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Jessica transports students to American Revolution through Civic Star Challenge

Posted on by Sophie Gordon

Our school is nestled in the Ozark Mountains of Arkansas, and it’s a real hub of the community — it seems like nearly everyone’s mom, dad, or grandparent works as a teacher, bus driver, or secretary. We graduate about 120 students a year, and I’ve known most of them since birth. Though we’re rural, we’re far from isolated. Travel is a passion of mine, and I’ve shared it with students through fellowships and trips: from meeting Gen. Colin Powell in D.C. to studying in France. And soon my students will be part of Senator John Boozman’s youth cabinet in Little Rock.

Still, some of the most transporting experiences happen right in my classroom. That’s what the Civic Star Challenge is all about. When we learn about the American Revolution, I try to turn my class into a time machine.

That starts by challenging the students to walk in the shoes of colonists. We learn about what they wore, how they created their clothes, and even how they brushed their teeth. We also learn colonial era dances! Then we create life-sized portraits of Federalists and Anti-Federalists. The students trace their bodies on giant pieces of paper, then complete the portrait. Students are able to see – and feel – history come to life. Rather than it just being something listed in a book, they can imagine what it’s like to be these people.

From there, we talk more about what it would be like to experience the tumult of the Revolution first-hand. In one class, we took all the events of the American Revolution and they had to write a text to their friend explaining what was going on:

Guess I won’t be sending letters anytime soon. #quittaxingus (Stamp Act, 1765)

The water in the Boston Harbor smells like chamomile! #ThrowTheCratesOverboard #TeaParty (Boston Tea Party, 1773)

The Treaty of Paris has been signed! #NewCountryWhoDis (Treaty of Paris, 1783)

Students are often tempted to parrot back the definitions and explanations they find in their textbooks. While that type of learning is important, I find it’s crucial to find ways for the students to make civics their own. I often say, “You have to say it in your own words or it doesn’t count.” Last week, we spent a whole class decoding the Preamble to the Constitution. Actually, they did the decoding. I stood in the back of the room while the students parsed those 52 words and came up with their own version:

We, in the USA, want a better country.

We will have fair laws.

We will have a peaceful country.

We will have a military to take care of our people.

We will care for our people.

We want to bless the future people.

Now we will put the rules down for this country.

We also find ways to engage the system directly. Each year, the students research Arkansas’s D.C.-based elected officials. They’ll write them letters. And, soon after, the officials will write them back. It’s always so exciting to watch the students hold the Capitol Building stationery up to the light to see the watermark. From there, we’ll set up a call on Zoom – again, I’ll stay at the back of the classroom and let the students run the show. And that’s where I really see the impact of civics learning: students understand how to both model and participate in respectful civic engagement. Even when they disagree with their elected officials, they speak thoughtfully and respectfully, grounded in the work we’ve done together.

After the call, there’s always a buzz in the classroom. The students say, “Wow, I can’t believe this person knows me!” It’s representative democracy in action, and proof that their voice matters.

About Jessica

  • Teaching experience: 23 years in Arkansas public schools
  • Currently teaching: High school Civics/Economics and concurrent college credit history courses

The Gilder Lehrman 2024 History Teacher of the Year for Arkansas, Jessica is the president-elect of the Arkansas Council for the Social Studies and has worked with a number of educational organizations from across the country. She is passionate about educational travel, community engagement, civic involvement, and rural education; she looks forward to completing her doctorate at the University of Arkansas in the spring of 2026.

Teaching with The Constitution EXPLAINED

Posted on by Sophie Gordon

iCivics resources have proved invaluable to every one of my social studies classes, from Civics to African American Studies, to my dual enrollment courses in American Government. Supporting students in their learning about the Constitution is no easy task, as there is so much to cover in a semester course regarding all things civics (as I’m sure many other educators can empathize with—especially those who teach AP Government in a semester, you’re rockstars!). One resource that I would highly recommend to support students in their learning is the Constitution EXPLAINED video series. The videos provide a solid foundation in teaching the big ideas of complex constitutional thinking.

The Constitution EXPLAINED videos that teach the three branches of government are required content resources in my classes because they effectively summarize and condense the big ideas in just a small handful of minutes. For example, when teaching the Legislative Branch, there are numerous videos to select from to support students, one of my favorites being The Do’s and Don’ts of Congress. This is because it provides a solid understanding of the powers and limitations of Congress, while also giving students an opportunity to critically think for themselves about how they think Congress should act by asking, “Do you think the Elastic Clause has been stretched so far that it gives Congress too much power?” Without even having to ask, my first hour automatically launched into their own small group discussions, and it was wonderful to watch.

Whether they were making connections to what they’ve learned so far in class, in other classes, or with current events, the students all seemed very ecstatic to share what they believe. It’s also a conversation I know I can easily revisit, as they really enjoyed their time processing ideas or concepts they would like to see in their lives regarding the ‘dos and don’ts’ of Congress, which is impressive for their age. I love seeing this type of learning come from a resource that is less than 3 minutes long because it turned into a 10-minute conversation, and I’m sure it could have gone on for the rest of the period as well. Each class responded a little bit differently, had different suggestions on what implied powers Congress should or shouldn’t have in a modern society, and had questions on how to create changes within Congress’s power, as well as the other branches of government.

From the educator point of view, the supports that come with each video are also fantastic. The transcripts for each video allow me to provide supports for students with different learning abilities and students who are multilingual learners. The Teacher’s Guide explains how to create a lesson from the video, including vocabulary supports, guiding questions, and learning supports, which are also written in Spanish. There’s even a Claim, Evidence, Reasoning prompt that I plan to use when I teach with these resources next semester, where “students work in pairs to find examples of when the Elastic Clause was used in history. Students should find evidence to support the claim that the use of the Elastic Clause increased Congress´s power. Students can then prepare a one-minute speech explaining their reasoning. They can record their speeches (video or audio) and use visuals for support.” This is a great example of how iCivics provides scaffolds for both new and seasoned educators alike, and offers educators a way to think about teaching differently in the future while also increasing the rigor of their students’ constitutional thinking within our current reality.

Written by Sam Westerdale

Sam Westerdale is in her 14th year of teaching high school social studies in Aurora, Colorado, with classes in Civics and African American Studies. With the support of a James Madison Fellowship awarded in 2018, she earned a master’s in Political Science and also teaches dual enrollment classes in American Government, State & Local Government, and Introduction to Political Science. Sam is a member of the iCivics Ednet Teacher Network, the National Constitution Center’s Advisory Council, and is a Retro Report Teacher Ambassador. She is also a Board Director for the Colorado Council of the Social Studies, a member of the Civics for Colorado Coalition, and supports and trains student teachers through a local university. Sam has a strong passion for creating connections for her students on how to be involved in their community through a rigorous and culturally responsive civics background, along with what it means to support and care for others in an ever-changing world.

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 plurality of perspectives.

From Monuments to Movements: Inspiring the Next Generation of Civic Leaders

Posted on by Sophie Gordon

Huddled beneath umbrellas on a drizzly day in our nation’s capital, the newest cohort of iCivics Youth Fellows sat in small groups at the edge of the Tidal Basin. Deep in conversation, they reflected on the words and legacies of some of America’s most influential voices, encountered through the surrounding monuments and memorials. Though nearly complete strangers, the students engaged with one another’s perspectives as they looked ahead to the year they’ll spend together.

Held September 25–29, the Washington, D.C. Symposium serves as the in-person kickoff to the fellowship year. Fellows connected and built community while learning alongside alumni mentors and iCivics staff. They explored the home of the federal government with visits to the U.S. Capitol, the Supreme Court, and the White House, and spent time among the monuments and museums of the National Mall, including the Library of Congress, the National Museum of African American History and Culture, the National Gallery of Art, and the National Museum of Natural History.

Here’s some of what the Fellows had to say about the trip:

  • “The iCivics Youth Fellowship has given me the opportunity to understand perspectives that I hadn’t otherwise interacted with. The amount of passion each fellow had for their platforms is a picturesque example of civic engagement and advocacy. Seeing other people my age lobbying for change gives me great anticipation for the future.” – Ava June T. (KY)
  • “The trip to Washington, D.C. made me think about not only the foundations of American democracy, but my role within it; it made me question what it truly means to be civically engaged, and why civic engagement is so important. Seeing monuments like the MLK Jr. and Korean War memorials made me think about our moral obligation to stand for what’s right, not just as Americans, but as humans. Conversing with my peers expanded my mindset and helped me better understand varying perspectives, even when I didn’t always agree. Overall, the trip represented the very purpose of this program, which is to inspire students across the country to uphold America’s democracy.” – Camryn H. (OH)
  • “I am very thankful for the D.C. trip. It helped me to see the real workings of our government in person, which I find really awesome. Thanks to iCivics, I was able to foster discussion with youth fellows who share a passion for civic engagement, and diversify both my own perspective and those of my peers.” – Bradley M. (Alumni Mentor, CA)

The iCivics Youth Fellowship is a paid, yearlong program for U.S. high school students to build a movement led by and for young civic leaders. Designed to elevate and center youth voices, the fellowship fosters a pluralistic, talented community of students from across the country. Over ten months, Fellows engage in an immersive civic learning experience, investigating, discussing, and sometimes debating questions like: How can I identify civic issues I care about and connect them to others’ experiences? How do we use civil discourse to find common ground in disagreement? And how can I share my voice as an advocate for civic learning and engagement?

The connections and friendships established in D.C. are invaluable as Fellows embark on building their Civic Engagement Portfolios throughout the year, selecting from a range of experiences in their communities related to local policy, news, decision-making bodies, and service. They also conduct and share Community Research Projects that highlight their lived experiences with civic education and engagement. Later in the year, Fellows collaborate on Student Panel Discussions focused on regional or national civic education topics that connect across their local communities.

Upon completion of the program, Youth Fellows join our ever-growing Alumni Network. This network provides myriad opportunities, including applying to serve as an alumni mentor to a new cohort of Youth Fellows, representing youth voice and the civic movement at various iCivics events, and collaborating on the creation of iCivics resources. They have even been featured in media such as The Wall Street Journal, Chicago Tribune, and WBUR in Boston.

Spending a long weekend with this group of students filled my cup as I got to know each of their unique stories and interests, engaged in critical thinking and dialogue together, and shared laughs over meals. As iCivics works to inspire young people for informed civic engagement, these young leaders will no doubt help shape the future of civic learning and engagement in our country.

Whether you’re a Youth Fellows alumnus who’d like to share how the D.C. Symposium impacted you, a high school student interested in applying for next year’s cohort, or an educator eager to learn more, I’d love to hear from you!

Contact: [email protected]

Written by Troy Petrie

As the Associate Director for Youth Engagement at iCivics, Troy leads efforts to empower young people to find their civic voice and engage in their communities. Before joining iCivics, his happy place was in the classroom as a National Board Certified social studies teacher. Troy’s work is driven by a deep belief that we all have more in common than we do apart and that young people are the real changemakers in our society.

We Can Teach Hard Things, like Separation of Powers

Posted on by Sophie Gordon

You’re a social studies teacher, and it’s time to teach the separation of powers. Easy peasy! The Separation of Powers is as fundamental a civics topic as can be found. No controversy here!! *record scratches*

Don’t worry! I’ve got you covered.

The first thing you want to do is consult your state standards. Let’s use an example. Since my favorite crises of the Separation of Powers revolved around Senator Joseph McCarthy from Wisconsin, let’s go with the Badger State!

According to Wisconsin’s Standards for Social Studies, students in grades 6-8 should “Analyze the structure, functions, powers, and limitations of government at the local, state, tribal, and federal levels.” Students in grades 9-12 should “Evaluate the structure and functions of governments at the local, state, tribal, national, and global levels. Evaluate the purpose of political institutions at the local, state, tribal, national, global, and supranational or NGO levels, distinguishing their roles, powers, and limitations.”

There you go — if you teach in Wisconsin (and most other states), it’s absolutely part of your job to teach this topic. Remember that.

Moving beyond standards, one of the best parts about teaching government is that many of its concepts are structural or procedural and abstract. One of the worst parts is that many of its concepts are structural or procedural and abstract.

Put another way, on one hand, we merely need to explain and describe. It’s pretty straightforward. On the other hand, these concepts are dry, emotionless, abstract, and otherwise difficult for students to fully grasp.

Here’s the good news, which is also the bad news: in practice, most government concepts are not straightforward. They are complex and controversial.

What’s a dedicated, well-meaning teacher to do?

Let’s start by looking at the bright side (this stuff is structural and procedural!!) and leverage one of our go-to tips: “Leaning into structure and process for civics and government.”

With the separation of powers, it’s actually best to start with structure and then move to process. Structure is even easier to explain, especially since we can use actual structures as symbols of the institutions we’re describing. Take this graphic:

This graphic is so old, I think my own government teacher used it in 1999 when I was in her class. But it’s great! It’s perfect! It’s listed under a Creative Commons license. Phew!

Here are some additional iCivics Resources to help you through it, should you (appropriately) believe this graphic to be inadequate:

Now, you may feel tempted to avoid the hard things and end your lesson here. But remember, the standard says, “Analyze the structure, functions, powers, and limitations of government.” I suppose you likely scratched the surface here with functions when you talked about the Legislative Branch making the law, the Executive Branch enforcing the law, and the Judicial Branch interpreting the law, but a) that doesn’t cover powers and limitations, and b) none of that means anything to your students without context and examples.

This brings us to another go-to tip: Use historical examples instead of current ones. Various events in American history have tested the limits of the Constitution’s separation of powers. These events demonstrate the ongoing tension and potential for conflict between the different branches of government.

Here are some of my favorite examples of the separation of powers playing out in American history:

  • The New Deal
  • FDR’s Court Packing Plan
  • Steel Mill Seizure
  • The McCarthy Era
  • The Civil Rights Movement
  • Watergate
  • The Iran-Contra affair

Additionally, these events allow us to examine the separation of powers and controversies surrounding it without the partisan preferences and emotions that often accompany more recent or current controversies. I mean, I know my history, but I don’t get all worked up over President Truman seizing control of the steel mills to prevent a devastating strike that would disrupt military production during the Korean War, even if it does seem like a reach of executive power. Let’s assume our students won’t either.

Once we’ve covered the structure, functions, powers, and limitations, and provided some historical examples, it’s time for the students to think about what it all means. That brings us to…

Important Questions to Ask

  • What do we mean when we refer to the separation of powers as a system of checks and balances?
  • Can you think of an example when it might be necessary for one branch to exercise more power than the other branches?
  • What would happen if too much power were concentrated in one branch of government without checks by the other branches?

Now, I know what you’re thinking: “What should I do if Susie in the front row responds to that last question by asking, ‘Do you mean like how the President is acting right now?’”

This very thing happened to me when I was teaching in the 2000s. Here’s my advice:

  • Take a breath.
  • Acknowledge the question, but don’t validate, correct, or otherwise answer it.
  • If you’re so inclined, praise the student for paying attention to current events (and to your lesson!).
  • Don’t assume anyone else in the classroom knows what Susie in the front row is talking about. This point is extra important! There is no need to spend valuable class time having an unplanned 1:1 conversation with just one student when no one else in the room has the foggiest idea what y’all are talking about.

Here’s a sample response: That’s a great question, Susie. I can tell you’ve been paying attention, both to the news and to what we’ve been exploring in class. The current administration has been in the news a lot, and its actions are related to what we’ve been covering. We’re not going to talk about current events right now, but here’s something for you to think about as you continue following the news: “What exactly is happening right now, and is this how it’s always been done? How is it similar or different?”

Alternatively, you could ask these questions preemptively and suggest that students follow the news, consider the questions, and discuss them with fellow students and/or family members. I realize that last suggestion may seem a little risky, but remember: you haven’t made any political or value judgments. If anyone challenges you, you can confidently and politely respond that you are encouraging students to engage in compare and contrast thinking between historical and current events, and that you’re so glad to know they’re doing their homework!

Remember: you’re doing your job, and your job matters a whole lot.

Admin Tip: Reach out to your social studies teachers and ask if they need any additional help with content this year. Maybe a subject matter expert can help them understand how the separation of powers has evolved over time. As always, tell your social studies teachers you are there to support them!

A New Generation of “iCivics Kids”

Posted on by Sophie Gordon

This guest blog post was written by Rachel Gärlick and Lynnie Lucas, close friends and young attorneys who, inspired by their own civic education, are now advocating for more and better civic education for school-age Americans. 

We met on the first day of law school and quickly bonded over a shared goal: harnessing the legal system to expand access to education. In our second year, we channeled that passion into researching civic engagement among American youth and the state of civic education in the United States through the lens of education law and policy. Our work culminated in the publication of our article, Civics Education: The Unsung Guardian of Democracy, by the Charleston Law Review earlier this year. In it, we argue that a strong, enduring constitutional democracy requires engaged citizens of all ages, and the key to that engagement among young Americans is robust civic education.

Simply put, it is impossible to understand the implications of modern legislation or jurisprudence, or the importance of civic engagement (especially voting), without a baseline understanding of how the democratic system works. And yet, students across the United States do not receive adequate civic education in school. Our research shows that while STEM subjects have been prioritized in recent years, civics has been sidelined. This is not only evidenced by education standards but also by the vast disparity in funding across the two disciplines. Accordingly, students are left without the tools they need to understand government, legislation, or their role as voters—the very knowledge required of them to maintain our democratic republic.

There is ample evidence that young voters are not receiving the tools they need to meaningfully participate in our democratic system. A 2024 survey by America’s Promise Alliance found that nearly “one quarter of young people (24%) did not learn about or discuss civics at all during the past school year. . . . About one in 10 young people (13%) have not had any coursework focused on civics, politics, and democracy at any point while in school or college.” It is no surprise, then, that young Americans reported they are “regularly asked to weigh in on politics, but they feel uninformed—and these feelings of being uninformed often lead to sitting out.” Notably, 91% of young Americans surveyed agreed that “[e]veryone should have access to opportunities to learn about democracy and civics,” and 83% agreed that “[c]lasses on civics and government should be a requirement for high school graduation.”

In other words, young people are asking for civic education; the adults are failing to provide it.

We propose a number of solutions in our article, but we also highlight the important work that is already being done—that’s where iCivics comes in. Those fortunate enough to have access to iCivics early on (we lovingly refer to them as “iCivics Kids”) are building foundational knowledge that will allow them to be strong civic leaders. An “iCivics Kid” is passionate about respectful political debate, intentional in researching and understanding news sources before sharing content online, and excited to keep learning about our democracy and how we can improve it in the future. We could share additional healthy democratic dispositions that iCivics cultivates, but you get the point: iCivics is what our young people deserve and what our form of government demands.

Our personal journeys illustrate both sides of the civics gap. 

Lynnie became an “iCivics Kid” in elementary school—she won the White House, got in “argument wars,” and briefed the chief. Lynnie credits her early experience with iCivics with providing the foundational skills she needed to be an informed and engaged citizen. In contrast, Rachel’s civic education was inadequate at best, and nearly non-existent at worst. When she started studying for the AP Government exam, she realized just how large the gap in her civic education was—she might have been able to explain checks and balances, but she couldn’t articulate why they were important.

Lynnie’s passion for democracy and civic education is rooted in her belief that all students should graduate with the same strong foundational understanding she did, while Rachel’s is rooted in her belief that no student should graduate confused about what Congress actually does and unsure whether her vote matters as she did.

While our paths to becoming civic education advocates differ, we share the core belief that it is vital, undervalued, and essential to safeguarding democracy. We believe in the importance of cultivating a new generation of “iCivics Kids.” We are incredibly grateful and honored to partner with iCivics and CivxNow and support their efforts to improve access to high-quality civic education.

After becoming licensed attorneys, we both sought legal careers that allow us to advocate for children and families. Lynnie is an attorney in Denver, Colorado, practicing education and youth rights law. She stands up for kids on the school-to-prison pipeline, steering them away from the criminal legal system by helping them obtain the educational resources they need. Rachel is a family law attorney in Denver, Colorado, focused on championing parents and their children as they navigate the domestic relations legal system.

But we both understand that the role of citizen belongs to all of us, regardless of our profession. Whether future “iCivics Kids” pursue law, medicine, business, tech, the trades, or any of the other meaningful career options before them, every one of them will have the job—the duty—to actively engage in our constitutional democracy.

Written by Rachel Gärlick and Lynnie Lucas

Rachel Gärlick is a family law attorney focused on advocating for parents and their children as they navigate the domestic relations legal system. Rachel co-authored the article Civics Education: The Unsung Guardian of Democracy, which was published in the Charleston Law Review earlier this year, with her dear friend and colleague Lynnie Lucas. Rachel believes that education is not only a cornerstone of democracy but also a pathway to justice and empowerment and is dedicated to advancing access to education for all students. Rachel lives and practices law in Denver, Colorado.

Lynnie Lucas is an education and youth rights attorney providing legal services targeted to slow the school-to-prison pipeline. Through discipline, special education, truancy, and other school-based defense, she works to keep kids in classrooms and out of the criminal legal system. Lynnie is passionate about civic engagement and learning. She co-authored an article about access to civics education, which was published in the Charleston Law Review this spring. She is in active pursuit of education equity every day, and she hopes to encourage school districts and school boards to break barriers and come up with creative solutions for students of all backgrounds. Lynnie lives and practices law in Denver, Colorado.

Reclaiming Our Story: Integrating Indigenous Perspectives into Civic Education

Posted on by Sophie Gordon

Yáʼátʼééh! As educators, we’re committed to preparing students to be informed and engaged citizens. We teach the foundations: the Constitution, the three branches of government, elections, and the rights and responsibilities that come with being a citizen. But if we truly want to build a just, inclusive, and accurate understanding of civic life in this country, we must look beyond the traditional curriculum. We must make space for Indigenous voices and perspectives.

Speaking as a Native American educator, I can tell you that my people’s histories and systems of governance aren’t just footnotes—they’re foundational. Including them doesn’t just fill historical gaps; it offers a profound and necessary expansion of what civics can be.

Why Indigenous Perspectives are a Core Part of the Civics Story

Long before the United States was a nation, Indigenous peoples across this continent had sophisticated systems of governance, diplomacy, and community. Take, for example, the Haudenosaunee Confederacy, whose Great Law of Peace established a democratic framework that influenced early American political thinkers. These are not just historical curiosities; they are living examples of governance rooted in values of accountability, collective well-being, and a long-term view of our relationship with the land and each other.

To teach American civics without including these contributions is to tell an incomplete story. By bringing Indigenous perspectives into the classroom, we can help our students understand that government is not a static concept but a dynamic, evolving process shaped by many peoples and traditions.

Teaching the Four Levels of Government: Federal, State, Local, and Tribal

A truly complete civic education explores all four levels of government: federal, state, local, and tribal. Each has a distinct and essential role in shaping the laws and services that affect our lives.

Tribal governments are sovereign nations. This means they have the inherent authority to govern their people, their lands, and their resources. Like other governments, they have executive, legislative, and judicial branches that create laws, provide services, and protect their citizens.

While tribal nations maintain a unique nation-to-nation relationship with the U.S. federal government, they also regularly engage with state and local governments on critical issues, like natural resource management, education, and public health.

This reality offers a powerful teaching moment. We can help students compare and contrast:

  • Structure: How do the branches of government operate differently across all four levels?
  • Authority: What powers are unique to federal, state, local, or tribal governments? Where do their authorities overlap or interact?
  • Citizenship: What does it mean to be a citizen of a tribe, a state, and the U.S.? How can someone participate in multiple systems?
  • Collaboration & Conflict: How do these different governments work together—or come into conflict—over issues like land use, voting rights, or environmental stewardship?

Studying all four levels together provides a more honest and complex picture of governance in the United States, reinforcing that tribal nations are active, essential participants in civic life today.

Connect to the Land and the People

Every classroom in the U.S. sits on Native land. Learning about the Indigenous peoples of your region—both past and present—makes civics relevant and immediate.

Take a moment to investigate:

  • Which Native Nation(s) are near your community?
  • What does their government structure look like?
  • What treaties or agreements exist between that Nation and the U.S. government?

Consider inviting a guest speaker from a local tribal government or exploring their official websites. Many include information about their leadership, departments, and priorities. By doing this, your students can compare decision-making processes, elections, and services with those of their own city or state. It’s an act of respect and a powerful way to make civics a living, breathing topic.

Highlight Contemporary Indigenous Civic Leaders

It is critical that our students understand that Indigenous governance and civic participation are not historical artifacts. They are happening right now.

Across the country, Indigenous leaders are serving in government, advancing policy, protecting the environment, and revitalizing their communities. We have a responsibility to highlight these figures and show our students that civic engagement is vibrant and deeply rooted in Indigenous communities.

Here are a few examples to get you started:

  • Deb Haaland (Laguna Pueblo) – The first Native American to serve as a cabinet secretary as the U.S. Secretary of the Interior.
  • Sharice Davids (Ho-Chunk Nation) – One of the first two Native American women elected to Congress, representing Kansas.
  • Paulette Jordan (Coeur d’Alene Tribe) – Former Idaho state representative and advocate for renewable energy and Indigenous rights.
  • Fawn Sharp (Quinault Indian Nation) – 23rd President of the National Congress of American Indians, a champion for tribal sovereignty and environmental justice.
  • Tokata Iron Eyes (Oglala Lakota) – A young Native American activist, Lakota Law organizer, and member of the Standing Rock Sioux tribe.

By highlighting the work of these leaders—as well as local tribal council members, educators, artists, and community organizers—we demonstrate to our students that civic engagement is diverse and deeply rooted in Indigenous communities.

Broaden the Definition of Civics

Finally, incorporating Indigenous perspectives expands our understanding of what it means to be a citizen. Indigenous values, such as collective responsibility, reciprocity, and a deep respect for land and future generations, add depth to our ideas about citizenship and governance.

These perspectives can encourage students to ask profound questions:

  • What does responsible leadership look like when we prioritize community and environmental health over short-term gain?
  • How can our governance systems honor and protect diverse voices?
  • What does a “just” society look like from a perspective that values the well-being of all living things?

When we include Indigenous perspectives, we move toward a civic education that is both more truthful and more transformative.

Let’s teach the full story. Let’s make sure our classrooms reflect the truth that tribal nations are not just a part of America’s history but a vibrant part of its present and its future. We have the opportunity to empower a new generation of students to be informed and respectful citizens who understand the complexity and richness of our shared civic landscape.

Written by Rachel Lamb

Rachel Lamb is an award-winning educator and civics advocate with nearly two decades of classroom experience. A Colorado Teacher of the Year finalist, Apple Distinguished Educator, and PBS Digital Innovator, she brings creativity and cultural relevance to civic learning. As a member of the iCivics Educator Network and a National Geographic Certified Educator, Rachel integrates storytelling, technology, and Indigenous perspectives to help students understand their role in democracy. Her work has been featured in national conferences and educational initiatives that empower young people to think critically, lead with empathy, and engage meaningfully in their communities.

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 plurality of perspectives.

On Tuesday We Vote Launches for 2025-26 School Year

Posted on by Sophie Gordon

Learning to swim is a skill that could save your life. If you were a swim instructor, would you teach swimming by having someone read about it or watch videos of Katie Ledecky’s Olympic races? Would you feel prepared to have your students swim if they’d never practiced before?

We teach our students that democracy is not a spectator sport. For our system to work, we must all play an active role—whether it’s discussing current events in the classroom, encouraging students to write letters to elected officials, attending town halls, or fostering civic friendships among classmates. Yet one task is often overlooked: guiding students through the actual process of voting—presenting a question, having them research, think critically, reflect, and ultimately make a decision.

On Tuesday We Vote builds democratic habits and nurtures lifelong voters. Who we become is shaped by the habits we cultivate, and our results reflect those habits. Saving money starts with small, consistent deposits. Training for the 1500-meter freestyle begins with shorter incremental distances. The more a habit is practiced, the more automatic it becomes. Democracy works the same way—it needs regular practice. We get what we repeat.

Get Sept. 16's Ballot

On Tuesday We Vote empowers teachers and students to think critically about important questions, cast their votes, and experience democracy in action. A teacher’s commitment to modeling the voting process can help students leave our classrooms as informed, engaged citizens. Christian Wrabley, a civics and history teacher at Greater Johnstown High School in Pennsylvania, shares, “I could see students begin to recognize democracy as something they practice and build rather than just a word, or something that happens in Washington. Voting every Tuesday reminds us that our classroom works best when every vote counts.”

Teachers can visit the @OnTuesdayWeVote Facebook page for a new biweekly question. This format allows educators the flexibility to participate in national discussions while also creating their own questions on off-weeks. Each Monday evening, the page will feature the week’s question along with a Google Form and vetted resources. Teachers may choose their level of participation—many make a copy of the form and share the ballot with students, while others conduct in-person votes. After students cast their ballots, teachers are encouraged to share their class results on Facebook using the hashtag #OTWV. This not only expands the conversation beyond individual classrooms, but also allows students to see how peers across the country view the same issue. Sharing data like this allows students a place to challenge stereotypes, break down barriers, and consider viewpoints outside of the bubble they live in.

On Tuesday We Vote was created by teachers, for teachers, so that you can help your students develop the skills they need in order to engage in our democratic society. When you’re ready, join us in making voting a habit, building lifelong citizens, and strengthening our democracy—one Tuesday at a time.

If you are interested in participating, join us on Facebook: @OnTuesdayWeVote, and if you have any questions, you can talk directly to Michael and Shari via email: [email protected] and [email protected].

Written by Shari Conditt and Michael Martirone

Shari Conditt teaches AP US History, AP American Government and Politics, and serves as the building instructional coach at Woodland High School in Woodland, Washington. She 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, she 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.

Michael Martirone teaches AP Government & Politics and World Cultures at Egg Harbor Township High School in New Jersey. He is also an adjunct professor at Richard Stockton University. In 2016, Michael was a finalist for the New Jersey State Teacher of the Year, and in 2020, he was named the Gilder Lehrman History Teacher of the Year for the state of New Jersey. He has been a member of the iCivics Educator Network since 2017.

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 plurality of perspectives.

We Can Teach Hard Things—And We Should

Posted on by Sophie Gordon

NEW RULE. Once you’ve planned your lesson, turn off all ‘Breaking News’ alerts. Daily, weekly, even yearly—if you’re that far ahead. Current events are engaging, but they’re the icing, not the cake. Our first job is to teach the standards.

And trust me: standards never change as quickly as the headlines. 

Of course, our jobs are more complicated than that. What does it mean to “teach the standards” when the context in which they were drafted feels different from the reality we’re experiencing today? Here are a few options:

Option A. Follow your state standards. Teach it the way you always have, and if a student raises their hand and says, “But wait, I saw some news the other day and…” just throw an eraser at them. 

Option B. Walk in the door, chuck the textbook in the trash can, sit on your desk, and tell your students you have no idea what’s going on (note: this isn’t a real suggestion, but if the fantasy feels good, sit with it for a moment).

Option C. Follow your state standards. Teach it the way you always have and/or leverage some of the strategies and tips I enumerate below. Allow students to voice their questions, but resist the urge to provide an answer. This is an incredible teachable moment that calls for Captain Inquiry!!

(Hold while Emma uses AI to create the perfect “Captain Inquiry” graphic. Hold again while Emma realizes she should stop playing around with AI and just get to the point.)

Screenshot 2025-09-10 at 11.02.39 AM
Exhibit A. Oh my goodness, look how terrible this is! What are “conestions” and what does “hearn” mean? Also, “quew” is not a word in ANY language. 

Thanks for your patience, folks. I’m back. Let’s go with Option C, but without the terrible AI-generated graphics.

All joking aside, this is not business as usual. And I don’t care who you ask, but that is not a political statement. Many Americans voted for a major change. Many other Americans can’t make sense of it all. Regardless of what we wanted, expected, or feared, our jobs as civic educators are harder than they’ve ever been.

What a moment to be alive!

That’s only partially a joke. Believe it or not, I mean it: what a moment to witness! What a moment to be a civics teacher. Sure, it’s harder than ever. But it’s also more complex, complicated, and interesting than anything I remember teaching. Remember when the hardest thing to explain was federalism? How adorable. This can be more fun, though. We just need to embrace it!

So, how does one teach all of these traditional topics turned tense? (#alliteration) Topics such as separation of powers, citizenship, due process, rule of law, and freedom of the press. Here are some of my favorite strategies and tips, which I’ll write about with more depth in the coming weeks and months:

  • Every time
    • Consult and follow your state standards
    • Plan for a structured lesson with clear objectives tied to those standards
    • Communicate with stakeholders ahead of time
  • Sometimes
    • Adopt an inquiry-based approach, even if loosely or informally
    • Use primary sources, secondary readings, and/or digital media as “grounding texts”
    • Lean into process for civics and government
    • Use historical examples instead of current ones
    • Build compare and contrast skills by asking students to distinguish current events as typical or not typical
    • Try to direct students to focus on the office or institution, not the person or party
    • Demonstrate intellectual humility

And whenever possible, follow your students’ lead — they’re curious, and that’s a gift!

Civics has never been harder—or more exciting—to teach. In the coming weeks, we’ll share strategies for navigating separation of powers, due process, and more. Think of this as your roadmap for teaching standards while embracing the questions that today’s world inspires.

Learn more about We Can Teach Hard Things

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.

Your Mission: Bring History to Life with Investigation Declaration

Posted on by Sophie Gordon

You know that feeling when you find a resource that just clicks with your students? The one that makes complex historical concepts not just understandable, but genuinely exciting? Well, we’ve got the mission for you! Challenge your class to save the Bureau of Ideas from a global crime ring called Baddies Against Rights & Freedom (B.A.R.F.) with our game, Investigation Declaration!

We’re moving beyond the norms of classic iCivics gameplay to meet the moment in both gaming and civics instruction. Forget the hand-holding; this game is designed for discovery, inquiry, and meaning-making, just like how kids play games outside of school. Think Carmen Sandiego meets Case of the Golden Idol, wrapped up in Enlightenment thought.

A Game-Changer in Your Classroom:

This isn’t just another click-through. This interactive is crafted to tackle some of the trickiest concepts in social studies, especially when it comes to the Enlightenment and its long-lasting impact. Here’s how it hits those key learning objectives:

  • Uncover the “Why”: Students won’t just memorize dates; they’ll actively draw ideological cause-and-effect connections between historical events. They’ll see how one idea led to another and how these powerful concepts sparked revolutions and reforms worldwide.
  • Track the DNA of Ideas: Imagine your students as history’s detectives, tracking a set of Enlightenment ideas like natural rights, state sovereignty, and the Social Contract as they spread across the Atlantic World between 1750 and 1850. They’ll be restoring corrupted files at the Bureau of Ideas, which is basically decoding history!
  • Time and Space Matter: The game beautifully illustrates the roles of time and geography in the spread of ideas. Students will visually and experientially understand that these world-changing events didn’t happen all at once or in one isolated place. This helps build a much richer, more interconnected understanding of history.
  • Beyond the Books: How did ideas actually travel? This game lets students describe methods by which ideas were transmitted – through trade, written communications, migration, and print. It’s a fantastic way to visualize intellectual exchange!
  • Meet the Movers and Shakers: Get ready for students to become familiar with the ideas, people, locations, and events that influenced declarations of rights and freedoms during this pivotal century. They’ll be solving puzzles that reveal these crucial historical connections.

What Makes This Different (and So Good!):

What truly sets this game apart is its commitment to fostering genuine inquiry as they engage with global history. It expands beyond the U.S. Declaration to show its ripple effect, letting kids see that this isn’t happening all at one time and all in one place, truly setting up some great thinking and connection-making.

It’s designed to meet kids where they are, embracing student discovery through gaming. Students are going to figure this out before you do, and that’s okay! It’s about empowering them to be discoverers. Your students can play through one “path” or several, restoring parts or all of the corrupted files.

So, get ready to unleash your Secret Agents! This game isn’t just a fun diversion; it’s a powerful tool for cultivating critical thinking, global awareness, and a deep appreciation for the interconnectedness of our history.

Happy B.A.R.F. busting!

Written by Carrie Ray-Hill and Amanda Setters

Carrie Ray-Hill has spent the last 15 years bringing playful learning to classrooms. She’s credited on more than 20 games and interactives, serving as lead content producer for iCivics. Carrie collaborates with both institutional partners (Council on Foreign Relations, Colonial Williamsburg) and government entities (Department of Defense, National Endowment for the Humanities) to create award-winning projects for classrooms across the United States. Before joining iCivics in 2010, Carrie taught humanities courses across grades 4-12 in St. Louis and Washington, DC. In addition to seeking out the finest of cheeses, Carrie spends her spare time watching British panel shows and killing zombies.

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

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.

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 plurality of perspectives.