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If You Were a Supreme Court Justice, How Would You Decide?

Posted on by Sophie Gordon

The iCivics flagship game, Supreme Decision, helped our students understand the thought process of the Supreme Court justices.

Originally, the game took students through a fictional case of student Ben Brewer, who was suspended for wearing a banned T-shirt to school. Brewer’s lawyers assert that the school limited Ben’s freedom of speech by banning clothing that advertised a controversial band, the Hall of Rejects. (This scenario reminded me of the clothing ban of the band Insane Clown Posse during the ’90s.) Students visited pairs of judges at a time who took the students through different aspects of the court’s decision-making process, including the Tinker v. Des Moines historical precedent, the impact of the court’s decision on the future, interpretation of the Constitution’s language, and analysis of the case’s circumstances.

In playing this game with hundreds of students over the years, the majority never failed to find in favor of Ben’s First Amendment rights, but it’s the discussions that come from the gameplay that varied over the years and make it such a great lesson to carry over each year. Sometimes we talk more in depth about Tinker v. Des Moines; sometimes we debate the current school dress code; sometimes we focus on defining what it means to disrupt the learning environment and who makes that decision; and sometimes students ask to dive deeper into learning about the rights that they keep in school. Over thirty states have banned cell phones during instructional time for the 2025-2026 school year, which should bring another layer of connection to the case.

While the original version of the game went away, iCivics has two updated options that still engage our students with the same ideas today.

One is Argument Wars. In this game, students can choose to play a famous Supreme Court case and hear arguments from both sides. Then they must identify the Constitutional arguments used to support the argument. Once identified, they must build an argument based on Action cards and Support cards. They offer a rebuttal to the opposing side by quickly choosing correct supporting arguments. This game’s strength lies in the variety of gameplay. Not only can you choose between several cases, but you can also choose which side to support and the argument to build. You cannot simply click your way through the game successfully. It takes reading and critical thinking skills to make your way through, but it is not at such a difficulty level that the average student would quit out of frustration.

The second Supreme Court activity truly brings the iCivics gamification to a new level. I first played the new simulation experience at an NCSS Conference, and in the years since, I am continuously surprised by how few people have heard of it! Keeping the name of Supreme Decision, iCivics took the original storyline and developed a truly interactive simulation through the decision-making process. VoxPop is an engagement engine created by Gigantic Mechanic, an internet-based software company that creates “immersive, live-action role plays [where] students explore different perspectives and work together to navigate defining moments in American History.” They currently run six simulations of American history events from Shays’ Rebellion through to the Aids Epidemic of the 1980s. For civics, they have adapted the original Supreme Decision game about student free speech and have also recently added a court case about student due process.

Using this Supreme Decision simulation has been an amazing example of project-based learning, student-led activities, and extension in the classroom. Even my middle schoolers have been able to successfully navigate through the simulations with little help from the teacher, and students have all expressed enthusiasm in the experience. They agree that the work is difficult, but that they understand the topic in the simulation more than they would through the more traditional games. In the History simulations, there is also a video about how the government or company decided in the past, and the students love comparing their results to history. Logistically, this simulation takes between 60-90 minutes to complete, depending on how much time your students will use on their preparation and arguments. With no registration or log in to remember, no student data collected, and no prep required beyond following the prompts on the screen, what do you have to lose? Check out the eight current simulations available on VoxPop, and this year, when you get to your Judicial Branch or Supreme Court unit, carve out a block or two periods to immerse your students and let them make the decisions.

Written by Erin Merrill

Erin Merrill is an award-winning educator in her 19th year of teaching middle school social studies and her 10th year as Department Chair and Middle School lead at Pennington Traditional School in Prince William County, VA. She is passionate about making her students aware and engaged in the current events around them, and thankfully, Civics provides the perfect platform for this.

Building Community Among iCivics Educators

Posted on by Sophie Gordon

On June 25, 2025, we were excited to host our second annual iCivics Educator Convening and bring together 64 educators in San Diego, California. For the second year in a row, this event was hosted in partnership with California’s Power of Democracy Civic Learning Initiative, sponsored by Chief Justice Patricia Guerrero, to bring equity to civic learning across the state of California by connecting courts with educators. The participants represented 14 states across the country and came together excited to learn, build community, and inspire each other. Throughout the day, they grappled with topics such as youth voice, advocacy, elementary civics, civics projects, using games in the classroom, inquiry, and media and information literacy.

As San Diego Superior Court Presiding Judge Maureen Hallahan said, “Our court hosts a wide variety of programs and events for San Diego-based students and teachers. So for us to be able to open our doors for a national convening, to see my courtroom turn into a classroom, that makes me proud. And I can see that our outreach staff is proud of what they were able to accomplish here.”

Educators from California and abroad had wonderful takeaways from the day:

  • “I’m not a history instructor, so I used to think it was all about regurgitating random facts. I came because I hoped to find intersection with my work with service learning, and, just as I hoped, there are lots of ways civic engagement ties into service work. I am so appreciative of the workshops, time to meet other practitioners and positive energy around student voice and engagement. The student panel was refreshing and welcomed.” -Germaine J., California
  • “I didn’t really know anything about civics and how to get started- I am a first year teacher and have felt so overwhelmed this past year, now I feel more capable and have a deeper understanding of how to begin my year.” -Olivia J., California
  • “It was amazing to be able to connect with other high school, middle school, and elementary teachers across the United States,” he said. “I met some people who are from Texas—not very far from me—we’re already thinking about collaborating and finding ways. It was a very, very good experience for me, and I’ll definitely participate again.” -Toyosi S., Texas

The program kept educators captivated throughout the afternoon with an interactive general session about legal topics hosted by a panel of Justices including Justice David Rubin and San Diego Superior Court Judges Carolyn Caietti, Ana España, Marissa Bejarano, and Justice José Castillo and a special surprise visit from California Chief Justice Patrcia Guerrero.

The entire convening was a huge success and only made possible by the collaboration between the amazing Power of Democracy staff and the iCivics team.

Written by Natacha Scott

As the Director of Educator Engagement at iCivics, Natacha focuses on growing the engagement of educators in-person and virtually through professional development sessions, curriculum, and other experiences. Prior to joining iCivics, Natacha was an educator at Boston Public Schools for 14 years, serving in various roles from elementary classroom teacher to the district K-12 Director for History and Social Studies. She is passionate about place-based learning and engaging educators in meaningful learning experiences that can immediately translate into the classroom.

Teaching the Importance of Civic Participation

Posted on by Sophie Gordon

“Raise your hand if you are eligible to vote.”

Only a few hands went up, but there were some confused looks. 

“Raise your hand if you know when you vote.”

More confused looks.

“Where you vote.” 

The more questions I asked my senior Government students about the voting process, the more bewildered faces I saw. Students looked around to see if anyone knew the answers to my questions, but no one did. I have been teaching for 15 years (13 in my current district), and every year I get the same responses, the same confused looks. 

These students are about to become adults, but many have no idea how or when to participate in one of the most fundamental acts of citizenship: voting.

At some point, it hit me—who is actually teaching students how to make their voices heard? There are classes on calculus, literature, culinary, personal finance, automotive technology, and numerous others where students learn valuable skills, but where is the class on voting and civic participation? Where’s the guide for becoming an active, informed participant in our democracy?

For Texas, it’s in your Government class. Those skills are covered in the Texas Essential Knowledge and Standards Chapter 113, Subchapter C, sections (d)13 and (d)14. My students do not arrive with an innate understanding of how they can participate in our democracy. It is my job to assist them in ways they can engage with their government and the voting process. 

Historically, youth voter participation has been extremely low in comparison to voter turnout in other age groups. It’s a trend that we teach in our classes. As the educators of these young voters, we have the opportunity to increase their level of engagement in their own democratic government, which relies so heavily on citizen participation.

In order to accomplish this, I have spoken to election officials within my county to ensure that I was up to date on election codes regarding high school voter registration, as well as received guidelines from the Texas Secretary of State. One year, I partnered up with a student group I led and, together, we created a presentation for their peers. They created a program to present to their senior class in the auditorium. They discussed voter registration requirements, upcoming election timelines with sample ballots, and ways to research offices and candidates on nonpartisan websites. At the end, we had a balloon drop! It was so much fun, and I was so happy to see the students invested and developing lifelong civic participation habits.

I’ve also used resources like the iCivics game, Cast Your Vote, which is very impactful regarding the burden a citizen faces in a democracy in the quest to become an informed voter. And I’ve used the lesson plan, Voting: Will You Do it?, as an icebreaker. I have found that students engage more when they are given agency within the assignment or task, as well as understanding the purpose or the “why.”

Democracy cannot function without citizen participation. My goal is for students to understand how crucial their participation is if they want their government to reflect their beliefs and needs. I bring up examples where students were able to bring about change by getting involved. The purpose of this is for my students to understand that there are no gatekeepers to the government or creating change.

Written by Brittany Marrs

Brittany Marrs is a National Board Certification candidate and veteran social studies educator with over a decade of experience teaching Government, AP Macroeconomics, and Dual Credit courses at Magnolia High School in Texas. A passionate advocate for civic education, she serves as an Ambassador for the iCivics Educator Network, a member of the National Constitution Center’s Teacher Advisory Council, Association of Texas Professional Educators, and Texas Community College Teachers. She also served on the Social Studies TEKS Streamlining Committee for Government and Economics. At Magnolia High School, Brittany serves as the Senior Class Faculty Sponsor. She is also a College Board AP Macroeconomics Reader and an active member of several community organizations, committed to equipping students with the knowledge and tools to become informed and engaged citizens.

Student Choice, Real Decisions: Why I Use Brief the Chief

Posted on by Sophie Gordon

There’s something powerful about putting students in the driver’s seat of history. When students play iCivics’ Brief the Chief, they get to help real presidents make real decisions that shaped our nation.

In this game, students take on the role of presidential advisors, guiding Thomas Jefferson, Abraham Lincoln, and Lyndon Johnson through high-stakes moments in American history. Unlike a worksheet, choosing the right “answer” isn’t the point here. This learning game focuses on asking good questions, thinking critically, and making tough calls under pressure.

For example, if a student chooses Abraham Lincoln, they might need to decide whether or not to issue the Emancipation Proclamation. They can interview his Secretary of State, a military leader, or other advisors to figure out the risks and rewards. With Jefferson, students might dig into trade policy with Haiti or the importance of securing the Port of New Orleans. And if they pick LBJ, they’ll confront civil rights issues or help him decide whether to run for re-election.

What I love most is how into it the students get. The game helps them take notes, but I like to encourage students to keep their own notebook to organize their thoughts and lock in the learning. I love when students share their experiences and their decision-making strategies with their classmates. Sometimes they’ll debate what was the best move in each scenario. Even the quiet kids come alive and explain their learning as I wander the classroom and get down on their level to check in.

And because students get so much choice, the game is different each time they play. Students choose which president to advise, which challenge to tackle, and how they spend their time. The gaming is fun and the learning is rich. They’re doing history, but also practicing evidence-based reasoning, decision making, and critical thinking.

For teachers considering Brief the Chief, give your students some background knowledge before they play. It helps slow them down and take the reading seriously. Encourage note-taking and make sure they interview everyone. Definitely use the Extension Pack which includes lesson plans, slides, and handouts. (What a time-saver!) And don’t skip the post-game reflection! That’s where some of the best connections happen.

If you’re looking for a way to bring energy and real-world thinking into your civics or history class, Brief the Chief is a win. It’s interactive, meaningful, and gives students a chance to lead. And honestly, students deserve a chance to shape history as they’re learning it!

Written by Christian Wrabley

Christian Wrabley is an award-winning civics and American history educator with over a decade of classroom experience. He is a member of the iCivics Educator Network and contributed to some fun work with the Design Squad. As a National Constitution Center Constitutional Fellow and a PBS Digital Innovator All-Star, he blends innovative teaching with real-world civic engagement. Christian has created national resources for PBS, WQED, and Junior Scholastic, and is a founding member of Pennsylvania’s Democracy Bowl. His work inspires students to lead, think critically, and participate in democracy long before they’re old enough to vote. Christian lives in Johnstown, PA, with his wife and three kids.

Incorporating iCivics in Back-to-School Prep

Posted on by Sophie Gordon

It’s that time of the year again, and no matter what help you need prepping for the school year, iCivics is here to help.

Are you an experienced teacher who has used iCivics for years? Or maybe a veteran teacher who is teaching civics for the first time? Or even a brand new teacher with no idea where to start? No matter where you’re at, iCivics has your back.

First things first, figure out what it is you need.

If you don’t know how you want to progress throughout your course (either because you have no starting point or want to change things up), check out the Scope and Sequence for your grade band. It can be overwhelming at first glance, so if you’re just getting started, avoid getting bogged down with all the topics in the units until you’ve built up a good frame. You can go back and place the topics, lessons, and games they have listed into whichever units you think they fit best with.

If you’ve already got a solid course outline and just want to tweak how you present a unit or add new related topics, check out the curriculum units. iCivics constantly adds new materials to these units. These materials come out so quickly that sometimes there is a delay between when they are released and when they are listed on the scope and sequence documents.

If you’re looking to simplify how you track student work and access iCivics resources, play around with their integration tools and set up your classes to find the most efficient ways to bring and manage iCivics to your classroom. It definitely beats repeatedly explaining to students how to take a screenshot of their game progress screens or dealing with a frustrated student who lost all their game progress because they weren’t signed in. You can still keep a nice blend of paper and digital assignments with these integrations, and they’re incredibly helpful for supporting absent students, multi-language learners, and facilitating a variety of accommodations and modifications to assignments.

If your focus is providing greater support for different groups of students or providing more variety in the instructional approaches you’re using, search the materials by resource type and pedagogical tags to find a variety of materials and supports to increase student engagement and differentiation. I know I’m going to be digging into their simulations and document-based questions this year as I’m looking to increase student engagement and primary source analysis skills.

If you’re looking for how to incorporate media literacy skills into your curriculum that hasn’t had the chance to catch up with rapidly changing technology, check out iCivics’ Media and Influence unit that can be applied across disciplines and is great for the start of the year to prepare students for more reflective analysis throughout the school year.

Lastly, if you’re looking for ways to make civic learning more accessible for other teachers and students’ families, check out iCivics’ information pages that provide detailed resources on how they can support teacher professional growth throughout the school year and help keep families connected and informed about what civics looks like and why it matters that their students engage deeply and meaningfully in their learning.

I hope that no matter where you’re starting, you know iCivics has your back with high-quality, nonpartisan resources to bring civics alive for your students this school year!

Written by Shae Parks

Shae Parks is starting her seventh year teaching 10th-grade U.S. Government & Economics and A.P. U.S. Government and Politics at her alma mater, Milford High School in Milford, Delaware. She is an iCivics Educator Network member, the 2023 James Madison Fellow for Delaware, recipient of the 2025 Delaware Civics Educator Award, and will be presenting at the 2025 National Social Studies Conference on her passion: bringing democracy to our kids in the classroom, school building, and beyond.

How I Plan My Year with iCivics

Posted on by Sophie Gordon

As a teacher, one of the most important things I do at the start of each school year is map out my curriculum—and iCivics makes that process not only manageable but genuinely exciting.

On the iCivics website, in the Educational Resources section, teachers can browse materials by grade level or resource type. But my go-to move? I scan all the way to the right and click on the unassuming “Scope and Sequence.” (Personally, I think there should be arrows and sparkles surrounding this hyperlink because this is where the magic begins.)

Each year, I download the Scope and Sequence document directly to my desktop so I always have it on hand. iCivics offers versions for elementary, middle, and high school, and they’ve even included Spanish-language resources for middle and high school. These Spanish-language documents are incredibly user-friendly—every lesson plan, game, and infographic is hyperlinked, making it easy for teachers to access exactly what they need with just a click.

Since I teach high school, I use the High School Scope and Sequence. It’s organized into clearly defined units, each with a suggested sequence that helps me see the big picture. Every resource is labeled by type—WebQuest, DBQuest, lesson plan, video, mini-lesson, or infographic—so I can quickly identify what will work best for my students. I never worry about missing a resource—even if it fits into multiple categories, iCivics has it linked everywhere it’s relevant.

When I first made the move from elementary to middle school civics, I would browse resources by grade or type. Usually, I would start with the curriculum units. These were a lifesaver! They were laid out in a logical, chronological order and came with detailed lesson plans and student activities that helped me build confidence and structure in my classroom.

Now, as a more (ahem) experienced teacher, I’ve grown more comfortable adapting the materials. Now, using the Scope and Sequence as my foundation, I pick and choose the resources that best fit the needs, interests, and learning styles of my students. Whether I’m diving into a DBQuest to build document analysis skills or using a mini-lesson to introduce a new concept, iCivics gives me the flexibility to teach civics in a way that’s both rigorous and engaging.

Planning my year with iCivics isn’t just about staying organized—it’s about empowering my students to become informed, active citizens. And with tools this thoughtfully designed, that goal feels more achievable every day.

Written by Anne Walker

Anne Walker brings a wide perspective to iCivics, having taught Kindergarten through Dual Enrollment American History and Government over her 20+ years in education. A proud Madison Fellow, she holds master’s degrees in both Curriculum, Instruction and Assessment, as well as American History and Government. A member of iCivics’ Steering Committee, she is also proud to have a seat on the National Constitution Center Teacher Advisory Council and RetroReport Teacher Ambassadors. She currently serves on the National Council of Social Studies Board of Directors.

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.

CivxNow Hill Day: Civic Education Advocacy in Action

Posted on by Maria Owens

On May 4th, I was engaged with educators in a conference room at the National
Constitution Center in Philadelphia. I listened to a conversation about something called “Hill Day.” I tried to piece together what I heard. “CivxNow Coalition . . . lobbying Congress . . . If you are interested, speak with . . .” Oh! I was interested! But who am I to lobby Congress? Thankfully, I found the courage to “speak with . . .”

Eighteen days later, I entered another conference room in Washington D.C. As soon as I said, “Hi my name is . . .”, advocates and Coalition partners from across the country engaged me in conversation and filled me with confidence. They convinced me that my voice was worthy, not simply because I was a citizen, but because I was an educator of citizens.

As I rode to our first meeting, memories of hundreds of citizens I had educated flooded me – filled me with inspiration. I imagined them saying to me a version of what I had said to them. “Use your voice, Mr. Uplinger! It’s your unalienable right!” It was as if all those students and I locked hands and cleared security together.

At the first Representative’s office, we were greeted by a young woman who looked just like a student I had taught. But she had been a student of other teachers. . . and my goodness, they had educated her well! While people swirled around us, she listened attentively to every word and asked questions to clarify and gather more information. And her eyes only left the conversation to record notes.

That pattern repeated in every office we entered. Every young woman or man we
spoke to looked like a student of mine. But still other teachers had inspired them to do the essential work of Democracy: to sincerely consider a constituent’s concern; to faithfully relay those concerns to elected representatives; to follow-up and continue the civil discourse with gratitude. I pray those other teachers know how well they have done their essential work.

As I waited for my train back to New Jersey, I reflected on the spiritual nature of civic advocacy in a journal:

I lobbied today with dedicated educators. Most directly, we asked for federal
funding for civic education. We offered metrics and numbers that measure the
benefit of that. But in a larger sense, I learned that every positive moment I
experienced today started with civic education. It is the seed that, when
nurtured and fed, can produce infinite growth in a democracy. There is no
earthly metric or number large enough to measure the true worth of civic
education – or measure the harm if it is lost. ‘Who am I to lobby Congress?’ I
am a citizen who educates citizens. . . and no advocate is more important and
essential to a democracy.

Written by Craig Uplinger

Craig Uplinger taught Honors United States History, Street Law, and We the People: the Citizen and the Constitution at Marlboro High School in Marlboro, New Jersey. Currently, he serves as the Associate Director for the New Jersey Center for Civic Education. In that role, Craig provides mentorship, professional development, and curricular resources for New Jersey K-12 educators. He also serves as the New Jersey coordinator for the We the People and Project Citizen curriculums. Craig received a M.A. in United States History in 2015; was recognized as the Outstanding Graduate Scholar by Monmouth University; and was awarded the Lifetime Achievement Award by the Freehold Regional High School District in 2017. In addition, he is a James Madison Fellow and a member of the Phi Alpha Theta National Historical Honor Society. Craig’s passion is to strengthen civic relationships, first between students and their teachers in the classroom, then within every community they all will inhabit throughout their lives. 

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

How to Ask for Professional Learning (Plus a Ready-to-Use Template!)

Posted on by Sophie Gordon

We all know the feeling: that spark of inspiration from a new teaching strategy, the desire to deepen our understanding of a subject, or the need to implement a new curriculum effectively. Professional learning opportunities and collaboration with fellow educators, like the Collaborative Learning Pathway offered by iCivics, can be the fuel that keeps our passion for education burning bright and directly impacts the learning experiences we provide for our students.

But often, the cost of high-quality professional learning can feel like a personal hurdle. While funding from your district or school for the entire staff may be limited. That is why advocating for your own professional learning and development can be a game-changer for your growth and, ultimately, your students’ success.

But what does it look like to advocate for yourself, and how should you get started?

Before you submit your request, take a moment to reflect on why your district should invest in this specific professional learning opportunity for you. Consider these points:

  • Improved student outcomes: How will this learning directly translate to a better learning experience and improved outcomes for your students? Be specific! Will it help you implement more engaging strategies? Address learning gaps? Enhance critical thinking skills?
  • Alignment with district initiatives: Does the professional learning opportunity align with current district-wide goals or initiatives? For example, if your district is focusing on inquiry-based learning, highlighting an offering on that topic strengthens your case.
  • Enhanced teaching practice: How will this learning enhance your instructional skills, classroom management, or assessment strategies?
  • Leadership potential and collaboration: Will this learning equip you to be a better resource for your colleagues or take on leadership roles within the school?
  • Staying current and innovative: Education is constantly evolving. Professional learning ensures you stay up-to-date on best practices and innovative approaches.

Your Advocacy Toolkit

  1. Do your research: Identify specific professional learning opportunities that align with your needs and school goals. Be prepared to provide details about the content, duration, cost, and potential impact.
  2. Connect to the curriculum: Clearly articulate how the professional learning will enhance your ability to deliver the curriculum effectively and meet learning standards.
  3. Highlight the benefits for students: Always bring it back to the students. Explain how your enhanced skills and knowledge will directly benefit their learning journey.
  4. Be specific and concise: Clearly state the professional learning opportunity you’re interested in and why you believe it’s a valuable investment.
  5. Offer to share: Suggest sharing your learnings with colleagues through a write-up for the school or district newsletter or blog, a presentation, or informal discussions, demonstrating a return on the district’s investment beyond your own classroom.
  6. Be professional and respectful: Approach your administration with a well-thought-out and respectful request.
  7. Follow school and district procedures: Understand the proper channels for submitting professional development requests.

Ready-to-Use Letter Template

To help you get started, we’ve created a customizable letter template you can adapt and send to your administrator. This template provides a solid framework for articulating your request effectively. We recommend updating the letter and benefits to fit the needs of your classroom and district.

Get the Letter Template

How to Integrate iCivics into the End-of-Year

Posted on by Sophie Gordon

As a high school teacher, the end of the school year is a pivotal time—especially for the seniors in my classroom. Between AP exams, final projects, and wrapping up the last quarter, it’s easy for both students and teachers to feel overwhelmed.

Adding to the pressure, assessments today go beyond rote memorization. Increasingly, end-of-year tests focus on higher-order thinking, requiring students to analyze, argue, and write in more sophisticated ways. On top of that, we educators want to ensure students leave our classrooms equipped with the skills they’ll need in college or next year’s courses.

It’s a lot to juggle. But iCivics offers a simple, effective solution—one that supports students’ learning while easing some of the pressure on teachers.

Gamify Review Sessions

While end-of-year study time is important, it can quickly become monotonous. One of my favorite ways to energize review days is by incorporating iCivics games. In my classroom, I often use Argument Wars, Branches of Power, and Constitutional Compromise to help students revisit key content like court cases, foundational principles, and the structure of government.

These games keep students actively engaged—and they’re more than just fun. Each one provides teachers with real-time data on student comprehension. That data can guide review sessions, helping us target the concepts students need to strengthen before final assessments.

Data-Informed Re-Teaching

Sometimes, the data from review sessions reveals topics that need to be revisited. That’s where the iCivics resource library becomes invaluable. With just a few clicks, you can find full lessons, videos, and activities covering everything from the Constitution to westward expansion to the civil rights movement.

My students especially love the civil rights unit. The engaging videos and interactive lessons help bring the material to life—and they’re a lifesaver when I need to quickly pull together a targeted review lesson based on student performance from the previous day.

Ending the Year with Meaning

The final days of the school year should be more than just a countdown—they should be a chance to reflect, reconnect, and celebrate all that students have accomplished. With iCivics, educators can spend less time scrambling to prepare and more time creating meaningful moments with their students.

Whether you’re reviewing content, identifying areas for reteaching, or planning engaging activities, iCivics provides high-quality resources that meet the moment. At a time when we’re all feeling the pressure, it’s a partner that helps us—and our students—finish strong.

Written by Jessica Mahoney

Jessica Mahoney is a third-year social studies educator who teaches Virginia and U.S. History at Norview High School in Norfolk, Virginia. She is a member of the iCivics Educator Network, the Virginia Museum of History and Culture’s Teacher Advisory Council, and a teacher ambassador for Retro Report. Jessica also serves as an at-large board member of the Maryland Civic Education Coalition, the Legislative and Advocacy Liaison for the Virginia Council for the Social Studies, and an educator consultant for the Center for Civic Education. She is passionate about engaging students in history and civic life through hands-on, inquiry-based learning and advocates for elevating teachers’ and students’ voices in education policy at both the local and national levels.

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.

To Our Incredible Teachers: We Appreciate You

Posted on by Sian Park

I have a confession to make: I didn’t want to write this post. What can I possibly say to express the magnitude of my appreciation for you without acknowledging the current moment and thereby wading into the political—something I’m neither supposed to do, nor want to?

But that’s been true for everything I’ve written or recorded for you this year. Every single message has been so hard to compose. I’ve obsessed over every word.

This is not my norm. I rarely struggle to find my words, especially when talking to teachers. You are my people, and I’ve always found it easy and natural to communicate with you. This year is different, not because of you, but because of the extraordinary circumstances in which you find yourself trying to teach for the maintenance of our constitutional democracy.

But here we go…

I appreciate you. All of iCivics appreciates you: our staff, our board (including Justice Sotomayor!), and our donors appreciate you.

And even though she is no longer with us, and I wouldn’t dare to put words in her mouth, I’m certain Justice O’Connor is smiling down upon you with awe and appreciation. We are all so grateful.

As the Chief Education Officer at a nonprofit organization, I necessarily wear a lot of hats. I know you get it. You do too.

You’re not just history or civics teachers. You’re counselors, coaches, club advisors, hallway monitors, test proctors, lunchroom attendants, and sometimes traffic directors. Every day when I drop my daughter off at school, I’m filled with both gratitude and cognitive dissonance when I see teachers with graduate degrees wearing professional clothing while blowing whistles and managing car lines in the south Georgia humidity.

That is insane. No other profession asks so much in the form of “other duties as assigned.”

My job description encapsulates many different things—important things, like academic integrity, impact research, youth engagement, and more. But my number one priority right now is supporting you in any way I can—not because you need my help, but because you need a friggin’ break.

So this is both a letter of appreciation and an invitation to HIT.ME.UP. Not to go to the club, although drinks are on me if we find ourselves in the same city. No, hit me up for what you need. How can I help? How can the team at iCivics make your job easier?

Because appreciation without action is like a terrible hug: hollow, unsatisfying, and oftentimes awkward.

We’re not here for that. We’re here for genuine, authentic appreciation—the kind that feels like a hug from your best friend after months or years apart.

Here’s what we’re doing at iCivics to put our appreciation into action:

  • We are LISTENING. As much as I want to delete all of my accounts, I continue to stay engaged on as many social media sites as possible to understand your daily struggles. The same is true for our marketing, product, and professional Learning teams. We’re also on a listening tour, scheduling 1:1 virtual meetings with educators.
  • We are CREATING. Every day, the award-winning product team at iCivics is researching, writing, revising, and uploading so that you have access to accurate, objective, engaging, and impactful resources.
  • We are ADVOCATING. Our Policy team is tracking bills, calling legislators, convening state-based commissions, and doing everything else in its power to ensure that states propose and pass bills that support civic education and civic educators.
  • We are PLANNING. We have our eyes on Constitution Day in September, NCSS in December, Civic Learning Week in March, and America250 from June 2025 to July 2026. We’re hard at work to make these special occasions and opportunities as meaningful as possible.

With that, I send you my biggest virtual hug—one that feels like a hug from veteran educator and iCivics Educator Network member Shannon Salter from Pennsylvania. Shannon gives the best hugs. They are whole-body, perfectly forceful, and just long enough for you to feel her affection without bystanders starting to wonder if something else is going on or if they should intervene. That’s the kind of hug I’m sending you.

With all of my gratitude,
Emma

P.S. We want to hear from you! Really, how can we help?
Here are some ideas that come to mind, but we are all ears for your specific suggestions:

Written by Emma Humphries

Dr. Emma Humphries, iCivics’ Chief Education Officer, brings extensive classroom experience teaching government, history, and economics, where she discovered the impact of engaging learning tools. With a deep commitment to empowering educators, she continues to champion innovative civic education resources and strategies.