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
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.
Are you looking for ways to incorporate primary source analysis into your lessons without spending hours preparing?
Unlock the power of inquiry-based learning with our three new DBQuests! Each DBQuest asks students a big question which acts as a guiding light for in-depth analysis of three multimedia primary resources. With step-by-step guidance from a virtual writing assistant, students will gather evidence, check sources, analyze what they mean, and write responses to important questions.
Today there are six non-voting members of Congress representing American Samoa, the District of Columbia, Guam, the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands. In this DBQuest, students will explore the duties and limitations of non-voting members from the perspective of the members themselves.
This DBQuest invites students to take a closer look at how the public can inform and impact public policy over time. Students will review and analyze primary sources from 1900–1949 to discover how legislation can change and the role of public opinion in these changes. It’s a DBQuest with extra butter (or margarine) on top!
Hear as kids from three different times in history share, in their own words, how they helped their communities and country tackle the issue of food insecurity in times of war and peace. In this DBQuest, students will use evidence from primary sources to support analysis, answer questions, and describe how young people have made a difference in their communities throughout U.S. history.
Is the new school year truly upon us? How are you feeling about it?
We’re sure you have mixed feelings.
At iCivics, we are filled with anticipation and excitement. There are so many new resources debuting this fall—including a new game and video series—and we can’t wait to share them with you!
We recognize you might not be feeling that same energy, or maybe yours comes with a bit of trepidation. Teaching is a tough job, and you’re on the frontlines of some of the biggest challenges facing our country. But without fail, you continue to show up to support your students. And we are by your side.
You can rely on iCivics to create engaging, trustworthy, and useful materials that are accessible and scalable. We remain committed to providing you with the highest quality, nonpartisan civic education resources and programs.
Here are a couple of places to start:
Scope & Sequence This document is a handy reference all year long as you plan lessons. It lists all of our non-partisan resources in one place so you can quickly find the perfect match for your learning objectives. Our comprehensive units can be used as-is or you can select individual items to supplement existing materials.
Free Webinar Join us for an information-packed webinar that will energize you for the year ahead. You’ll come away with great ideas for incorporating iCivics’ other resources into your lessons and have the opportunity to collaborate with colleagues and the iCivics team.
It is a universally known truth that teachers are some of the only people who live for the questions. Well, us and whoever hosts Jeopardy. But while living for the questions, we sometimes struggle with which questions to ask and about what we should be questioning. We worry about time for authentic student agency because research shows that students learn best when they are actively engaged in their learning, and practice shows that students are more engaged when the content is relevant or valuable to them.
A few years ago, as a classroom teacher, I happily spent Sunday afternoons fueled by coffee, researching and creating engaging lessons. In fact, my classroom was designed for engagement and activity. As an ELA (and former social sciences) teacher, it was extremely important to include materials that connected my students to the setting and context of the literature. ELA is designed to be inclusive in that way. Yet, by the time I found relevant resources, created the teaching materials, scaffolded the activities, and wrote the lesson plans, the coffee pot would be empty and the street lights would be on. Every Sunday, same routine. It is the weekend routine of many educators. Imagine the time and coffees saved had I known about DBQuests by iCivics.
ELA teachers rejoice! There is a place where historically relevant content exists in ready-to-use lessons. iCivics DBQuests are free online digital activities that teach history and civics by using primary source documents and evidence-based learning. Each lesson allows students to interact with several primary sources to answer guided questions and craft written responses. Students respond to questions about the text. They examine the text for supporting details and evidence BEFORE creating an analysis in response to a Big Question that links each of the primary sources together. At the end of the lesson, the students will have a written analysis. There is no wandering around a wide-open web visiting shady sites or getting lost en route to the lesson’s materials. With DBQuests, everything is in house and on the house.
The versatility had me giddy. With so much emphasis on improving student writing and increasing engagement, DBQuests are the perfect interactive digital writing tools to support educators in their quest for student mastery. Whether your class is 1:1 or you’re sharing tech, these innovative and intentional inquiries into history and civics are game changers. But that’s not all. Imagine using DBQuests in a cross-curricular collaboration with your fellow history or civics teacher. You’re getting ready to begin a unit teaching Warriors Don’t Cry by Melba Beals. The memoir details Beals’ experiences as one of the “Little Rock Nine.” You want to adequately dig in and cover the topics and themes of the book, but time, right? Well, iCivics DBQuest Little Rock: Executive Order 10730 would be a perfect addition. It introduces students to the historical context of desegregation and why Executive Order 10730 was used by President Eisenhower. Teach middle school? Then try Clean Getaway by Nic Stone, one of my favorite new bildungsromans about Scoob, a young boy experiencing the inequalities and injustices of the past while road tripping through the South with his grandmother. Tie in the iCivics DBQuest, The Nashville Sit-Ins to provide students an opportunity to experience what life was like for Scoob’s grandparents. Then collaborate and synchronize with your fellow civics or history teachers for an impactful and memorable lesson. Imagine the possibilities! Talk about relevant and engaging! Excuse me while I go tell all my teacher friends about DBQuests by iCivics. But first, another coffee.
Written by Emeka Barclay
Emeka Barclay is a Curriculum Associate at iCivics where she helps create and cultivate curricular materials for educators and students. Prior to joining the iCivics team, Emeka taught secondary language arts and social sciences and worked as a technology and learning coach in Alabama. She then relocated to Florida where she was a dean of students. When not helping save the world, Emeka enjoys exploring the sites with her family and friends, searching for the perfect sip of coffee and nibble of cheese, and visiting public libraries.
Whether you enjoy finding opportunities within a well-structured sequence of resources or prefer looking around for pieces and bits that can be jigsawed together, our Scope & Sequence documents are a perfect reference point for jumpstarting your lesson planning for the upcoming school year.
Our Scope & Sequence documents—available for elementary, middle, and high school classrooms—list all of our resources in one place, broken up into curriculum units.
Our elementary Scope & Sequence organizes over 50 mystery lessons into units broken out by grade level and topic.
Our middle school Scope & Sequence organizes our 14 games and over 250 lesson plans into 21 units.
Our high school Scope & Sequence organizes our 14 games and over 100 lesson plans into 17 units.
Most of our resources stand alone and don’t require teaching another lesson first, so you can pick and choose what will work best for your students and the timing of your curriculum.
For those who prefer a structured approach to planning, the resources within each unit have been organized in an order that seems most logical to the iCivics Curriculum Team.
Use the Scope & Sequence to help you plan your iCivics classroom experience!
