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, 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.
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.
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.
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?
InSupreme 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.
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
In 2014, I met with Sandra Day O’Connor for dinner at a restaurant in Washington, DC, to interview for the position of executive director of her nonprofit iCivics. I barely got a word in between interruptions from other diners who wanted to shake her hand, tell her a story, or take a picture with her. When dessert was served, the Justice was clear in articulating my marching order: “Louise, we need to be in all 50 states.”
I have been working to make her vision a reality ever since.
When we met that day, iCivics was just past its startup phase. Today, up to 145,000 educators and 9 million students use iCivics resources every year. We now provide professional learning to educators to support their practice in all 50 states. And, we are working to advance bipartisan legislation on both the national and state level that supports civic education through CivXNow, a coalition that iCivics founded that includes more than 300 organizations from across the viewpoint spectrum.
Justice O’Connor was a true leader. Beginning in 2006, she was determined to “crack” civics, to reimagine how we teach a “boring” class in new and exciting ways, and to ignite the passion of young people to become involved in our constitutional democracy. Her determination, devotion to high quality, and find common ground continue to animate iCivics’ work.
She was not just a luminary, but unique in her ability to drive change and follow through on her passions.
Many important and famous people have started initiatives that have not succeeded. iCivics has grown and flourished because she spent time listening to the customers—educators and students and their families—to find out what they needed. She hired educators to work on curriculum development. She built products that were easy to use, engaging to students, did not require a lot of preparation time, and closely aligned to the state educational standards. That is iCivics’ recipe for success.
And she did this because she cared not just about this country but about the very people that make up our nation.
Justice O’Connor saw into the future. She lived and worked within institutions her whole life. Yet much of her time was spent outside of these institutions, forging personal friendships and building trust. She knew that the formal was not sufficient. Institutions are nothing without people, without those who bring to bear the very norms, beliefs, rules, and behaviors that make institutions function well. Justice O’Connor understood that our country’s institutions cannot survive without support from “We the People.”
Civic education is an investment in developing the knowledge, skills, and dispositions of a citizen so that they can both understand how our system functions and hold it accountable. Justice O’Connor understood that schools are the best way to ensure we reach each and every student in the United States in order to sustain and strengthen our constitutional democracy.
To this day, iCivics’ culture is a reflection of Justice O’Connor’s determination and commitment.
I came to iCivics to honor the legacy of a woman who pioneered the way forward for professional women. As she said, “It was good to be the first, but you did not want to be the last.”
I feel an obligation to ensure that the contribution of the women from a generation prior to mine is understood, honored, and respected. My mother had an eerily similar story to Justice O’Connor’s. She was the second woman Supreme Court Justice in Canada. Also like Justice O’Connor, my mother could not get hired out of law school and ended up posting an ad in the newspaper.
But both women persevered and did not let the conventions of their time get in the way of their talent and wisdom. They are superwomen, and we owe them a debt of gratitude.
Shortly before she died, I was deeply honored to speak with Justice O’Connor one last time. I assured her that iCivics was successful and that her vision is now a reality.
We will miss you, Justice O’Connor, but we continue to be animated by your vision.
CAMBRIDGE, MASS. [December 1, 2023] — As the nation mourns the passing of former U.S. Supreme Court Justice Sandra Day O’Connor, she will be remembered not just for her seminal work with the Court, but as the founder of a movement to revitalize civic education.
Appointed to the U.S. Supreme Court in 1981 by Ronald Reagan, O’Connor was known as a moderate and master of intelligent compromise. When she retired in 2006, O’Connor began work on what she would see as her true legacy—ensuring that millions of young Americans were educated on how our government works and empowered to become informed and engaged participants in our self-governing society.
iCivics started this work by creating innovative, engaging online games and resources. Since its inception, iCivics’ games have been played more than 189 million times. All iCivics content is completely free and nonpartisan—and is now used by up to 9 million students and 145,000 teachers annually in all 50 states and the District of Columbia.
“Justice O’Connor was both a great Justice and a great person. She brought such experience and integrity to everything she did. Her legal and political career was exceptional, at a time when the obstacles for women were formidable; providing a thoughtful ballast and balance to the Court, and continuing to make important contributions to America and its civic institutions after she stepped down,” iCivics Board Chair Larry Kramer said. “iCivics was her brainchild. She spotted the need and importance of reinvigorating civic education before others, and she led the creation of an innovative leader in the field. As important, she was kind and generous, a friend and mentor to countless young people.”
Remembered as a trailblazer for her work on the Court, it was the path Justice O’Connor blazed after she retired from the U.S. Supreme Court—as a pioneer in advancing civic education—that she stated both privately and publicly was what she considered her true legacy.
“If we want our democracy to thrive, we must commit to educating our youth about civics, and to helping young people understand their crucial role as informed, active citizens in their communities and in our nation,” Justice O’Connor said in her final remarks to the public in 2018, as she withdrew from public life because of her health. “We must arm today’s young people with innovative civic education that is relevant to them. Bringing high-quality civics to every school in every state of our union is the only way that the next generations will become effective citizens and leaders.”
Over the last decade, iCivics has supported its work in the classroom through its leadership of a movement to make civic education a nationwide priority. iCivics founded CivXNow.org, a politically and culturally diverse coalition of more than 300 major organizations, universities, and foundations that are working across political lines to improve civic education.
In 2021, iCivics along with Harvard, Tufts and Arizona State Universities unveiled the Roadmap to Educating for American Democracy (EAD). The initiative, first funded under the Trump Administration and continued under the Biden Administration, crafted a framework that charts the path toward a vibrant and diverse constitutional democracy through civics and history education.
“I came to work at iCivics to fulfill Justice O’Connor’s vision for a civic education that prepares students for civic engagement. During my interview for the position, she told me that it was not enough for students to know, they must also do, be engaged and solve problems,” iCivics Chief Executive Officer Louise Dubé said. “The Justice’s career is a testimony to civic service and dedication to the country. My goal remains to fulfill her vision and make her proud. And there are no words for how much she has meant for iCivics, civic education, and how deeply we will miss her.”
For more information about Justice O’Connor’s work with iCivics, visit iCivics.org. To arrange an interview, please contact [email protected].
iCivics is thrilled to announce its partnership with Nickelodeon and ATTN: to bring children ages 2–11 a brand new animated music video series that helps them learn about how to be a part of a stronger democracy.
Well Versed hits all the right notes as it teaches civic concepts to the youngest generation in fun and imaginative ways through original pop songs. The 12-video series explores topics such as the functions of government, how laws are made, and how to be of service to the community. iCivics helped design the series and created viewing guides that support learning in the classroom or at home with short activities and conversation starters.
Joining us to unveil the series on National Civics Day were First Lady of the United States Dr. Jill Biden and Former First Lady of the United States Laura Bush. Speaking to a crowd of students in Philadelphia, Dr. Biden shared, “…learn everything you can about the things you love, the things that make you curious, but also take time to learn your rights as a citizen.”
First Lady Bush added via recorded video: “We believe that we need to inspire public trust, promote service, encourage civility, tolerance, and compassion among Americans. But it’s especially important that we teach our children how to be engaged citizens.”
Said Shari Redstone, Chair of Paramount Global, “Our goal is for these videos to be played in classrooms and homes across the nation in order to help address the enormous gaps in civic literacy today.” Check out these stories on NPR and CBS News to learn more.
Civic education, like reading or math, should start young, and these videos and learning materials can make government more relevant, interesting—and fun—for our youngest learners.
In addition to iCivics, the videos are also available across all Nickelodeon Platforms, Paramount+ and Noggin now.
Now in its fifth year, the fellowship helps students from across the country build civic leadership skills and explore how civic education can become more relevant to all youth in the United States
September 20, 2023—iCivics has selected 34 talented high school students from across the country to take part in the iCivics Equity in Civics Youth Fellowship (ECYF). The students were selected after a competitive process that saw nearly 350 applicants from 38 states and Washington, D.C.
The yearlong fellowship helps students develop leadership and communications skills in collaboration with peers and experts in the field of civic education. Throughout the year, students research and explore how civic education can become more equitable for students across the United States, utilizing their own lived experiences to become ambassadors and shed light on how civic education can include student voices from every background.
“I am excited for this year’s fellows to come together, learn from one another, and use their lived experiences to shed some light on the current state of civic education for our young people,” said iCivics Youth Engagement Coordinator Michael Reyes.
The fellowship kicked off in late August, and moves into full-gear with an in-person symposium in Washington D.C. in early fall. It continues through the 2023-2024 school year as fellows engage virtually in group discussions with their peers, workshops and lectures with experts in the field, and projects designed to strengthen listening and collaborative skills. All of the fellows’ work will be centered around ensuring that civic education is available and relevant to all students in the United States.
Over the past five years, students from across the country representing rural, urban and suburban districts have taken part in the fellowship. They have become an integral part of informing the broader civic education movement, sharing their experiences and thoughts at convenings for the Educating for American Democracy initiative, the Ronald Reagan Institute, Civic Learning Week, and the Commonwealth Club. They have been featured in media such as The Wall Street Journal, Chicago Tribune, and WBUR in Boston.
iCivics is proud to announce this year’s Equity in Civics Youth Fellows:
Maurits A. – Florida
Titus A. – Arizona
Liana A. –Maine
Addison A. – Louisiana
Alexandra B. – Oregon
Erica B. – Minnesota
Maya B. – California
August B. – Delaware
Jayla C. – Georgia
Rainie C. – Oregon
Ace C. – Iowa
Shreya D. – Washington
Miranda D. – New Jersey
Kora D. – Massachusetts
HamzaE. – California
Pablo G. – California
Kaimy I. – North Carolina
Daye K. – Georgia
Shirin K. – Pennsylvania
Wyatt L. – Arizona
Mia L. – Illinois
Dontrell M. – Georgia
Ronald M. – North Carolina
Aser M. – Maryland
Tithi M. – New Jersey
ColtonM. – New Hampshire
Folasade O. – Connecticut
Cian O. – Massachusetts
Saghana P. – Michigan
Ellie P. – Virginia
Elijah S. – Tennessee
Pratheek T. – Virginia
AlyssaV. – Ohio
Sarah V. – New York
For more information about the iCivics Equity in Civics Youth Fellowship, and how to participate, visit the website.
