme Justice will be a multimedia experience, building on best practices in civic education, including simulations and role-playing, and complete with supports for English language learners.

The game, which will be co-developed with game design studio Gigantic Mechanic, will allow students to engage in a live-action multiplayer simulation via technology that combines videos, individualized student profiles, and real-time voting. The game will focus on freedom of speech, freedom of expression, and due process rights—all while simulating the deliberation process of Supreme Court Justices. Students must hear cases and determine whether the law, regulation, or action at issue is constitutional.

“We are incredibly grateful for this NEH funding that will enable us to offer a new, innovative Supreme Court digital simulation,” said iCivics Executive Director Louise Dubé. “This grant makes possible the reimagining of one of our signature games that was close to the heart of our founder, Justice Sandra Day O’Connor.” 

Supreme Justice will model deliberation and critical thinking in a civic setting, grounded in historical cases and relying heavily on the U.S. Constitution as evidence. The gaming experience will guide students to engage in face-to-face discussions, while working together to craft arguments and debate issues central to civic and government life. Once the game is developed, it will be available—for free—on iCivics’ website.

Learn more about the other grantees and how the National Endowment for the Humanities (NEH) grant programs support research and learning in history, literature, philosophy, and other areas of the humanities by funding selected, peer-reviewed proposals from around the nation.