When we sunsetted the Flash version of our game People’s Pie last year, we received a flood of inquiries from teachers asking when their favorite game to teach about taxes and the federal budget would be back. We’re thrilled to announce a new and improved version with Spanish translation and EL/ML supports will be available later this fall!
Category: Educator Blog
Join students like Sophie – Apply for the Equity in Civics Youth Fellowship!
Last summer, I was approached by my AP U.S. Government teacher, who presented me with the Equity in Civics Youth Fellowship and motivated me to apply. While civics and politics have always been a passion of mine, I was unsure of what the fellowship entailed. I decided to apply regardless of the specifics because having the opportunity to engage in conversations regarding civics education with other young people was, in my opinion, a fantastic opportunity.
Now that the fellowship is almost over, I look back at all that we have done this year, and I am grateful for all the knowledge and amazing opportunities the EYCF team has given us. Fellows have learned about civics, media, video editing, and more. We have engaged in rich conversation regarding the equity or inequity of civics in the United States and addressed all these challenges and questions with possible solutions based on extensive research we performed.
One of the most valuable aspects from the fellowships has been the ability to connect with young people from all over the country, all of whom come from different states and backgrounds. Some of us are from suburban areas, while others live in rural counties. We all live in communities that represent the political spectrum. All of our differences make this fellowship unique. We’ve learned about new perspectives and ideas while also getting to know people within our age range who are passionate about impacting their communities.
Lastly, without the incredible support of our mentors, Michael Reyes and Natacha Scott, this would not have been possible. Throughout this journey, they have kept us on track with our learning and activities, and they have brought amazing guest speakers. They have given us the necessary tools to become confident in our abilities and empower ourselves to reach out to our communities to spread awareness on topics that mean a lot to us and civic education.
I encourage all of you to participate in this fellowship because it is unlike any other experience you have been a part of. It will build your knowledge and character and allow you to bond with people who otherwise you would probably never come across with.
Authored by Sophie Schmidt
Sophie Schmidt is an 18-year-old senior from Ocean Springs High School, Mississippi, ready to begin her college journey at the University of Southern Mississippi, where she was awarded the presidential scholarship. In her free time Sophie enjoys volunteering and is very involved with her local hospital as she aspires to become a doctor. She is passionate about civics and political advocacy and works hard to raise awareness about LGBTQIA+ rights, women’s rights, and environmental awareness.
iCivics Named Common Sense Education 2022 Selection for Learning, Receives Four-Star Rating
We’re proud to share that iCivics has earned an official seal from Common Sense Education 2022 Selections for Learning!
The Common Sense seal program recognizes outstanding media with an official seal for quality and impact. Common Sense Selections for Learning are best-in-class media resources and tools that facilitate great learning experiences for students and educators. Common Sense expert reviewers make hand-picked, official selections annually based on independent rating criteria and pedagogical rubric. Learn more about the criteria used to rate and review.
Our four-star rating, conducted by Common Sense’s Editorial team, consisted of four stars or above in the following categories:
- Engagement: “Games vary in their appeal, but most are amusing, absorbing opportunities to think deeply about civic engagement.”
- Pedagogy: “Each game offers a unique spin on content. Some, like Race to Ratify, mix facts and concepts in fascinating ways. Lessons help make learning stick and offer useful extensions.”
- Support: “Each game has a detailed tutorial, and help screens in each support struggling players. There’s a lot of reading, so it’s handy that some games have a Spanish mode.”
“Wonderful! I have promoted [iCivics] to teachers that want to start in a game-based approach. The material is sound and teachers have data on each of their students’ learning. The website is complete with lessons and suggestions for using the games. If you are interested in engaging your students in civics…this is a must use approach.” – Sandy W. Classroom teacher at Catalyst Charter Middle School
Encourage Your Students to Apply to Join the 2022–23 Equity in Civics Youth Fellowship Cohort!
Do you have students entering 9th–12th grade interested in civics, education, equity, government, history, justice, or politics? They may be perfect candidates for the Equity in Civics Youth Fellowship.
This paid, 10-month fellowship brings together a talented group of high school students from around the country to think globally, act locally, listen to others, and build coalitions. Fellows will utilize their lived experiences to shed light on how civic education can include student voices and become more equitable.
During this virtual program, fellows will research issues of equity in civic education in their school communities and address the practices and policies related to their civic learning experiences. They will engage in group projects and guided discussion; build and lead student voice campaigns; and benefit from a variety of other experiences.
We welcome all high school students* who meet the following criteria to apply by June 13, 2022.
- U.S. student in high school* during the 2022–23 school year.
- Interested in civics, education, equity, government, history, justice, or politics.
- Ability to attend an in-person gathering in Washington D.C. in October 2022 (paid for by the fellowship program).
Interested students must complete the student application and also have an educator/mentor complete a nomination form to be considered for the program.
We hope you’ll share this incredible learning and civic engagement opportunity with your students. We appreciate all you do to help develop our nation’s future leaders.
*This program is for rising 9th–12th grade students living in the United States, District of Columbia, and Puerto Rico.
AAPI Heritage Month: Lesson Plans and Resources for the Classroom
Updated for May 2023
The month of May honors the generations of Asian Americans and Pacific Islanders (AAPI) who have enriched the history of the United States and continue to ensure its success. In celebration of this month that presents an opportunity to introduce classroom discussions and reflections about the contributions of Asian Americans and Pacific Islanders to our collective history, we are sharing resources from iCivics to support learning and conversations in the classroom.
Four iCivics Resources to Use This Month
VIDEO: Patsy Mink: Changing the Rules
In this video, students meet Patsy Takemoto Mink, a third-generation Japanese American born and raised in Hawaii, who was the first woman of color elected to Congress.
LESSON: United States v. Wong Kim Ark
This mini-lesson introduces students to Wong Kim Ark, who was born in San Francisco, California, to Chinese immigrant parent. He sued the United States to be recognized as a citizen, and his case led the Supreme Court to establish that the 14th Amendment to the U.S. Constitution granted citizenship to almost everyone born in the United States.
LESSON: Korematsu v. United States
Students will meet Fred Korematsu, a U.S. citizen born in the United States to Japanese parents who refused to relocate to an internment camp during World War II. This mini-lesson covers the basics of the Supreme Court’s decision that the government acted constitutionally in interning Japanese Americans, and explores the effects of this decision.
LESSON: Lau v. Nichols
In this mini-lesson, students learn about Kenney Kimmon Lau who, when the schools in San Francisco were integrated, was one of the 1,800 students of Chinese ancestry who did not speak English but were placed into classes taught only in English. His case resulted in the Supreme Court decision that required public schools to provide language supports to English and multilingual learners.
¡Vamos a jugar! Let’s play!
In 2016, the U.S. House of Representatives recognized April as National Bilingual/Multilingual Learner Advocacy Month. English and multilingual learners are one of the fastest-growing populations in U.S. schools.
According to the U.S. Department of Education, there are currently more than 5 million English (ELs) and multilingual learners (MLs) in the public school system and 75% of them (about 3.8 million) are Spanish speakers.
In 2017, iCivics began creating resources designed specifically to support ELs/MLs as they learn content and develop their language skills simultaneously. We convened a council of EL/ML experts at the U.S. Supreme Court in Washington, D.C., and they helped us brainstorm ways to make the game Do I Have A Right? more accessible for our students. The new game featured supports—both inside and outside of the game—including the option to play in Spanish.
We added these supports to ensure that our resources are adaptable and appropriate. These materials:
- build on students’ strengths
- challenge and support multilingual learners
- offer engaging opportunities to learn including practice with reading, writing, listening, and speaking
- have supports/scaffolds as needed
- help build a classroom culture that is a welcoming place where students can speak respectfully to one another, diverse perspectives/viewpoints
As part of our mission, iCivics wants to encourage multilingual learners to become engaged members of their communities, within and beyond the classroom.
¿Quė? ¡¡10 JUEGOS!! What? 10 Games!!
We now have 10 games with supports for ELs/MLs and the option to play in Spanish, including English-language voiceover, glossary, decision support tools, and a content guide, as well as pre- and post-game activities found in the game-specific extension packs. (See all 10 games listed on our ELL landing page.) Our newest game is Convene the Council, or Convocar al consejo in Spanish, with an Extension Pack that includes pre- and post-game activities and instruction.
¡Y hay más! And there’s more!
This mini-lesson covers the basics of the Supreme Court’s decision that required public schools to provide language supports to English and multilingual learners.
Make iCivics Lessons accessible and EL student-friendly with Kami
Whether your classroom is online, hybrid, or in-person, EL-student-friendly and accessible learning are more important than ever. This blog post highlights a few tools from Kami that help students engage with iCivics lessons in an inclusive way.
Written by Kristen Chapron
Kristen Chapron is Senior Editor of Digital Learning and ELL at iCivics. She has worked on all 10 bilingual games and looks forward to creating even more materials for English and multilingual learners. ¡Adelante! Let’s go!
A Touch of SCOTUS: 9 New Cases Added to Landmark Library
I’ve always loved teaching cases from the Supreme Court of the United States (SCOTUS) in my U.S. History or Government classes. They’re engaging, they can foster informed discussions, and they can demonstrate what a branch of the government actually does. And for students, they can really hit home, which is what can make SCOTUS cases the secret sauce for your curriculum.
I remember teaching Loving v. Virginia (1967) to my sophomores one year. That’s the case that outlawed bans on interracial marriage. While the class was reading the case summary, one of my biracial students looked up and said, “Hey, this is me,” as he pointed to his paper. “This case is about me and my family.” I confirmed that it was indeed. As we started to review the case details and Virginia’s argument in particular, the room filled with guffaws, tsks, and sounds of tooth sucking. Students were not happy.
I didn’t reveal the Court’s decision just yet. Instead, with some carefully planned questions, I led the class in a discussion. It got a little heated, but not in a bad way. Rather, the class as a whole was “ticked off” that the government could say who you were allowed to marry. When I finally revealed the Court’s decision, the room exploded in applause, high fives, and pumped fists. The biracial student who had spoken earlier crossed his arms across his chest and nodded with a confident pride. “I like this case,” he said.
As educators, we all know if a student sees themselves in a lesson, they are far more likely to engage and learn. That was one of the goals behind iCivics adding nine new SCOTUS mini-lessons to our Landmark Library. We wanted to include voices that often don’t get heard, give students the opportunity to see how the government affects lives, and provide stories of people students can relate to.
With the range of topics these cases cover, it’s not hard to find a place to weave them into your curriculum, even if they’re not listed in your state standards. If you’re teaching U.S. History, U.S. Government, or civics, these cases can bring depth and context to a given time period. Whether you’re studying post-Civil War westward expansion [Elk v. Wilkins (1884)], the Chinese Exclusion Act [U.S. v. Wong Kim Ark (1898)], or civil rights [Loving v. Virginia (1967)], these cases open the door for discussions about discrimination and inequality and demonstrate how laws and government decisions directly affect people’s lives and choices.
These cases also help you bring some of our most important federal laws to life by showing students how they protect them in everyday situations. Illustrate how amazing the Civil Rights Act of 1964 is by exploring how it helped make English language learner supports a requirement in public schools [Lau v. Nichols (1974)], and protected a teenager’s right to get a job when a company refused to hire her because she wore a hijab [EEOC v. Abercrombie & Fitch (2015)]. Or show how powerful the Americans with Disabilities Act is that even the Professional Golf Association must comply [PGA Tour, Inc. v. Martin (2001)].
And, of course, what’s old is new again, and these cases allow you to make great connections to contemporary issues. When I taught current events, I spent a lot of time searching for student resources that would provide them with informed arguments about a topic. These SCOTUS cases do just that. Having taught in a diverse classroom, I would have loved to see my students become impassioned while exploring issues of women’s equality [U.S. v. Virginia (1996)], religious freedom [Lyng v. Northwest Indian Cemetery Protective Association (1988)], and gay marriage [Obergefell v. Hodges (2015)].
I hope you will dig into our Landmark Library and explore these new cases. They help students learn about their rights, hear different perspectives, and realize that there are always (at least) two sides to an issue. More importantly, these cases let students see themselves in the story and, in most, observe an example of the government working for them. I can’t think of anything more empowering or rewarding than that.
Written by Lora De Salvo
Lora De Salvo is a Curriculum Associate at iCivics. She has 16 years of experience teaching U.S. history and U.S. government courses at the two-year college and high school levels. She has also worked as a training specialist with the Anti-Defamation League facilitating anti-bias and anti-bullying programs with middle and high school students.
Help Our Fellows Learn About the State of Civic Education
How do you define “civics” or “civic education”? The Equity in Civics Youth Fellowship is calling on all students across the country to help answer this question and provide insight into the current state of civic education.
The Equity in Civics Youth Fellowship launched the #CivicsForUS Listening Tour as an online survey open to all students in 6th grade through college. This anonymous survey will help our Youth Fellows learn more about what their peers across the country are experiencing regarding civic education. Fellows will use this data to continue highlighting the need for civic education that is equitable and relevant to all students in the United States.
“The Listening Tour will allow us to gather insight regarding the state of civic education in our country. We will be more informed on the similarities and differences within our communities and inspired with a sense of problem-solving as we strive to examine ways to make civics education equitable.” -Sophie Schmidt, Equity in Civics Youth Fellow from Mississippi.
Our Youth Fellows have been busy sharing this nationwide survey with their communities. So far, we have collected more than 300 responses from students across 29 states, Washington D.C, and Puerto Rico. However, we need your help to reach as many students as possible. The survey takes about 5 minutes to complete and will be open until April 15, 2022
As a former social studies teacher, I would encourage other educators to share this survey with their students. This survey will allow students to lend their unique voices to the conversation surrounding high-quality, equitable civic education. Our youth are important stakeholders in their civic education, and their experiences can help organizations like iCivics see what matters to students.
Whether you have your students complete the survey as a bellringer or encourage them to complete it outside of class, you will help our Youth Fellows learn more about the state of civic education across the nation and take the best steps toward achieving an equitable education.
Written by Michael Reyes
Born in Miami, Florida, Michael has nearly three years of teaching experience in his hometown. At iCivics, Michael manages the Equity in Civics Youth Fellowship and the Youth As Civics Experts Network. He supports our Youth Fellows in finding and using their voices towards their civic passion, a similar experience he went through in high school.
New Curriculum Unit: The Legal Reference Library
Sometimes the textbook definition isn’t enough. Our new Legal Reference Library consists of eight mini-lessons that provide students with a deep understanding of important laws, rights, and legal concepts in a flash.
How well do your students understand the USA Patriot Act of 2001, the Equal Protection Clause, and the Voting Rights Act of 1965? Do these important legal concepts even get a paragraph in your textbook? We won’t be surprised if your answer is no. And yet, these laws — along with many others — are critical for understanding what our rights are. Our Legal Reference Library will help your students explore why these laws or legal concepts were created and how they are used today.
Part infographic and part written text, these mini-lessons present difficult concepts in a digestible way and provide the foundation for informed classroom discussions. Each lesson consists of a one-page reading and a page of activities to reinforce the concepts learned. You can use the mini-lessons to:
- Expand on concepts introduced in student textbooks.
- Enhance an existing lesson or compliment the study of a Supreme Court case from our Landmark Library.
- Use it as a stand-alone lesson or assign it as homework.
- Prompt rich, informed discussions about current events.
Dive into the Legal Reference Library and discover new ways to get students engaged in learning about their rights.
Teaching About the Russia-Ukraine Crisis: Using Convene the Council to Bring Foreign Policy to Life
How do you teach students about what is happening in Ukraine?
If you are like many teachers, your students are asking for help in making sense of what is in the news. One of the best things we can do for our students is to meet this moment and offer some insight into processes, demystify complicated concepts, and cultivate their civic-mindedness. But how many of us are foreign policy experts? With the right resources, you don’t have to be!
iCivics just launched the perfect tool to help! Created in partnership with the Council on Foreign Relations, Convene the Council is a new game that engages players in the basics of foreign policymaking. Playing as President of the United States, students face global challenges, consult with the National Security Council, and make tough foreign policy decisions. The goals of the game, as well as the goals of U.S. foreign policy, are to skillfully balance the safety, prosperity, and values of the United States within its global context. As president, do you address a crisis with sanctions or diplomacy? Foreign aid or military engagement? These questions have very clear and present connections to the past, present and future.
And—unlike real life—results are immediate. Players see outcomes and impacts of their choices as they make them. The game allows students to evaluate the effectiveness of their decisions, adapt as needed, and learn from the process.
A great place to start is the Game Guide, which provides insights and tips for playing the game. It’s great for all educators, non-gamers and gamers alike. In addition to a walk-through of the game, the guide offers discussion questions and extension activities.
For a deeper and more comprehensive teaching tool, check out the game’s Extension Pack, which offers everything needed to build your perfect “game sandwich,” from introducing the topic to engaging with the game and reinforcing the learning after the game has ended. (And if you need differentiated lessons or multilingual/English language learner supports, there is a vocabulary worksheet and modifications for the game and lessons already prepared for you.)
A customizable slide deck introduces students to important foreign policy concepts, guides them to debrief their game experiences, and helps you assess what they’ve learned. The Extension Pack also comes with activities that are both printable and available in Kami so students can have guided practice through the activities and discussion.
The learning doesn’t have to stop after the game. Here are some ideas from the Extension Pack and beyond to engage students with what’s happening in the world around them today:
- Have students research a modern foreign policy challenge or read a short article on what is happening in Ukraine, for instance. (Also a great way to practice those news literacy skills!)
- Create a formative assessment in which students apply their game experience to explain some of the foreign policy choices of the current administration in the United States, given the recent actions of Russia. (Think podcast, comic strip, game mock-up!)
- Ask students to replay the game and note which challenges they faced, then see if they can connect it to a similar situation in U.S. foreign policy history. (Spoiler alert: Each one has a real-world twin! But we will never tell. It’s Top Secret.)
But wait, there’s more! The NSC Department Guide is a great reference for players and, like the game, is available in Spanish. We also offer an NSC-focused timeline activity that helps students see real events in our nation’s history and which foreign policy tools were put to use.
To further deepen your students’ foreign policy knowledge, you can also check out materials such as World101 and Model Diplomacy from our partners at the Council on Foreign Relations.
Engaging students in games, activities, high-level assessment, and civil discussion not only connects to state standards, but also brings students to this powerful intersection of learning and application, showing them why school matters and how what is learned will be important as an adult.
Written by Carrie Ray-Hill and Amanda Setters
Carrie Ray-Hill is the Senior Director of Digital Learning and oversees the conceptualization and development of iCivics’ educational resources, with a particular concern for teacher usability. She is responsible for maintaining a consistent focus on iCivics’ educational mission. Prior to joining the iCivics team, Carrie taught middle and high school social studies and language arts in St. Louis and Washington, DC. In addition to seeking out the finest of cheeses, Carrie spends her spare time watching British panel shows, making cookies for the office, and killing zombies.
Amanda Setters is a Curriculum Associate 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.