Play & Learn
Teach

Tag: Teaching with iCivics

We Can Teach Hard Things, Like Executive Powers

Posted on by Sophie Gordon

The executive Power shall be vested in a President of the United States of America.

—The Constitution of the United States. Art. II Sect. 1 cl. 1

Teaching executive power can be daunting in any political climate. Its scope is contested, oftentimes along political lines, and the Constitution offers minimal explicit guidance. Moreover, the powers of the President have evolved—mostly by expanding—throughout history, rendering the office almost unrecognizable from the office of the 1800s and even into the 20th century.

While the powers of Congress are explicitly stated (with the exception of clause 18), presidential powers are not. In outlining the legislative branch, the Founders drew on examples of citizen councils and representative bodies from throughout history, even drawing on their own experience with the Articles of Confederation. They benefited from real-life examples of various models as they sought to determine the best system for our young nation.

The same cannot be said for the executive branch. Instead, the Founders’ preferences were shaped by their experiences during Shays’ Rebellion and other early challenges facing the Continental Congress, such as collecting taxes, regulating commerce, and enforcing treaties. That said, they knew what they didn’t want: an executive with unlimited power and authority, akin to a monarch or dictator.

To learn about executive powers in my classroom, students conduct a side-by-side comparison of Articles I and II, allowing them to identify critical differences. The contrasting language, length, and breadth across the two articles provide insight into the Founders’ understanding and expectations of executive power, and students often arrive at some common conclusions.

We discuss how the office of the President is unique in that it is shaped by custom and tradition, the voice of the people, and checks from the other branches. Many of the limitations on presidential power arise after a president has attempted to extend their power beyond that of their predecessors. The example I use with my students comes from the ratification of the 22nd Amendment in 1951. We discuss the unofficial precedent set by George Washington, who served only two terms, until F.D.R. ran and won the office four times. What was once a custom became codified in the 22nd Amendment when the people decided a president should be limited to two terms.

We also discuss the changing scope of presidential power throughout history. I use F.D.R.’s Executive Order #9066, which was the removal and relocation of Japanese Americans to internment camps. I usually lead a discussion on the content of the order and its effects on the population. My next question to my students is, “If this action is constitutional, why hasn’t another president used this power?” Inevitably, my students conclude that the president would not likely be able to enact this power at this moment in time. I always follow up with “why?” They discuss the idea that this particular action would not be popular with the general population. After that, we discuss Richard Neustadt’s famous phrase, “presidential power is the power to persuade”. We also discuss the evolution of executive orders from simple directives to having “law-like” significance, such as the Emancipation Proclamation.

My students and I study presidential powers from a neutral observer perspective with the analytical lens of a political scientist. By adopting this observational stance, students can set aside their personal feelings regarding a person, a party, and specific issues. They then become a class of political scientists. As Hamilton states, “the people are the only legitimate fountain of power, and it is from them that the constitutional charter, under which the several branches of government hold their power” (Hamilton 1788, Federalist #49).

Resources to Use:

Written by Brittany Marrs

Brittany Marrs is a certified social studies educator with extensive experience teaching AP Government, AP Macroeconomics, Dual Credit Government, Dual Enrollment Microeconomics, and Economics at Magnolia High School in Texas. With a background in political science and law, she is passionate about empowering students to think critically, engage civically, and understand the institutions shaping their world.

Brittany is actively involved in numerous professional and community organizations and is currently pursuing National Board Certification in Social Studies. She is dedicated to developing meaningful assessments and creating inquiry-based classrooms. When she’s not teaching or writing, she is often collaborating with other educators to strengthen civic education and promote student voice. She has been a member of the iCivics Educator Network since 2021.

Through the We Can Teach Hard Things initiative, 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.

Paul’s students declare the Declaration for Civic Star Challenge

Posted on by Sophie Gordon

My approach to teaching has always been to prepare my students to be active, contributing members of their civil society. As I stated in my interview for my teaching position at Air Force Academy High School (AFAHS) years ago, the students of today are the Social Security payers of tomorrow—so I’d better make sure they’re taking care of me when I’m old!

In all seriousness, though, the majority of students at my school are Black or Brown, and many come into my classes not believing that they have a voice in our society. My mission is to change that. I work to make sure my students not only understand how they can participate in civil society, but why.

It’s not difficult for students to see how the civics lessons we cover in class impact them personally. They are watching tensions between our local and national governments play out on the news and in the streets. And they are drawing connections between their lived experience and the list of “injuries and usurpations” in the Declaration of Independence.

But it’s often challenging to get students comfortable with expressing their ideas and opinions in class. Students today are scared of being “wrong” or criticized for their beliefs. So, in my classroom, we spend a lot of time breaking that habit as I try to get students to understand that school is all about being wrong—that that’s generally how the learning process starts. I always tell students that we must debate the idea, not the person.

Recently, as part of the Civic Star Challenge, we did a deep dive into the Declaration. We started off by clarifying some key terms, such as “social contract,” “popular sovereignty,” and “natural rights.” I then asked students what Thomas Jefferson was trying to say in this “breakup letter” to King George III. What was his belief about the nature of government? As we talked, I watched the students put the pieces together in real time. One summed it up nicely:

“Governments exist to protect natural rights, like life, liberty, and the pursuit of happiness. Those governments are legit because the people agree to them. When the government stops protecting those rights, or starts hurting them, the people should change or end the government.”

As the other students nodded their heads and snapped their fingers, I couldn’t help but grin. I thought: I think we can really get something done in this class! Jefferson would be proud.

At the time it was issued, the Declaration would actually be “declared”—that is, it would be read aloud for everyone to hear. The language works better when you can emphasize and emote through speech. Every year, I ask my students to read the Declaration out loud, each taking a small part. My students are often a little nervous about doing that. My classes have a wide range of reading levels and English language comprehension. But recently, I was really gratified to see everyone giving it a shot. It was really something to hear such a diverse group literally “declare” the Declaration.

About Paul

  • Teaching Experience: 14 years in education; 8 years teaching
  • Currently teaching: social studies

Paul, a Chicago Public Schools teacher, endeavors to help students become thoughtful, empowered, and active members of civil society. When not doing that, he brings engaging stories to life as an accomplished comic book writer.

We Can Teach Hard Things, like Foreign Policy

Posted on by Sophie Gordon

Note: This blog post covers the concept of foreign policy, both from a traditional perspective and a current event standpoint, in response to U.S. military operations in Venezuela.

On the morning of January 4, 2026 — about 36 hours after U.S. forces launched airstrikes and ground operations in Venezuela, resulting in the capture of President Nicolás Maduro and his wife — I was sitting in a coffee shop to get a little work done. Before popping in my earbuds and blasting Mozart Radio, as I typically do, I overheard a father speaking to his middle school-aged daughter about the news.

Which is to say that I waited to pop in my earbuds. Obviously.

I then spent the next three minutes, that’s all, listening to an honest, authentic, and humble conversation in which it was clear that the father’s only goal was to help his daughter understand what was happening. In fact, I wouldn’t even try to guess the father’s politics, who he voted for, or if he approved of the military action. Here’s how it went:

Dad: I want to tell you about something that happened yesterday. The United States sort of invaded the country of Venezuela, captured the President and his wife, and declared that we’re running the country now. Have you heard anything about it?

Daughter: Kind of, but I have no idea what’s going on. Why did we do it?

Dad: Well, the President, his name is Maduro, isn’t a great guy. He’s a bit of a dictator. Our government is accusing him of drug trafficking, corruption, and other bad things.

Daughter: So we’re running the country now? Has that ever happened before?

Dad: Um, well, yes. But not in my lifetime. At least I don’t think so. Not like this.

Now hear me out, because I know what you’re thinking: I could give way more specifics than that! Yeah, but you’re a social studies teacher. This Dad is either a banker, doctor, or firefighter (I have no idea what this Dad does). That said, I thought his approach was masterclass! He asked his daughter if she had heard anything about it, and he provided his best and honest answers, admitting when he wasn’t sure of something.

Of course, as social studies teachers, we have a lot more to work with, including history, executive power, and foreign policy. I’ll admit, despite the uncertainty of what happened and what lies ahead, the history nerd in me started licking my lips. There is a lot of good stuff here!

Others have already written solidly-substantive pieces on how to teach the event, rife with facts, wisdom, and practical approaches. Our friends at CFR provide ‘Three Ways to Teach About Venezuela in a Nonpartisan Way,’ which I easily endorse.

However, another question has arisen that I’d like to address directly: Should social studies teachers be teaching this at all? Doesn’t the decision to cover the military operation betray a teacher’s commitment to non-partisanship?

In short: Yes. No. At least not necessarily.

To the first question: Should social studies teachers be teaching this at all? Yes, yes, they should. It is timely, interesting, and relevant to most of the social studies disciplines we teach in school:

  • American History ✅
  • World History ✅
  • American Government ✅
  • Geography ✅
  • Economics ✅
  • Psychology (certainly not my area of expertise, but ✅)

And in this way, it is appropriate and prudent to cover in any of these classes, and therefore, the decision to teach it is not a partisan decision; it’s a professional and responsible one.

Let’s then discuss some approaches or frames for those very classes:

American History. This one depends on what period your American History course covers. Do you only teach through the Civil War or Reconstruction? Then perhaps you’ll want to spend a little time on the Monroe Doctrine (first articulated in 1832) or James Polk and the Mexican-American War (1846). If your course spans the 20th Century, then take your pick: Theodore Roosevelt and the Roosevelt Corollary (1904), Harry Truman’s use of the CIA in Guatemala (1948), or John F. Kennedy and the Bay of Pigs invasion (1961), among other historical examples.

American Government. Any U.S. Military action necessarily raises Constitutional questions related to the separation of powers, checks and balances, war powers, executive power, congressional oversight/approval, and more! I’ve written before about my suggestion to focus students’ attention on two places: the Constitution (including relevant legislation, such as the War Powers Act) and historical examples. Remember: the appropriate and timeless question is not, “What do you think about President Trump invading Venezuela?” but rather, “Should the president be able to conduct military operations without Congressional approval?” 

Geography. Where is Venezuela? Why would the United States have an interest there? (Encourage students to consider this question from a resource perspective, a national security perspective, a physical geography/settlement perspective, and a human geography/crisis perspective)

Does Venezuela feel too recent, too fraught, too political, too complex? Then skip it! Tell students that you are going to teach them about foreign policy, hoping that their stronger historical, political, and/or geographic understanding will help them make better sense of what is happening in the world at any point in time.

The first time I fell in love with foreign policy was when I learned about Theodore Roosevelt’s “Big Stick Diplomacy” in high school. That’s not to say that I was enamored with the approach, so much as I was immediately intrigued by the simplicity, imagery, and, well, chutzpah of it all. And as easy as it was to turn Teddy into a caricature — what with the round glasses, epic stache, and storied strength and bravery — adding a giant stick and transposing him over map drawings of Latin America just added to the allure.

But TR wasn’t the only president with unique doctrines and/or diplomatic approaches. There are plenty more under many other presidents, all of which students find interesting (if not comical), and, most importantly, probably won’t inspire the type of emotional response that more current events and approaches are likely to evoke. Some of my favorites, in addition to Big Stick, include The Monroe Doctrine, Dollar Diplomacy, Containment, and Shuttle Diplomacy.

Or, you could stick to the fundamentals! Here are some great resources to get you started:

iCivics Resources

Step inside the White House Situation Room and make the tough choices as conflicts around the world escalate. In Convene the Council, your students will take on the role of president of the United States and discover why foreign policy matters. They will engage with members of the National Security Council to weigh the pros and cons of various policy options and make foreign policy decisions. They will address international crises through strategic action and work to improve core metrics of U.S. prosperity, values, security, and world health. Can your students make the tough choices as conflicts around the world escalate?

Objectives:

  • Explain the basics of foreign policy–making in the United States
  • Evaluate the effectiveness of various foreign policy options in a variety of situations
  • Distinguish among foreign policy tools such as aid, sanctions, and military force
  • Evaluate the potential effect of economic, military, and cultural influence on other countries

Admin Tip: Offer to sit in on a lesson plan or, better yet, co-teach it! Doing so signifies to the teacher, the students, and perhaps even parents/guardians (if you tell them or they otherwise find out about it) that you’re a champion for social studies and teaching hard things!

Jennifer expands civic education beyond her classroom with Civic Star Challenge

Posted on by Sophie Gordon

Election Day provides one of the most authentic learning opportunities of the year.

But what if it wasn’t just a single Tuesday in November?

What if Election Day were every Tuesday, all year round?

Through iCivics, I discovered On Tuesday We Vote, a biweekly initiative that invites students to engage with a thought-provoking question. Every other Tuesday, a new topic is presented for students to consider and cast their votes. I loved the approach of making civic participation a regular part of school life. So for the Civic Star Challenge, I decided to expand it beyond my classroom. By moving it into the hallway, all students, teachers, and staff members can take part.

My goal was to make voting and dialogue visible, accessible, and even routine. Civic education should be more than a class—it should be part of the culture of a school.

Between class periods, I loved watching students stop, talk about the topic with a friend, and then cast their votes. Some recent ballot measures included:

A pie graph showing the results to the question, "Should school start times be changed?" with 287 yes votes and 77 no votes.
The students voted overwhelmingly to start their school days later.
This question had students weighing personal freedom against the protections of oversight.
A pie graph showing the results to the question, "Should there be term limits for members of Congress?" with 103 yes votes and 13 no votes.
Despite the strong support for term limits, a few students made thoughtful arguments about experience and institutional knowledge.
A pie graph showing the results to the question, "Should the Constitution be amended to abolish or alter the Electoral College?" with 176 yes votes, 102 no votes, and 98 voters who instead indicated that they do not know what the Electoral College is.
This vote exposed a real blind spot for students.

But that kind of result actually excites me as a civics educator. I spotted a group of ninth grade boys who had left lunch early to vote and were asking each other what the Electoral College was. I pulled out an electoral college map and explained it to them—yes, I’ll admit it was a hallway impromptu lecture! Seeing them interact with the content and each other, and then make up their own minds, was so unexpectedly fun. Now, all of the boys vote weekly and stop to say hi to me.

And perhaps the most contentious of all:

Is pineapple an acceptable pizza topping?

As of writing this post, I don’t have the official vote total. But I’ll say that my informal exit poll suggests that pineapple is on the way out!

It’s incredibly rewarding to witness civic confidence develop in real time. Students who were once hesitant to share their opinions are now leading discussions, listening thoughtfully, and even bringing in outside sources to support their views. Watching them evolve from passive observers into active participants is the most gratifying part of teaching civics. It’s also great to see friends voting differently and yet still being friends. Whether the subject is term limits or pizza toppings, these discussions are a starting point for creating a more civil society.

About Jennifer

  • Teaching experience: 30 years
  • Currently teaching: AP U.S. Government and Politics

In addition to her long-standing work as a public school teacher in Pittsburgh, Jennifer also serves as a College Board Table Leader and Retro Report Teacher Ambassador, and is a member of the National Constitution Center’s Teacher Advisory Council.

Community and Empathy: Supporting Students Through Difficult Conversations

Posted on by Sophie Gordon

Teaching American History and Government leads to many difficult conversations with students and families. One of my favorite emotionally difficult topics to teach is the Civil Rights Movement of the 1960s. This tense time, rife with conflict and blatant racism, can bring up very strong emotions for middle school students who are working through their beliefs and values. We cover events like the Greensboro Sit-ins, the Children’s Crusade, Martin Luther King Jr.’s speeches and assassination, and so much more. Students must learn to express themselves in our classrooms, but it can be terrifying to let go and trust them to have responsible, respectful conversations with their peers.

Diverse student groups can create many opportunities for growth and understanding, but they can also leave students feeling hurt when their peers express views with which they don’t agree. This, however, will continue throughout students’ lives, so learning how to deal with differences on moral and value-based issues is an important skill. It is also not a skill that can be taught without the support of the communities surrounding the students: home and school.

I used to experience great anxiety when I prepared to teach any topic that might elicit emotional responses from students. However, a few years ago, I found a way to support my students through these conversations. The protocol I use ensures the safety of my students, their families, and me. We start each class that may lead to difficult conversations by discussing why we need to look at the terrible things (to do better in the future, to remember what people did, to see how people stood up for their rights, etc.), and then we walk through the expectations I have for them.

I usually say something like this:

“We’ll be talking about some difficult topics today, like racism and violence. Since you are a human, you might have an emotional response to these things. That is totally normal! You might not understand what your emotions mean or where they come from, but it is okay to have these emotions! If you find yourself upset, you have two choices. One, you can raise your hand and tell me right away. We’ll go into the hallway and talk, or we can get you connected with the guidance counselor. Your second choice is to wait until the end of class if you want to see how the conversation ends. No matter when you tell me, we will call your guardian and the three of us will discuss what we talked about, how you’re feeling, and how we can move forward together.”

These expectations shifted multiple things in my classroom. Firstly, before we’ve even started, it emphasizes that all of us in the room are human beings who have feelings. One person’s feelings might look different than another’s, but they are all valid feelings. Secondly, it creates a home-school connection. Students know that I will speak with their parents while they are also in the conversation and that we will reach a common understanding. I have found that the expectation that I speak to parents/guardians makes them think a bit more before they speak, which can curb unkind remarks. It also proves my accountability in my students’ eyes because if I am willing to repeat anything I say in this lesson to their parents or guardians, no one will be able to misrepresent a conversation to create a hostile situation. We can unite around the awful things people did in the past to create a community of understanding in our school today.

If a student feels upset by the topic and we need to call home, the conversation might go like this:

Teacher: “Hello (Guardian Name). This is (Teacher) from (School). Do you have a minute to talk?

If they say no, I ask if there is a time we can talk later today or if they would prefer an email.

If they say yes, I continue: “Thanks so much. I have (student name) here with me. We’ve been learning about (overview of the topic) today, and (student) is feeling upset by the conversation. (Student’s name), can you tell us how you’re feeling?”

The student will share a bit of what upset them and how they are feeling about what happened or was discussed. The three of us can then decide what would be best for the student. Depending on the student, a walk up and down the hallway, a trip to the bathroom to regroup, a meeting with a counselor, or a continued discussion with me during lunch, electives, etc., might be the solution. It’s important to determine your options before the lesson so that you are not caught off guard.

To finish up the conversation, I ask if the student is okay with the solution and then ask if the parent is comfortable with the plan. I also ask the parent if they need me to call back later without the student, or if they would like to schedule a meeting with me at a later date, and offer to arrange that via email. Above all, approaching the student and their guardian with empathy and respect is the most important. It is also helpful to try to stay as calm as possible and remember that the situation you are teaching is not your fault.

This simple change in the rhetoric around difficult conversations makes it easier to discuss these topics with empathy, accountability, and respect, grounded in the community our students live in every day. It normalizes a home-school connection, and it creates safety for everyone involved. None of us signed up to teach U.S. History or Civics because we thought it would be easy; we’re here because we know that these difficult conversations are how we can improve our community’s future through our students.

Written by Bridgette Conboy

Bridgette Conboy teaches 8th Grade Social Studies at Lincoln Charter School in Lincolnton, North Carolina. She has taught middle school history for 7 years, and she is currently working toward her Master’s in American History at East Carolina University.

Through the We Can Teach Hard Things initiative, 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.

Patricia makes Civic Star Challenge fun for kindergartners

Posted on by Sophie Gordon

As a kindergarten teacher, I see it as my job to make learning hands-on and fun. We’re always moving, singing, and even dancing. That includes when we’re learning about civics.

This year, we started our civic education early, on the 11th day of school! Being a good citizen begins with kids understanding who they are as individuals—what makes them different or unique. For the lesson, the Civic Star Challenge led us to the animated video song, “Differences,” which is part of the Well Versed music video series from iCivics, Nickelodeon, and ATTN:.

The music video introduces us to Johnny, Ava, and Jade, who sing about their favorite foods, animals, and hobbies. As they explore the things that delight them, they remind each other that “even if you don’t agree, give everyone a chance—that’s how to be a good citizen!” It’s a fun and very catchy song.

Then we formed a circle and tried it ourselves. I asked: “Who has a dog at home? Who has brown hair? Who likes broccoli? Who celebrates Christmas?” and the students would stand up if the subject applied to them. The kids loved seeing who stood up for each question. They even observed things that I did not, such as who had earrings. At one point, I asked, “Who is an only child?” I knew that just one student would stand up for that, and he was thrilled.

I also participated. The kids were shocked to learn that I live outside the school and like things too!

The activity allowed my students an easy way to share their opinions, learn about each other, and observe the things that made them similar. It was a great way for kindergartners to participate in the Civic Star Challenge at a level that made sense for them.

About Patricia

  • Teaching experience: 29 years
  • Currently teaching: Kindergarten

Patricia is part of the Kindergarten Team at South Street School, which works collaboratively to bring their students enriching, hands-on learning experiences. South Street also recently became a Leader In Me school.

We Can Teach Hard Things Like Redistricting

Posted on by Sophie Gordon

As I sit down to write this redistricting blog post, an assignment I gave myself over a week ago, I’m trying to digest some of the most politically charged news we’ve ever seen surrounding this routine, procedural, and, by all reasonable accounts, anodyne topic.

To be clear, I’ve been teaching civics and government long enough to know that redistricting, and its notorious counterpart, gerrymandering, are anything but routine, procedural, or anodyne. But goodness, the past few months have taken this concept to a whole new level.

This latest episode began in Texas, gained momentum in California, and quickly spread to midwestern states and more as our nation’s two major parties seek to expand their power in Congress, not by appealing to more voters, but by redrawing legislative lines in their favor. To use a sports metaphor, it’s like trying to win more college football games not by recruiting better players, practicing harder, or designing better teams, but by weakening the strength of your schedule or spying on your opponents.

Now, redistricting was already a political firestorm even before the President of the United States publicly referred to a sitting U.S. governor as an unambiguously offensive slur, which led to an Indiana State Senator from the President’s party refusing to support a redistricting bill that the President supports.

Talk about a hard thing to teach!

Still, redistricting is an important part of our political system that citizens must understand, which means it’s a critical component of American democracy that must be taught to our nation’s youth. Perhaps not in third grade, but certainly in high school if not earlier. The good news is we can teach hard things. Let’s discuss how this applies in the context of redrawing legislative district lines.

I hope it goes without saying that we should all review our standards, plan a structured lesson aligned with the relevant standards, and then communicate that plan to key stakeholders. Let’s talk about how to create that structured lesson plan.

The first thought that comes to mind is to depoliticize this highly politicized topic. The second thought is to take it back to the beginning!

Constitutional Convention > Great Compromise > Representation in the House based on state population > The Census(!!) > Reapportionment > Redistricting

History ✅

Institutions ✅

Processes ✅

Federalism ✅

In other words, there is a significant amount of content to cover before reaching the current political controversy. Lean into that space.

If you haven’t already covered that content, start there. If you have, be sure to review it. Redistricting isn’t something we can teach in a vacuum. It requires a significant amount of background knowledge to make sense. Here are some iCivics resources to support you on that journey:

Constitutional Convention and the Great Compromise

Representation in the House based on state population

The Census

Reapportionment, Redistricting, & Gerrymandering

The current politics surrounding this issue are super juicy! If your students express interest in going there, and you feel you have enough information to do so safely, then I say, “Let ‘er rip!” Just be careful. If it’s helpful, here’s my criteria for making the personal decision to navigate a “currently controversial” topic with students:

My emotions are in check. I may have a personal opinion on the matter, but I’m not feeling particularly heated about it.

I can, in good faith, represent multiple (or both) sides of this issue. I’ve conducted my research and considered what I want to say and how I might respond to student questions.

I have a good rapport with my students and feel comfortable with the classroom culture I’ve cultivated.

Admin Tip: Be an instructional thought partner with your civics teacher! If they come to you with their plan for teaching redistricting and it happens to make you a little uneasy, welcome the opportunity to brainstorm ways to make it engaging, relevant, and standards-aligned with a lower chance of inspiring any sort of blowback.

Cross-Country Connections: Perspective of a First-Time NCSS Attendee

Posted on by Sophie Gordon

If you’ve never attended the National Council for the Social Studies (NCSS) annual conference, imagine a theme park for social studies teachers: endless sessions, passionate crowds, and more resources than any carry-on bag can handle. As a first-timer in 2025 and a finalist for The Sandra Day O’Connor Prize for Excellence in Teaching Civics, I attended the conference courtesy of iCivics, but I was not fully sure what I was walking into.

The Sandra Day O’Connor Prize

I have been to Washington, D.C., more than 100 times, including our annual school trip, vacations, teacher institutes, events, meetings, and visiting family. However, this trip seemed surreal. I was in town not just to attend NCSS, but also as a finalist for a prestigious award named in honor of one of my most revered Supreme Court justices.

Justice O’Connor was appointed to the court the same year that I was born, a coincidence I’ve always carried with a quiet sense of meaning. I grew up admiring that she was a free thinker. She didn’t automatically vote a certain way. She did it her way. To be associated with her—chosen by a committee that included former law clerks—was quite humbling. Before the award reception, I sat for an interview with the iCivics film crew and talked about how the justice influenced my teaching by instilling in me the idea that just because things have always been done a certain way doesn’t mean that they always have to be done that way. In my classroom, that mindset translates into endless possibilities! And while I didn’t win the award, I met some incredible people and got to reflect on what brought me to Washington.

#NCSS2025

When I first arrived at the massive Walter E. Washington Convention Center, I felt like I had arrived at London’s Heathrow Airport, scanning escalators and signage to figure out where to go. I clutched my iPhone and used the NCSS events app as if it were a treasure map. Thirty sessions in every time slot? It was a little overwhelming at first, but once I found my rhythm, the experience was nothing short of transformative. Luckily, I downloaded the NCSS events app and chose the sessions I wanted to attend ahead of time. I quickly found my bearings, and by the time I arrived at my first two featured speaker sessions, “How Hamilton vs. Jefferson Ignited the Lasting Battle Over Power in America” with the National Constitution Center’s Jeffrey Rosen and “What Democracy Demands: Congressman Hakeem Jeffries and Professor Hasan Jeffries in Conversation,” I realized I was in the middle of something remarkable: a national community of people who care deeply about the same work I do.

As the conference unfolded, each session was unique and inspiring, led by a teacher or professional at the forefront of social studies education. For me, highlights were Street Law’s look at the current Supreme Court term, virtual reality lessons in the social studies classroom, and Justice Ketanji Brown Jackson’s conversation—an hour I know I will remember for the rest of my life. Between the nationally known speakers and high-quality workshops, each session felt meaningful.

What also sets this conference apart is the opportunity to meet educators from across the country, all eager to share, exchange ideas, and collaborate. iCivics hosted a happy hour, which was the perfect catalyst for these conversations. I met a colleague from Florida who teaches a middle school civics class, and it was interesting to hear how she organized it. I met a teacher from Washington State who uses On Tuesday We Vote. Even Professor Hasan Jeffries stopped by, and I got to talk with him.

I would be remiss if I didn’t mention the exhibition hall, where educational nonprofits, services, institutes, museums, publishers, and historic sites had booths sharing resources. It was a reminder that the social studies ecosystem is far larger and more generous than I often realize during the school year. I wish I had brought a larger suitcase to fit all of the resources they gave me!

There’s something electrifying about standing in a place where every hallway, every room, and every conversation is anchored in the belief that social studies education shapes society. Some experiences broaden your practice; others broaden your perspective. NCSS, for me, managed to do both. My students will benefit from both my broadened practice and perspective. I’m excited to use what I learned to enrich their experience. I want that excitement to live on in my classroom, and I hope to find a way to attend NCSS next year and each year thereafter.

Written by Seth Harris

Seth Harris is in his 20th year of teaching middle school social studies. His passion is giving students authentic experiences in government, including his award-winning Law Day mock trial program at the Albany County Courthouse, We The People mock congressional hearings, listening to oral arguments at the Supreme Court of the United States, and attending local municipal board meetings. In addition to teaching, Seth served as deputy mayor of the Village of Menands for the past 12 years. He believes more people should get involved with their local government.

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.

Lower the Temperature: How Amanda Perschall Teaches Hard Things

Posted on by Sophie Gordon

When I first saw the We Can Teach Hard Things initiative roll out from iCivics, I laughed. No, really, I chuckled pretty loudly. It’s a little unclear if I was laughing because of my students or because of myself. There’s a sign on my board that reads “You can do hard things,” as I encourage my students not to give up when they meet some resistance. I’m sure there are other educators out there who have had a similar experience with students post-pandemic; they simply give up faster than they used to. I spend a not insignificant amount of time encouraging, cajoling, and pushing students to work to their full potential, rather than stopping at the starting line. The deeper reason for my laughter, though, was about my own teaching experiences. Being a social studies teacher in rural Missouri is currently a challenge. Being a government teacher is an even bigger challenge.

This is my 20th year teaching social studies at the same large, public high school. Throughout this time, I have witnessed a shift in our national and state politics that has impacted my daily job. The Missouri in which I was educated was a purple bellwether state comprising a solid mixture of political parties. I entered the teaching profession when Missouri had a new Republican supermajority, which it has continued to hold since. My students think I’m making up fairy stories of our two-term Democratic governors. But the job of the government teacher is not to influence their politics. The job is to help them learn about our government, how it works, and how they can be involved. The work of many civics organizations has helped bolster my practices. I am eternally grateful for their continued support. 

The National Constitution Center focuses on distinguishing between a constitutional question and a political question. The temperature in the room during a discussion naturally lowers when you point students back to the Constitution, asking them to find textual evidence to support their ideas. Is this something that the government can do? Or is it something that we should discuss politically—if they should do it? Separating the two types of questions allows students to learn and discuss without focusing on opinions.

Checks and balances are a recurring theme of concern in government classrooms. I typically point students to the Constitution and legal precedent for what is textually there. What does the Constitution say? We will then discuss historical norms. What has typically been true in similar situations in history? The conversation then might shift to current headlines. Can Congress and the President do that? By focusing first on Constitutional and historical evidence, students can move beyond simply agreeing or disagreeing based on their political background.

iCivics’ games, like Branches of Power, help address the content while also overcoming another problem: engagement. Many students start the year with barriers to learning about our content. They’re overwhelmed and disgusted by the way society, especially on social media, engages with political questions. Nonpartisan games, like those of iCivics, help reshape the narrative into a more productive one. Suddenly, students are not as worried about Republican vs. Democrat, but are simply trying to win the game.

With some more controversial topics, I rely on resources from places like Streetlaw to help frame the lesson. Whether they’re the most engaged or least knowledgeable, having students all start from the same source material helps ensure they’re all on a level playing field for discussion. Shifting from a debate mindset, where there are winners and losers, to a deliberation mindset, where there is only conversation, has been a game-changer. Politics is not zero-sum; many things can be true at the same time.

Using eduprotocols and structures to shape the conversation is a must with controversial topics. Check out the Project Zero thinking routines from Harvard. Students are able to rely on the boundaries of the situation to keep each other on task. I am a big fan of assigning positions rather than relying on what students personally believe. Many students are still exploring their opinions. Some are less informed than others. Not all viewpoints will be equally shared by students. Assigning positions allows everyone to participate and a variety of viewpoints to be heard.

But before I dive into anything too deeply in my classroom, we spend considerable time establishing norms and behaviors for civil discourse. Especially in an era when our conversations have devolved, I want my students to learn how to excel in conversation. Drawing on resources from the Cato Institute’s Sphere, the National Constitution Center, and others, we learn about how to engage with each other and with topics that may cause dissension. Building norms, practicing empathy, and leading with curiosity change the temperature of hot-button discussions. You are much more likely to be able to discuss a sensitive topic with someone with whom you have a positive, appropriate relationship. My students would tell you I frequently tell them that I expect them to be better than the political pundits they see on television. I find that students are willing and more than able to exceed my expectations, having rich conversations.

What should you do when someone complains? Whether students, parents, administration, or community members, our content lends itself to objection. It’s become too easy to complain without knowing the full context. Grounding your practice in solid pedagogy with a variety of sources helps protect you from concerns. I would also encourage you to find your allies. Education is a team sport best played with others who are excited to support you. Remember that you are a trained professional, making learning choices purposefully. Share with others all of the work you’re doing. I’m always willing to meet and discuss with those who might be concerned; almost every time, this diffuses the situation. Everything I do in my classroom is easy to show to parents and administrators; there aren’t any secrets here. More than once, I have met with concerned parents who were simply missing the full context and breadth of the lesson. Upon seeing all we were doing, they switched from being concerned and upset to being some of my biggest cheerleaders. Clear, consistent communication is the key.

Some of the compliments I treasure most from across my career are when students have told me that what we discussed in class became the family conversation that night. You shared what we learned with your parents? You cited textual evidence for your thoughts? You elicited more dialogue with the people in your house? TEACHER WIN! No matter what they believe or what position they take, fostering more civil conversations is a huge success.

My best advice to other educators is not to shy away from the hard things. You’re doing an amazing job and literally changing the world. Your students are learning because of you. Don’t give up!

Written by Amanda Perschall

Amanda Perschall has been teaching social studies at Lebanon High School for the past twenty years, currently covering Government (dual-credit, honors, and on-level), U.S. Women’s History, and World Religions while serving as the department chair. While working on her MAE from Truman State University, she did her student teaching internship in Bamberg, Germany, on a U.S. military installation. Each spring, she leads a trip for her seniors to Washington D.C., Philadelphia, and New York City. Among other commitments, Amanda is a board member for the Missouri Council for History Education and is in the iCivics Educator Network.

Through the We Can Teach Hard Things initiative, 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.

Patrick’s students explore natural rights with Civic Star Challenge

Posted on by Sophie Gordon

Recently, my political science class participated in the Civic Star Challenge. Jumping off the iCivics Enlightenment Mini-Lesson, we took on the idea of natural rights. Now I admit that, as with many civics concepts, the subject can come across as very dry. But after defining the Lockean approach, I threw it to the students: “What does it mean to be free?”

It’s a question teenagers are rarely asked.

I’m lucky to engage in spirited discussion with my adult colleagues. Fun fact: I’m also a graduate of Hazard High School. And I remember what it’s like to be sitting in class, thinking about where I might fit into my town and the world beyond. I was able to push my students to consider this, as well, using the iCivics graphic organizer and reflection activities (log in to view these resources). This mindset proved key to getting them talking.

“What does the right to life, liberty, and property mean to you?”

One student immediately focused on healthcare: “If we have the right to life, then doesn’t that mean we also have a right to healthcare?” Another identified the Second Amendment: “Liberty means that I have the right to my firearms, right?” (We live in rural Kentucky, and hunting is a popular pastime, of course!)

Pretty soon, the students were discussing the topic like the philosophers of the Enlightenment. Sure, the vocabulary was different. But there was something kindred in the spirited exchange of ideas. I reminded them that all the great figures across time and history were, on one level, just regular people—regular people who went on to do extraordinary things.

When we treat politics as if it were a sport and become obsessed with crushing the other side, it can become easy to lose sight of the fact that we are all living, breathing humans worthy of dignity and respect. We’re a school of just 300 students, and each one has so much heart. If something happens within our community, the response is all hands on deck. Bobby Jo from down the street may have a different political opinion from you, but she’s your neighbor, and she will bring you an apple pie when you get sick. We may have different opinions, but we can still care about each other. We have to hold both of those things at once. My students have shown me that they are eminently capable of that.

About Patrick:

  • Teaching Experience: 6 years
  • Currently teaching: World History, U.S. History (regular and dual credit), and Political Science/Civics

Born and raised in Perry County, KY, Patrick is passionate about identifying and building connections between Appalachian Kentucky, the rest of the Commonwealth, and the wider world for his students. He also serves as a Regional Network Lead in the University of Kentucky-Jewish Heritage Fund Holocaust Education Initiative (UK-JHF HEI) and a steering committee member of the Kentucky Council for the Social Studies (KCSS).