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iCivics: Beyond the Games

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“I love iCivics! My kids love to play Win the White House!”

“Awesome! Have you ever used any of the other resources from iCivics? They go great with the games!”

“No, tell me more!”

I had this conversation multiple times with educators I met last fall at the annual National Council for the Social Studies Conference while I was helping out in the Exhibit Hall at the iCivics booth. I teach at Maranacook Community High School in Readfield, Maine, a rural community next to Maranacook Lake just outside the Maine State Capitol. I use iCivics in a variety of ways in AP U.S. History and non-level U.S. History. This Spring, I have a student intern working with me from the University of Maine at Farmington named Tom Tubman. In an effort to promote iCivics beyond the games, I thought it would be interesting to document our use of an iCivics DBQuest in our classes titled “Woman Suffrage and World War I.”

As I said earlier, it seems many educators are familiar with the amazing learning games on the iCivics website, with Win the White House often being the one everyone knows. What seems to be lesser known are the lesson plans and activities iCivics also offers. These resources include connections to state standards and how they can fit into scope and sequence. They also show how they connect to the games iCivics hosts on their site.

I selected this DBQuest because it fits well within the curriculum for content in US History and includes other important aspects such as multiple viewpoints, primary source analysis, argument analysis, sourcing, and inquiry. Most of my students currently in my U.S. history classes have played the iCivics game Cast Your Vote, and so this DBQuest connects well to this game in getting students reflecting on a time when some of them would not have been able to cast their ballots. 

My student teacher, Tom, and I took a team-teaching approach to this, each leading a different part of the lesson. Tom led the discussion using the timeline and I facilitated the document analysis. We closed the lesson with an extension video that added context and gave them a sense of how suffrage came to pass. 

Our first class was at the end of the day on a Friday! We started with a question to engage students and get their brains working, “What is suffrage?” A brief discussion revealed that most students had heard of this term in conjunction with voting and had a sense of its meaning. As this is a U.S. History course, students had learned previously about the early days of the women’s rights movement, including the work of Elizabeth Cady Stanton and others at Seneca Falls in drafting the “Declaration of Sentiments” and Susan B. Anthony. This historical context is important in getting the most out of this DBQuest to help students draw conclusions about the timeline and the accompanying Primary Source documents. Upon reflection, Tom concluded that historical context was important to this activity. Information about the early days of the push for women’s rights and women’s suffrage going back to Seneca Falls would greatly help students understand that women were fighting for a voice long before the First World War. Ensuring students have this context is important in having a deeper understanding of the agency of women in bringing about Suffrage.

Students received the student handout on paper and went to work highlighting in different colors, events that helped women’s suffrage make progress, and events that worked against Women’s Suffrage. The ensuing discussion elicited several insights from students, such as events may in fact be well-intended and essentially good even if, from the perspective of the Women’s Suffrage movement, the event worked against their progress. 

Students worked individually to complete the “Math Moment” and “Reflection,” placing the events from the First World War, and we then had a class discussion around their thoughts about why it took so long for women’s suffrage to pass. This activity revealed many interesting insights including the quotes below.

“The major shifts of WWI, including women proving themselves capable of fully taking charge of duties left behind by men… “

“… because misogyny had been a part of western culture for a long time…”

“… (post-Civil War/Reconstruction) Civil Rights proved more of a pressing issue and women were seemingly unimportant to the government…”

“Because the society of most nations and cultures of the time were built around strict gender roles…”

“The fight for Black suffrage was also occurring at the time and that may have caused more focus on that rather than woman’s suffrage.”

“I think a lot of people in power, men, didn’t see it as an issue and didn’t care…”

The next part of the lesson required students to examine three different types of primary source documents from the era. In the first class, we had students in small groups of 3-4 analyze all 3 documents and draw conclusions. We made a modification in the second class that turned this into more of a jigsaw activity where we had students in 3 groups to start and together they analyzed one document. Then we mixed them into groups so at least 1 student from each of those 3 groups was in the new groupings. Then they took turns sharing out their document and their analysis. We found this produced more discussion between the students and likely gave them more confidence in completing the final section of the handout titled “Argument On!” In this section, students document their analysis and conclusions about the documents. They locate key arguments quoted from the documents and identify where they came from and whether the argument was intended to “inform,” “persuade,” or “inflame”. At the end of this, they discussed the 2 questions at the end: Which wartime argument to promote suffrage appeals to you more? Why? And: Does the way in which the message is communicated affect your decision? (Ex: picket vs. political cartoon vs. leaflet). This was followed by a class discussion on these questions. Students have some interesting responses, some examples are included below.

“The leaflet argument for war… this played on democratic/freedom built pride for America”

“Cartoons are eye-catching and quick to look at, but they can also be thought provoking to the reader.”

“Leaflet… it also has the best view on how women are important to society…”

“…the Article was just informing while the Leaflet was trying to start something…”

“The most convincing argument for me was the rational approaches of the statements that if women can serve the country they should be able to vote in the country’s politics.”

We finally turned to the video we selected to close out the lesson. The video, produced by the History Channel is titled “The 19th Amendment.” We gave students the following questions for discussion that went with the short video. 

  • What were the two approaches taken to get Women’s Suffrage passed?
  • What happened at the Women’s Suffrage Parade before Wilson’s inauguration in 1913?
  • What happened to Alice Paul?
  • What was Wilson’s argument for Women’s Suffrage?

We didn’t have a lot of time for discussion after the video, but we did briefly talk about the different strategies, how Alice Paul and other women suffered, and how the 19th Amendment came down to needing Tennessee’s vote to pass—and how it seemed doomed to failure by one vote until Harry T. Byrne changed his vote at the last minute thanks to a letter from his Mother! Many students expressed amazement and these “Hollywood-like” details!

In the end, we found this DBQuest to be engaging and thought-provoking! It promoted historical thinking skills such as primary source analysis, cause and effect, and change and continuity over time. Additionally, it connected well to civics by getting students to reflect on the importance of voting and the lengths people will go to in order to secure their rights, as well as the various modes available to persuade, inform, or inflame others about one’s cause. Students came away with an understanding of civil rights, discrimination, and changing attitudes around these issues. We thoroughly enjoy the iCivics games and the lessons they support, but it’s awesome that they also have supplemental lessons like this DBQuest! Give it a try!

Explore DBQuests

Written by Shane Gower

Shane Gower is passionate about ideas! He considers himself fortunate to have a career as a teacher that allows him to explore his passion as he has done for the past 25 years. He was the 2016 Gilder-Lehrman Maine State History Teacher of the Year and currently teaches AP US History, AP Psychology, Ethics, and History through Film. These courses are all dual enrollment through the nearby Thomas College. In addition to the classroom, he is also Past-President of the Maine Council for the Social Studies and a Retro Report Teacher Ambassador.

Through the iCivics Educator Network, the perspectives of teachers across the country contribute to the public conversation about civic education in the United States. Each contributor represents their own opinion. We welcome this diversity of perspectives.

New Research Provides K-12 Civic Education Insights

Posted on by Luke O'Connor

Leading researchers today released new analyses that indicate areas of focus for the expansion and improvement of K–12 civic education. This includes more robust civic learning opportunities in high school, the positive effects of students openly discussing civics and political issues, the effect of legislation on teachers and students, and the need for more civic role models.

The reports, which were discussed as part of the Civic Learning Week National Forum, come from RAND, Center for Information & Research on Civic Learning and Engagement  (CIRCLE) at Tufts University, More in Common, and the Educating for American Democracy Research and Evaluation Task Force.

Civic Learning Week, March 11–15, is a nonpartisan effort that brings together students, educators, policymakers, and leaders in the public and private sectors to highlight and further energize the movement for civic education. It is designed to further understanding of what a modern civic education needs to sustain and strengthen our nation’s constitutional democracy.

This year’s theme, “2024 and Beyond: Civic Learning as a Unifying Force,” focuses on how to make civics a national priority, and how it can provide a way to combat polarization by building civil discourse and understanding. 

Research highlights:

  • Civic learning and engagement among 18–34-year-olds: This latest contribution to CIRCLE’s “Growing Voters” research shows how students’ self-reported civic learning and student voice experiences in high school relate to current levels of civic engagement, including attention and interest in the 2024 election. The data from a nationally representative survey of 18–34-year-olds fielded in fall 2023 shows how schools can contribute to efforts to grow voters by centering student voice in and out of the classroom as well as through civics classes, school climate, adult encouragement and collaboration, and extracurricular activities. According to the report, student voice in high school is essential to growing voters and future active community members, as those who have positive civic experiences in high school in which they feel their voice and or opinion matter are much more likely to say they now vote and are civically engaged than those who did not report these experiences. The full report is here.
  • Effect of legislation regarding teaching of race and gender: RAND released new data from a survey of more than 8,000 K–12 public school teachers that indicate how restrictions on addressing race- or gender- related topics in the classroom are influencing teachers’ instruction and students’ learning two years after such state-level legislation was first passed. The survey, conducted in spring 2023, updates previous data that found that about one-quarter of teachers reported that limitations influenced their curriculum choices or instructional practices, while only 3 percent said that limitations on race- or gender-related topics positively impact student learning. According to the report, this could lead to long-term consequences for students’ futures and the future of the education system, country, and democracy. The full report is here.
  • Students learn more when they can discuss civic and political issues openly: The  Educating for American Democracy Research and Evaluation Task Force released three research briefs that synthesize existing research and show steps that can be taken to strengthen the way young people engage in democracy. Among their findings:
    • High-quality assessments and accountability structures lead to increases in young people’s civic knowledge, and students learn more when they are in classrooms where civic and political issues are discussed freely and openly.
    • When students engage in asking and answering questions by analyzing information, they experience greater engagement and deeper understanding than if they just use a textbook.
    • Social and emotional learning (SEL) and civic learning are often mutually reinforcing, as students’ social, cognitive and emotional skills can help them critically and collaboratively engage with civic issues.
    • The full reports are here.
  • Few Americans have civic role models, but those who do most often identify parents or family members as these role models: More in Common released data from an online focus group-type of research activity with over 100 American adults. The data underscored the importance of proximate civic learning and helping young people build relationships with mentors and individuals who can help orient them toward constructive, lifelong civic engagement so that they see themselves not only as civic agents, but as role models for others to follow. The full report is available here.

New Resources and Opportunities for Yearlong Civic Learning and Engagement Announced as Part of Nationwide Civic Learning Week

Posted on by Luke O'Connor

As tens of thousands of people participate in Civic Learning Week across the country March 11-15, major organizations in the growing movement around civic education have announced new resources, opportunities, and fellowships for students, educators, and adults to engage in yearlong civic learning and engagement.

Civic Learning Week is a nonpartisan effort that brings together students, educators, policymakers, and leaders in the public and private sectors to highlight and further energize the movement for civic education. It is designed to further understanding of what a modern civic education needs to sustain and strengthen our nation’s constitutional democracy.

This year’s theme, “2024 and Beyond: Civic Learning as a Unifying Force,” focuses on how to make civics a national priority, and how it can provide a way to address polarization by building civil discourse and understanding. 

The new resources announced today include educational content, fellowships, internships, and engagement opportunities from Civic Learning Week cosponsors iCivics, A More Perfect Union, Carnegie Corporation of New York, Corporation for Public Broadcasting, Honey W. Nashman Center for Civic Engagement and Public Service at George Washington University, Microsoft, More Perfect, National Archives and National Archives Foundation, and National Council for the Social Studies. 

Civic Digital Literacy: iCivics and the Digital Inquiry Group have partnered to create Civic Digital Literacy, a collection of non-partisan, evidence-based, classroom-ready materials for educators that will equip students to identify and discern credible information online. Launching in Fall 2024, Civic Digital Literacy will include 15 lesson plans, ten student-facing videos, and six videos for teachers covering a range of topics, from determining who’s behind cloaked websites to evaluating political claims shared on social media. A preview of the offering is now available.

New Civics Collection on PBS LearningMedia: GBH and the Corporation for Public Broadcasting announce a new civics collection launching in fall 2024 that will be a companion to the U.S. History Collection. It will include free, interactive, media-rich resources for teachers and students in grades 6–12.

Civic Changemaker Internship: The Honey W. Nashman Center for Civic Engagement and Public Service at George Washington University is offering a summer internship for college students in Washington, D.C., that will provide the opportunity to work with middle school students to make a difference in their communities. The Civic Changemaker curriculum helps students learn more about their local government, neighborhood, and school communities while addressing community issues that are important to them. Interns will live together on the GW campus, and participate in cultural events, and professional development. 

National Archives Civics for All of US Teacher Institutes: This summer, educators working with grades 3–12 are invited to apply to attend the 2024 Civics for All of US Teacher Institute with the National Archives in Washington, D.C. Educators will learn how to use National Archives holdings to teach the civic knowledge and skills students need for civic engagement in the 21st century.  Participants will explore primary sources that shed light on the successes, failures, debates, and challenges in the history of our democracy. The program will also feature resources for sharing diverse perspectives and historically underrepresented voices in classroom civics lessons. This professional development experience will also highlight student voices in the Archives that demonstrate how civic participation can happen at any age. The application closes on March 15. 

Connecting Civic Education and a Healthy Democracy: Carnegie Corporation of New York has issued a report calling for a greater investment in civic education, given the need to prepare young people for informed and engaged citizenship. Connecting Civic Education and a Healthy Democracy highlights the need for state-level policies that expand and improve K–12 civic learning and features examples of how coalition-building has helped advance more robust policies in a number of states. Equipping young people with the tools to think critically, engage in constructive debate, and discover their agency is essential to reducing polarization and strengthening American democracy. Visit Carnegie.org/CivicsPolicy to download the free report.

Rho Kappa National Social Studies Honor Society: The National Council for the Social Studies Rho Kappa Honor Society provides high school juniors and seniors with national recognition and opportunities for exploration in social studies. Any accredited public, private, or charter high school can apply for a local chapter, through which individuals will be inducted into Rho Kappa National Social Studies Honor Society. 

For more information about any of these initiatives, contact [email protected] or the organizations directly.

U.S. Supreme Court Justices Sonia Sotomayor and Amy Coney Barrett, U.S. Secretary of Education Miguel Cardona and Archivist of the United States Colleen Shogan Headline Civic Learning Week, March 11-15, 2024

Posted on by Luke O'Connor

As students, educators, and public and private leaders participate in events across the country highlighting civics as a unifying force for 2024 and beyond, the U.S. Supreme Court Justices will participate in a conversation at Civic Learning Week’s National Forum, and the U.S. Secretary of Education and Archivist of the United States will be featured as part of an evening reception March 12, 2024.

CAMBRIDGE, Mass., March 1, 2024 — U.S. Supreme Court Justices Sonia Sotomayor and Amy Coney Barrett, U.S. Secretary of Education Miguel Cardona, and Archivist of the United States Colleen Shogan will join thousands of people across the country in focusing on the importance of civic education during Civic Learning Week, March 11–15, 2024.

Justices Sotomayor and Barrett will engage in a conversation for the Civic Learning Week National Forum at The George Washington University on Tuesday, March 12, at 1 p.m. ET. Secretary Cardona and Archivist Shogan will engage in a fireside chat at the forum’s closing reception at The National Archives, March 12, at 6:30 p.m. ET.

The two conversations come as part of Civic Learning Week, an annual nonpartisan event that brings together students, educators, policymakers, and leaders in the public and private sectors to highlight and further energize the movement for civic education in states and communities across the nation. This year’s theme, “2024 and Beyond: Civic Learning as a Unifying Force,” focuses on the need to make civics a national priority and a means to combat polarization.

Now in its second year as a nationwide celebration, Civic Learning Week includes hundreds of online and in-person events driving home understanding of what a modern civic education needs, and how the knowledge, skills, and dispositions that civics engenders can sustain and strengthen constitutional democracy and build civil discourse and understanding.

Civic Learning Week is sponsored by iCivics, A More Perfect Union, the Carnegie Corporation of New York; the Corporation for Public Broadcasting, the Honey W. Nashman Center for Civic Engagement and Public Service at George Washington University, Microsoft, More Perfect, the National Archives and National Archives Foundation, and the National Council for the Social Studies.

“Civic learning is a requirement for a healthy democracy. It can be a unifying force for our country, particularly during times of deep division,” said iCivics CEO Louise Dubé. “Civic Learning Week will provide examples of how educators and communities are finding paths forward to bolster the knowledge, skills, and dispositions essential for engaging productively across differences—a hallmark of democracy—and bridging divides.”

The National Forum, which is open to the media, will take place at George Washington University starting at 8 a.m. ET on March 12. It also include panel discussions across several key themes that show how civics can act as a unifying force:

  • How Disinformation (Including AI) Impacts Civic Learning and What We Can Do: Moderated by The New York Times Technology Reporter Tiffany Hsu, and including FRONTLINE Senior Editor Erin Texeira and Digital Inquiry Group Founder Sam Wineburg.
  • Overcoming Political Polarization Through Investment in Civic Learning: Moderated by James Bryant Conant University Professor at Harvard University Danielle Allen, and including Virginia Secretary of Education Aimee Rogstad Guidera, Middlebury College President Laurie Patton; and state and local educators.
  • Teaching Civics During the 2024 Elections—Can It Be Done?: Moderated by George Washington University Graduate School of Education and Human Development Dean and Professor of Education Michael Feuer, and including University of Pennsylvania Graduate School of Education Professor Jonathan Zimmerman and D.C.-area school educators.

The National Forum will also include the release of several pieces of new research on civic education, as well as breakout sessions tied to the themes of the day. The Forum and closing reception are open to media and will be live streamed at civiclearningweek.org/national-forum.

A full list of local and national events that will take place during Civic Learning Week is available at civiclearningweek.org/events

MA recommends iCivics for all grade levels

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iCivics has received a major vote of confidence from the Massachusetts Department of Elementary and Secondary Education (DESE). In a review by state educators of over 100 history and social studies curriculum materials that was just released as the Massachusetts K-12 History/Social Science Curricular Materials Review Guide, the state found that iCivics ranked among the top resources currently available–at all grade levels, K-12.

At the K-5/elementary grades, the review highlighted iCivics Private i curriculum as a strong supplemental resource. At grade 8, the review noted iCivics’Grade 8 curriculum/scope and sequence as a quality core resource as well as featuring the iCivics Civics Projects Workbook as strong supplemental material. At the high school grades, the review highlighted the new US History I curriculum (that will be publicly available later this year) as a quality core resource.

The guide synthesizes the findings of several review projects and involved state educators directly in the review. It supports Massachusetts educators who are selecting history/social science curricular materials by identifying promising materials worthy of further investigation by schools and districts. It contains information about history/social science curricular materials that meet baseline expectations for quality including alignment to Massachusetts standards, cultural responsiveness, and teacher usability.

We are proud of this acknowledgement of the impact of iCivics resources.

iCivics Educator Network Welcomes More Than 320 Civics and History Teachers

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iCivics, the country’s largest provider of civic education curriculum today announced that it has added 98 new members to its Educator Network. The iCivics Educator Network is made up of more than 320 civics, history, government, and social studies teachers from almost every state in the nation who serve as champions and ambassadors for high-quality, equitable civic education.

The Educator Network enables teachers to share best practices in civics and social studies, playing a key role in helping to empower students to engage as citizens in this country’s constitutional democracy, now and in the future. It provides opportunities for teachers to network with their peers, take part in focus groups, beta test new games and products, engage in special professional development opportunities, and build their voices as advocates for high-quality history and civic education.

“The iCivics Educator Network is more than a professional development and affinity group. An integral part of iCivics’ work, it’s a community that has developed over the past 11 years through which our best social studies and civics teachers are building a movement to reinstate the civic mission of schools in every corner of this country,” said Natacha Scott, iCivics Director of Educator Engagement. “Together these educators have worked through some of the most challenging times teachers have ever faced.”

Since it was founded in 2011, many iCivics Educator Network members have become some of the most prominent voices from the field advocating for civic education through the opportunities that the network provides. They are permanent fixtures as speakers at prestigious education conferences, routinely appear in both national and local media, and are recognized as excelling in the classroom.

The iCivics Educator Network includes educators with a variety of talents, interests, and teaching histories representing a diversity of grade levels K–12, geographic areas, and personal demographics. And the teachers who join the network stay a part of the network, as more than 226 members of this year’s cohort are returning, bringing our total to more than 320 educators.

“Being a member of the Educator Network gives me added insight into best practices and helps me to troubleshoot as my students are engaging with the resources,” said Jennifer Connolly, principal and EdNet member since 2018. “It also introduced me to so many amazing teachers and gave us time to meet and talk about what we are doing, and why we do it. They inspire me to try new things!”

Learn about the iCivics Educator Network, and find out how you can apply to be a part of the next cohort, on our website.

Civically Supreme: Deciding to Delve into the Simulation Scene

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One hundred percent.

One hundred percent of my students responded that the new iCivics’ Supreme Decision simulation strengthened their understanding of how the U.S. Supreme Court works. In full transparency, there were thirty students who responded to the survey. (At the time of this writing, five students did not respond due to absence at the time the survey was given.) And, if I’m being honest, it’s challenging to have one hundred percent of my Advanced Placement United States Government and Politics (AP GOV) students agree on anything. They often mirror the American electorate—divided on a variety of issues. But not on this. Not today.

iCivics rolled out Supreme Decision in early January. When I saw their promotion of the simulation on social media sites, I decided to dig in a little to see what value add this might bring to my current curriculum. I watched the seven-minute preview video and decided that I wanted to lean in further.

Admittedly, I am a self-labeled Supreme Court nerd. I follow scholars and experts on social media, wake up early in June on opinion days, and have had the good fortune of being in the Court a few times. I have been incorporating moot courts and a March Madness-style case showdown into my AP Gov course for many years. Students have offered feedback that some of these activities created core memories as they’ve reflected on their high school experience. It was only natural that I would want to look into this simulation to see whether I could implement it into my current practice.

I should also share: sometimes I get nervous trying new things. It’s not that I won’t try new strategies, materials, activities, games, etc… but I’m a bit of a type A control freak, and I like to feel like I have some sense of management over what’s happening in my classroom. As an educator, I can’t control much, so I try to grasp on to what I can. So hear me when I say, if this is you, this simulation works well. As the teacher, you control the advancement of the slides on the student screens, the videos (and if you want to replay them), and the addition of enrichment/ supplemental activities.

iCivics is known for its professional development around resources, so it shouldn’t have surprised me that they offered a webinar on how to use the simulation. And talk about timing. I was able to attend the training the day before I launched the simulation. The team from iCivics walked attendees through the simulation experience, offering suggestions, support, and reflective prompts so we could think through the application in our settings. I printed out the simulation directives and took some additional notes so I would be ready for the next day.

And then I launched it.

Supreme Decision is a purely digital simulation. The teacher sets it up and creates a classroom. The simulation kicks back a login PIN, very similar to some of the quiz-like gaming sites that many classroom teachers use. When students log in, they create a username (good news: if it’s inappropriate, a teacher can boot the student until an appropriate name change occurs) and are assigned a profile: respondent, petitioner, or justice. Students are given the background of a fictional case, inspired by an actual Supreme Court case. Students also learn what their roles are, and justices are given one of three lenses: “looking back,” “looking closely,” or “looking ahead.” Once students read through their role and better understand the case, they work through the background of the case (how the case arrived at the court) and the facts of the case. Students work in role-alike teams to examine precedent and constitutional application. Students are also given time and a digital resource to take notes on their screens. Justices are given space on their screens to write questions. The simulation allows for the students representing the petitioners to only see the notes of the petitioner. The same applies to the respondents and the justices. After note-taking and discussion, students craft and present oral arguments. Justices ask questions of the petitioner and respondent and then deliberate. Finally, justices cast a vote to determine which argument they see as having more merit. As justices rule, students can see the voting process. Teachers can freeze screens if they don’t want students to see live voting.

After our justices ruled, the students engaged in a content-rich discussion around the topic and it became clear to me that my students truly understood not only the process but the content application, as well. One student shared, “I enjoyed actually feeling like I was taking part in a Supreme Court decision. For me, learning has to be done firsthand, and with this simulation, I really got a grasp and got my needed firsthand experience to fully understand how the court works.” Another shared, “I learned how the Supreme Court works through a case, how petitioners and respondents present their arguments, and how the judges work through the arguments and ask questions to make their decision.” One student expressed how this gave them a better sense of what the Court looks like. “It is more of a conversation than anything. You are just talking to each other trying to understand every side.” Another student shared that they always thought that the Supreme Court Justices debated one another. They did not realize that this was a discussion.

Overall, our class invested a total of two class periods (about 80 minutes) working through the simulation. The timing worked well, and I am glad I decided to launch this new learning experience. In our post-case survey, I asked my students how many of them liked learning from simulations. A resounding 96% of students expressed that they either favored this approach or considered it on par with traditional delivery methods, like reading or lecture. My initial apprehensions about introducing something new were met with enthusiastic engagement and high levels of student satisfaction. I am now confident incorporating more iCivics simulations given the evident enjoyment and educational value my students gain from these experiences.

Written by Shari Conditt

Shari Conditt is in her 24th year of teaching secondary social studies. She currently teaches AP US History, AP American Government and Politics, and serves as the building instructional coach at Woodland High School in Woodland, Washington. Shari is also an adjunct professor at two local colleges- teaching survey level social studies courses and Methods for Teaching Social Studies. Shari is passionate about student leadership and serves as the school’s ASB Director where she actively supports student voice in school policy decision making. In 2015, Shari was selected as a finalist for State Teacher of the Year and in 2016 she was selected as Washington’s Gilder Lehrman History Teacher of the Year.

Through the iCivics Educator Network, the perspectives of teachers across the country contribute to the public conversation about civic education in the United States. Each contributor represents their own opinion. We welcome this diversity of perspectives.

New Game Teaches Students the Skills Needed for Local Involvement

Posted on by Luke O'Connor

iCivics has partnered with the U.S. Department of Defense (DoD) to release a new online game that introduces students to the skills needed to engage responsibly in their local communities.

Neighborhood Good is a classroom game that invites players to learn about the issues impacting a fictional community and engage with community members in order to address those challenges.

While playing Neighborhood Good, students select a challenge facing their fictional community, such as access to fresh food deserts, resourcing of schools, limited access to healthcare providers, or food waste removal. The game directs players through the process of talking with other community members to understand the problems, identify possible solutions, and figure out what resources are available. Through these conversations, students develop a plan to address the issue and see if and how it works. Neighborhood Good allows students to build the muscle and capacity for civic engagement through making choices, receiving immediate feedback, and revising their community plans.

Designed primarily for middle and upper elementary school students, the game and accompanying educator resources are available for free at iCivics.org. Neighborhood Good has support for English and multilingual learners, as well as a full Spanish-language version.

“Neighborhood Good helps students build the skills and muscles needed to work together with their neighbors and fellow residents to fix everyday problems in a safe, nonpolitical environment,” said iCivics Chief Education Officer Emma Humphries. “We are grateful to our partners at the Department of Defense for their insight into the power of local involvement.”

iCivics developed the game in partnership with DoD STEM, the Department of Defense’s education and employment initiative to inspire, cultivate, and develop talent for the modern workforce. The game was funded as part of a through grant from the DoD to the iCivics’ Civics, Service, and Leadership (iCSL) program for students exploring careers in the military and public service.

Through iCSL, iCivics is developing new resources, such as Neighborhood Good, and is working with teachers and students to approach civic education as an opportunity for building leadership skills and a service mindset. iCSL’s goal is to teach how the U.S. government works, and how to use that knowledge for the betterment of individuals and communities. The program also offers access to curriculum, a network of peers and master teachers, and professional development for educators.

The Department of Defense, through its National Defense Education Program (NDEP), has invested in civic education because it sees the lack of civic knowledge evident in the most recent NAEP Civics as a matter of national security, both internally and externally. It sees community involvement and volunteerism as key tools to combat these challenges.

New Supreme Court Simulations Engage Students Through Media-Rich, Whole-Class Experiences

Posted on by Luke O'Connor

iCivics launched Supreme Decision, a new simulation tool that equips teachers to guide their classrooms through a collaborative experience in which students explore different perspectives and work together to navigate landmark U.S. Supreme Court cases in U.S. history.

Supreme Decision simulations—iCivics’ first multiplayer offering—help educators turn their classroom into the Supreme Court as students are assigned the role of Petitioner, Respondent, or Supreme Court Justice. Students are guided through a web-based in-person experience where they learn about judicial lenses, are introduced to facts of the case, prepare for and present arguments, deliberate and rule, and finally discuss the results and reflect on the experience. The simulation is designed to bring the workings of the Supreme Court to life while giving students a first-person, active role in debating and deciding cases about topics that are relevant to their own lives: Student free speech and due process. 

The two cases are based on real-life cases that were central to the legacy of iCivics’ Founder, Justice Sandra Day O’Connor, Tinker v. Des Moines and Goss v. Lopez.

Each module includes videos that provide context and primary sources to help students understand their assigned roles as they work through these two cases. 

  • In Supreme Decision: Student Free Speech, students debate the fictional case of Ben Brewer, a high school student who was suspended for violating the school dress code. Students examine the First Amendment right to free speech and apply the precedent of Tinker v. Des Moines to answer the question: Does the U.S. Constitution protect Ben’s right to wear a band T-shirt to school?
  • In Supreme Decision: Due Process, students examine thefictionalcase of Jamie Johnson, a high school student who was suspended after a student protest. By applying the precedent of Goss v. Lopez and the right to due process, students will answer the question: Does the U.S. Constitution protect Jamie’s right to due process before a suspension from school?

These simulations use technology to facilitate, not replace, student interaction and engagement and create a controlled environment to have debates in a manner that allows a full range of opinions to be heard safely.

Don’t Navigate the Challenges of Teaching Alone. Apply to join the Educator Network!

Posted on by Luke O'Connor

While many professional learning communities exist, the iCivics Educator Network is unique. This group of energetic civics, history, government, and social studies teachers serve as champions and ambassadors for high-quality equitable civic education. 

As a member of the Educator Network, you’ll be connected to fellow educators with whom to collaborate and learn from and gain access to the tools and resources you need to effectively engage your students. 

“I love iCivics Educator Network because it creates a place for civics educators to gather and learn from one another… Because of these meetings, I feel empowered to use the materials and resources with authority and experience.”

~ Shari C., AP Government Teacher and iCivics Educator Network member

Join the cohort of Kindergarten to post-secondary educators from every state in the nation and learn from the broad range of experiences, diverse opinions, and valuable perspectives.

Benefits of joining the iCivics Educator Network:

  • Monthly virtual Educator Network meetings where you’ll connect with other members and discuss pedagogy and teaching ideas 
  • Monthly email newsletter packed full of learning opportunities and resources
  • First access to behind-the-scenes sneak peeks at new iCivics resources, special events, pilots, and other opportunities
  • Collaboration with other teachers as part of a vibrant and supportive community
  • Opportunities to share your teaching experiences with national and local media

Being a member of the Educator Network gives me added insight into best practices and helps me to troubleshoot as my students are engaging with the resources. It also introduced me to so many amazing teachers and gave us time to meet and talk about what we are doing, and why we do it. They inspire me to try new things!

~ Jennifer C., Teacher and iCivics Educator Network member