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99+ Innovative Civics Project Ideas for School Students

Did you know that only 24% of American eighth-graders scored proficient or above in civics on the National Assessment of Educational Progress in 2018? This statistic underscores the urgent need for effective civics education initiatives in schools. 

In this blog, we delve into the critical role of civics project ideas in shaping informed and engaged citizens among school students. 

We’ll explore why civics education goes beyond textbooks and classroom lectures and how hands-on projects offer invaluable opportunities for students to apply their knowledge, develop critical thinking skills, and actively participate in their communities. 

From mock trials to community service campaigns, we’ll present a range of exciting project ideas tailored to inspire and empower students. Get ready to embark on a journey of civic discovery and empowerment!

What is the Civics Project?

Table of Contents

A civics project is an educational activity that helps students learn about government, politics, and citizenship by engaging them in hands-on experiences. These projects can take many forms, such as creating mock governments, organizing community service events, participating in debates or simulations, conducting research on social issues, or even meeting with local officials. 

However, the goal of civics projects is to deepen students’ understanding of how their government works, encourage critical thinking about societal issues, and foster a sense of civic responsibility and engagement among young people.

List of Civics Project Ideas for School Students

Here’s a diverse list of civics project ideas for elementary, middle and high school students:

Mock Government Simulations

• Mock Presidential Election
• Model United Nations Conference
• Mock Trial: Famous Court Cases
• City Council Simulation
• State Legislature Simulation
• Constitutional Convention Simulation
• Mock Press Conference
• Mock Town Hall Meeting
• Simulated Congressional Debate
• Supreme Court Case Study and Debate

Community Service Projects

• Park Cleanup Day
• Food Drive for Local Food Bank
• Senior Citizen Outreach Program
• Environmental Conservation Project
• Homeless Shelter Volunteer Day
• Animal Shelter Adoption Event
• Neighborhood Beautification Project
• School Garden Initiative
• Literacy Program for Underprivileged Children
• Community Health Fair

Political Campaign Activities

• Create a Campaign Ad Campaign
• Voter Registration Drive
• Candidate Debate or Forum
• Door-to-Door Canvassing
• Campaign Fundraiser Event
• Phone Banking for a Political Campaign
• Social Media Campaign for a Cause
• Grassroots Organizing Campaign
• Campaign Speech Competition
• Mock Campaign Simulation

Civic Education Initiatives

• Create a Civics Education Curriculum for Elementary Students
• Civics Trivia Challenge
• Public Awareness Campaign on Voting Rights
• Civics Education Workshop Series
• School-wide Civics Fair
• Civic Engagement Essay Contest
• Civics Podcast Series
• Create Educational Civics Videos
• Interactive Civics Website for Students
• Host Civics Guest Speakers

Legislative Advocacy Projects

• Write Letters to Elected Officials on Community Issues
• Petition Drive for a Local Cause
• Lobby Day at the State Capitol
• Drafting a Model Legislation
• Town Hall Meeting with Legislators
• Advocacy Rally for a Social Justice Issue
• Advocate for Policy Changes in School Rules
• Voter Education Campaign
• Community Meeting with Local Policymakers
• Legislative Simulation Game

Global Citizenship Initiatives

• Fundraising for International Relief Organizations
• Cultural Exchange Program with Schools Abroad
• International Pen Pal Program
• Model European Union Conference
• United Nations Sustainable Development Goals Awareness Campaign
• Refugee Support Project
• Global Environmental Awareness Day
• International Human Rights Awareness Campaign
• Global Health Initiative
• International Service Learning Trip

Civic Technology Projects

• Create a Civic Engagement App
• Online Voter Registration Platform
• Social Media Campaign Tracker
• Local Government Transparency Website
• Civic Education Game
• Community Issue Reporting App
• Legislative Tracking Tool
• Digital Petition Platform
• Civic Crowdsourcing Project
• Civic Hackathon Event

Civic Arts and Media Projects

• Civic-themed Art Exhibition
• Public Service Announcement Video Campaign
• Community Mural Project
• Political Cartoon Contest
• Civic Documentary Film Project
• Community Newspaper or Newsletter
• Create a Civics-themed Podcast Series
• Youth Radio Show on Civic Issues
• Civic Theater Production
• Civic-themed Photography Contest

Constitution and Bill of Rights Projects

• Create a Bill of Rights Display
• Debate on Constitutional Amendments
• Bill of Rights Poster Contest
• Constitution Trivia Game
• Constitutional Convention Reenactment
• Create a Constitution Study Guide
• Constitutional Amendments Debate
• Bill of Rights Art Project
• Constitution Day Celebration Event
• Create a Pocket Constitution Booklet

Civic Engagement Through Sports and Recreation

• Charity Sports Tournament
• Sports Equipment Drive for Underprivileged Youth
• Community Sports League for All Ages
• Sports Clinic for Children with Disabilities
• Charity Walk/Run for a Cause
• Field Day for Community Bonding
• Youth Leadership Through Sports Program
• Sports Equipment Recycling Program
• Adaptive Sports Program for Special Needs Individuals
• Sports Mentorship Program for At-Risk Youth

These project ideas cover a wide range of topics and approaches, allowing students to explore their interests and make a positive impact in their communities and beyond.

Benefits of Civics Project Ideas for School Students

Engaging in civics project ideas can offer numerous benefits for school students, including:

• Hands-on Learning: Civics projects offer practical, experiential learning opportunities that deepen understanding.
• Civic Engagement: Projects foster active participation in civic life, instilling a sense of responsibility and empowerment.
• Critical Thinking: Students develop analytical skills by tackling real-world issues and evaluating diverse perspectives.
• Community Connection: Projects encourage collaboration and interaction with community members, strengthening ties.
• Empathy and Understanding: Students gain empathy by engaging with diverse communities and learning about societal challenges.
• Leadership Development: Projects provide avenues for students to take initiative, lead, and effect positive change.
• Citizenship Skills: Students learn about democratic processes, rights, and responsibilities, preparing them to be informed citizens.
• Lifelong Impact: Civics projects cultivate a lifelong commitment to civic engagement and social responsibility.

Practical Tips for Planning and Implementing Civics Projects

Planning and implementing civics projects requires careful consideration and organization to ensure success. Here are some practical tips to help you plan and execute civics projects effectively:

• Define Clear Objectives: Clearly outline the goals and learning outcomes of the project.
• Engage Students: Involve students in project planning to foster ownership and enthusiasm.
• Incorporate Real-World Relevance: Choose topics and activities that relate to students’ lives and communities.
• Provide Resources: Ensure access to relevant materials, information, and support throughout the project.
• Foster Collaboration: Encourage teamwork and cooperation among students, teachers, and community partners.
• Reflect and Evaluate: Regularly assess progress and outcomes to adapt and improve project implementation.

Challenges and Solutions In Civics Projects From Students’ Prospective

Here are some common challenges that students may encounter in civics projects, along with potential solutions:

• Lack of Interest: Some students may find civics projects unengaging or irrelevant to their lives.
• Time Constraints: Balancing civics projects with other academic and extracurricular commitments can be challenging.
• Limited Resources: Access to materials, technology, and community support may vary, impacting project quality.
• Complex Issues: Addressing societal issues like politics or social justice can be daunting and overwhelming for students.
• Group Dynamics: Conflicts or unequal participation within student groups can hinder project progress.
• Relevance: Connect projects to students’ interests and experiences to increase engagement.
• Time Management: Break down tasks into manageable steps and provide flexible timelines.
• Resource Accessibility: Seek alternative resources and collaborate with community partners to bridge gaps.
• Simplification: Break down complex issues into smaller, digestible components for better understanding.
• Team Building: Facilitate communication and teamwork skills through icebreakers and group activities.

Final Thoughts

Civics project ideas offer invaluable opportunities for students to actively engage with their communities, deepen their understanding of civic responsibility, and cultivate essential skills for informed citizenship. 

Through hands-on learning experiences, students tackle not only real-world challenges but also develop critical thinking, empathy, and leadership abilities. Despite facing challenges such as resource constraints and varying levels of interest, the benefits of civics projects far outweigh the obstacles. 

By implementing practical solutions and fostering a culture of civic engagement, schools can empower students to become active participants in shaping a better, more equitable society for all.

1. What is an example of a civics project?

An example of a civics project is organizing a voter registration drive in the local community. Students can work together to educate eligible voters, distribute registration forms, and encourage civic participation.

2. What age group is suitable for participating in civics projects?

Civics projects can be tailored to various age groups, ranging from elementary school to high school students. The complexity and scope of the projects may vary depending on the student’s developmental stage and academic level.

3. How can teachers integrate civics projects into their curriculum?

Teachers can integrate civics projects into their curriculum by aligning them with educational standards, identifying relevant topics, and incorporating hands-on activities, research assignments, or community engagement opportunities. They can also collaborate with other educators and community partners to enhance the learning experience.

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We call it Civics, not Government, class because the purpose is to instill a sense of citizen duty and participation, not just a memorization of names, flow charts, and Constitutional provisions. Yet, in reality how much of our class time is dedicated to empowering experiences to fulfill this former ideal?

Probably less than we’d care to admit, right?

I recently visited beautiful Charleston, South Carolina to explore its history as one of America’s original metropolises, tragically built and originally maintained by the enslaved labor of thousands of human beings. 

Of course, this trip meant a ferry boat ride out to Fort Sumter in the middle of Charleston Harbor. A history teacher friend told me to make sure I was on the first boat ride out in the morning in order to participate in the day’s raising of the flag ceremony.

My friend was right. It was a powerful experience in the meaning of American civics and history.

Each day, National Park Service officials invite their guests—specifically calling out for veterans, children, immigrants, people of color, women, all Americans—to assist in the raising of the national flag (and in the evening, to lower it). They are simultaneously honoring the perseverance of the ideals of American democracy in this daily task, while also transforming the nation’s most divisive and exclusionary moment into a diverse and inclusive one.  

I was humbled and grateful to help lift up the flag that morning, knowing it represented endurance, but also evolution. That is civics. Participating in molding one’s society and government. Knowing the past in order to engage in the present. 

But so often in the classroom it just comes down to time. The time to dream how to build a course that empowers students. The time to plan these great ideas. And the precious class time to implement them. 

One thing I’ve learned over the years, though, is that powerful civics projects don’t have to be extensive. There are many acts of civics that are super quick and even quite informal. 

If you are looking to weave in more actual civic participation into your middle or high school Civics course, here are 5 easy-to-implement ideas.

(Pre-)Register Students to Vote

If your students are of the proper age in your state, schedule 20 minutes to register or pre-register them to vote. Many states allow citizens to register online, others use a downloadable single national form, and some allow 16- and 17-year-olds to pre-register early using driver license records. 

Procedures and deadlines differ by state, so be sure to look into this well before Election Day. A great day to set aside class time for this is on the fourth Tuesday in September, which has been designated as  National Voter Registration Day .

To learn how to register in your state,  Vote.gov  provides a great starting point. 

If your students aren’t old enough to register, use this time instead to model how it’s done and how to confirm one’s registration is up to date.  

Remember to stress to students that Americans also have the right to not register to vote, so no student should feel pressured to register if they don’t want to.

Email or Call Government Officials 

Find ways to connect with officials throughout your course. These are just two of the ways we do in mine:

In an odd-year election in which local races are usually held, I have students write candidates questions as part of their research. We type all our questions into a single file, then wordsmith them collectively, before I send them off with a bit of an explanation. 

You better believe my students judge and decide which candidates they support from the answers they receive. We only do this with mayoral and school board races, in order to better ensure we get responses. Still, I get chills watching how invested students get, especially knowing these races are the ones that perennially suffer from lower turnout.

Also, a couple of times in the course, have planned moments when a wondering is raised that’s truly only best answered by an official’s office, not Google. That is when I challenge my students to volunteer to call and ask it, right there in the middle of class. Trust me, your wide-eyed students won’t think you’re serious, but let them know you entirely mean it. 

In my  three branches unit , we look at the practice of Congressional town hall meetings and how so few are held. Towards the end of the lesson, I intentionally guide them to arrive at the question,  “How many town hall meetings have our own elected members of Congress held this year?”

So, smack in the middle of class, I ask if three students are willing to call our U.S. Representative and two Senators and ask.

I provide them with this basic script:

“Hi, my name is… and I am a student at… which is located in…  A question came up in my Civics class about Representative/Senator So-n-So and I am wondering if I can put you on speaker phone so that we can all hear the answer?”

One year, we had one office needing to get back to us, one office that had a full voicemail inbox, and one in which the aid knew the exact number off the top of their head. This made a huge impression on my students and, again, it only took about 20 minutes. 

Hold a Mock Election

Hopefully, you are able to teach a  voting and election unit  in the weeks prior to the November election. If so, a natural assignment would be to research select candidates and/or propositions that are on the ballot.

If you can get a sample ballot, photocopy it or recreate one with just the races and propositions on which you’re having students focus. Then on Election Day, make a big deal about it. Put up posters. Wear red, white, and blue that day. Hand out “I Voted” stickers. Again, this shouldn’t take more than 20 minutes.

As with registering to vote, though, make it clear that the act of voting is voluntary and private. After the election, compare results with offical returns, which can be found either on your county or state’s election site. 

Write Op-ed Essays

Challenge your students to write their  own op-ed essay  relating one of your units to a current issue. Whether it is in your  Foundations of Democracy unit  evaluating how well America is currently upholding the ideals of the Declaration or Preamble with a specific current issue, in your  Three Branches unit  debating how government should solve a specific pressing problem, or your  Constitutional Rights unit  arguing if a sacred right has been violated recently.

As citizens on the verge of voting and heirs of the current political environment, your students are well-positioned to have their strong personal voices be sought out by newspapers editors. 

In my class, I have students study the civics portion of the U.S. Naturalization Test. While, my state doesn’t currently require students to pass such a test, I do. So, I ask them what they think about it, because there is nobody more expert on this exact issue than them in this moment.

Over our semester together, while in the midst of studying for their big test, they research how many states do require it for graduation and the arguments for and against it, and then they write op-ed essays   to submit to our local newspaper. If this sounds perfect for your course, my  Citizenship Test & Op-Ed project kit  is ready to go for you too.

Interview Others

One of my favorite projects each year is when my Civics students  interview  someone outside their immediate family about what democracy and civics mean to them. We do this as part of our  Three Branches unit . I challenge them to select a person they don’t know very well on a personal level who holds a unique perspective—a senior neighbor who fought in the Vietnam War, the pastor of their church, a cousin who has been through the justice system, or a family friend who serves on a local elected board.  

These are powerful experiences and the narrative essays they write are true treasures. Just a few months after this project one year, a student of mine lost her grandfather and if it weren’t for her interview, she and her parents would have never known certain details about his immigration and naturalization story. These are the moments teaching is made up of. 

If you are curious to learn more, I have a whole blog post dedicated to how to  successfully lead an interview project because I have seen it be so powerful for my students. 

No matter how tight your scope and sequence are, I hope you can wiggle in some of these doable project ideas! The biggest barrier in not seeing government as a real, living thing is never experiencing it as a real, living thing. You’ve got to make it come alive. So, while  having your students raise the flag at Fort Sumter likely isn’t an option, that doesn’t it’s impossible to make your Civics course real.

If teaching a project-based approach to Civics sounds like exactly what you are look for, I encourage you to check out my ready-to-go, everything’s done full-course curriculum! 

Feature image photo credit: Taylor Wilcox, lowering of the flag at Fort Sumter, South Carolina 

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How the U.S. Has Treated Wartime Refugees

Https://teachingcivics.org/lesson/how-the-u-s-has-treated-wartime-refugees/.

From Retro Report in the Classroom   This ten-minute video compares the recent U.S. settlement of Afghan and Ukrainian migrants to the 1975 United States evacuation Read More

Building Democracy: The Story of Legislatures

Https://teachingcivics.org/lesson/building-democracy-the-story-of-legislatures/.

A National Conference of State Legislatures Podcast A six-part series that covers the history, characters and stories of state legislatures in America. Episode 1 (30:43) – Virginia: Read More

Daylight Saving Time – State Legislation

Https://teachingcivics.org/lesson/daylight-saving-time-state-legislation/.

From The National Conference of State Legislatures Each year, on the second Sunday in March, clocks are set forward by one hour in the United States Read More

Bell Ringer: What is an Omnibus Bill?

Https://teachingcivics.org/lesson/bell-ringer-what-is-an-omnibus-bill/.

From C-Span Classroom “Steve Ellis of Taxpayers for Common Sense explains the meaning of an omnibus bill, including the process of how the bills that Read More

Seven Ways to Find What You Want on the Internet

Https://teachingcivics.org/lesson/seven-ways-to-find-what-you-want-on-the-internet/.

Strategies for Internet searches: Explore seven steps that you can take to pinpoint specific information online.

Digital Hacks

Https://teachingcivics.org/lesson/digital-hacks/.

Resources from Sam Wineburg, Stanford History Education Group “This advice does not guarantee foolproof web searching. It does make the promise that if you follow it, Read More

Throughline: NPR – Pirates of the Senate

Https://teachingcivics.org/lesson/throughline-npr-pirates-of-the-senate/.

“In this episode, we look at how the ongoing battle over the filibuster’s future is in some ways a battle over its past.” Podcast (52 Read More

State of the Union Addresses

Https://teachingcivics.org/lesson/the-state-of-the-union-addresses/.

By The Choices Program Students read Article II, Section III of the Constitution to identify words or phrases they don’t understand. Next, students (in small Read More

Super Civics Toolbox

Https://teachingcivics.org/lesson/super-civics-toolbox/.

The Super Civics Toolbox is a collection of lessons aligned to the Minnesota K-8 Citizenship and Government standards (2011). Super Civics Toolbox For video instructions on how Read More

We the People: The Citizen and the Constitution, Level 3 – Educating for American Democracy (EAD) Roadmap Correlation

Https://teachingcivics.org/lesson/we-the-people-the-citizen-and-the-constitution-level-3-educating-for-american-democracy-ead-roadmap-correlation/.

From the Center for Civic Education “This correlation guide offers a crosswalk between the EAD themes for the grades 9–12 driving questions and the Level Read More

We the People Resource Center

Https://teachingcivics.org/lesson/we-the-people-resource-center/.

From the Center for Civic Education Students and teachers – use this companion website for the We the People: The Citizen & the Constitution Level 3 Read More

We the People Open Course

Https://teachingcivics.org/lesson/we-the-people-open-course/.

From the Center for Civic Education “This course takes you from the philosophical foundations of the U.S. Constitution through the modern interpretation and application of Read More

Program: Current Events

Https://teachingcivics.org/lesson/program-current-events/.

From Classroom Law Project Rely upon teacher-vetted current events! Included are stories that present multiple views, additional resources to learn more, definitions of relevant vocabulary, insightful Read More

Principles of Democracy: Current Issues – Thinglink poster idea

Https://teachingcivics.org/lesson/principles-of-democracy-current-issues-thinglink-poster-idea/.

Help students to connect the Principles of Democracy to current events through an interactive poster utilizing a Thinglink platform. It provides an engaging and easy way for Read More

https://teachingcivics.org/lesson/taxation/

From iCivics “This lesson teaches the basics of taxes: what they are, who pays them, what kinds exist, and what they’re used for. Students learn Read More

Supreme Court Nominations

Https://teachingcivics.org/lesson/supreme-court-nominations/.

From iCivics “This lesson teaches the fundamentals of Supreme Court Justice nominations and helps students understand the politics behind the nominations. It challenges students to Read More

Appellate Courts: Let’s Take It Up

Https://teachingcivics.org/lesson/appellate-courts-lets-take-it-up/.

From iCivics What happens in appellate-level courts? “By following the case of a real middle school girl who was strip searched at school, students find Read More

James Bond in a Honda: Trial Simulation Lesson

Https://teachingcivics.org/lesson/james-bond-in-a-honda-trial-simulation-lesson/.

From iCivics “Students participate in a scripted fictional trial based on a real case in which the producers of James Bond films sued Honda for Read More

Building Democracy for All: Interactive Explorations of Government and Civic Life

Https://teachingcivics.org/lesson/building-democracy-for-all/.

By Robert W. Maloy & Torrey Trust Building Democracy for All is an interactive, multimodal, multicultural, open access (digital, online, free of charge) eBook for teaching and learning key Read More

Today’s Vote in the Classroom

Https://teachingcivics.org/lesson/todays-vote-in-the-classroom/.

Real-world policy in your classroom.

Sesame Street: Monster President | Elmo the Musical

Https://teachingcivics.org/lesson/sesame-street-monster-president-elmo-the-musical/.

Explore “first, second, and third” with Elmo, the first monster president, as he works to keep the country in order. The video (6:56) features the Read More

Sesame Street: Usher – Volunteer

Https://teachingcivics.org/lesson/sesame-street-usher-volunteer/.

In this video (1:20), Usher explains the word “volunteer” to Elmo, and together they see various examples of volunteers on Sesame Street.

Teaching About Controversial Topics Led by Dr. Diana Hess

Https://teachingcivics.org/lesson/teaching-about-controversial-topics-led-by-dr-diana-hess/.

This hour-long virtual professional development session (recorded) for social studies educators addresses the following questions  - and more: What is the relationship between controversial topics, problems, Read More

Digital Civics Toolkit

Https://teachingcivics.org/lesson/digital-civics-toolkit/.

“The Digital Civics Toolkit is a collection of resources for educators to support youth to explore, recognize, and take seriously the civic potentials of digital life… The Read More

Advanced Placement Supreme Court Cases organized by Era of History

Https://teachingcivics.org/lesson/advanced-placement-supreme-court-cases-organized-by-era-of-history/.

Useful for studying/review, or Each One Teach One, Texas Law-Related Education provides summaries of select landmark Supreme Court Cases from the Early Republic to Contemporary America.

Throughline: NPR – Vaccination

Https://teachingcivics.org/lesson/throughline-npr-vaccination/.

“It’s a longstanding fight in the U.S., whether people can opt out of vaccination if that means jeopardizing the greater public’s health. In this episode, Read More

Throughline: NPR – Presidential Power

Https://teachingcivics.org/lesson/throughline-npr-presidential-power/.

“What can and can’t the president do, and how do we know? When the framers of the U.S. constitution left vague the powers of the Read More

Lesson Plans: 2020 Election & Beyond

Https://teachingcivics.org/lesson/lesson-plans-2020-election-beyond/.

A variety of lesson plans that utilize ProCon.org’s Presidential Election site. tags: distance/ online learning  

The Challenge of Democracy Series

Https://teachingcivics.org/lesson/the-challenge-of-democracy-series/.

The Constitutional Rights Foundation (CRF) A series of lessons with carefully researched, non-partisan readings to navigate issues on the themes of Information, Diversity, Governance, and Read More

Freedom of Speech and Press: Exceptions to the First Amendment

Https://teachingcivics.org/lesson/freedom-of-speech-and-press-exceptions-to-the-first-amendment/.

Congressional Research Service This report (September 2014) provides an overview of the major exceptions to the First Amendment – of the ways that the Supreme Court Read More

DC Residents—Taxation With Some Representation

Https://teachingcivics.org/lesson/dc-residents-taxation-with-some-representation/.

New Jersey State Bar Foundation The federal government in Washington, D.C. is under federal control and not dependent upon any state for protection. Article I, Section 8, Clause Read More

Impeachment: It’s Complicated

Https://teachingcivics.org/lesson/impeachment-its-complicated/.

New Jersey State Bar Foundation This reading about impeachment (What the Constitution Says, The Process, First Presidential Impeachment, Not Just for Presidents) includes writing/ discussion Read More

Miranda v. Arizona (1966) -iCivics

Https://teachingcivics.org/lesson/miranda-v-arizona-1966-icivics/.

From iCivics’ Landmark Library Students will: Describe the 5th Amendment right to silence and the 6th Amendment right to a lawyer. Identify the main arguments put forth Read More

Plessy v. Ferguson (1896) – iCivics

Https://teachingcivics.org/lesson/plessy-v-ferguson-1896-icivics/.

From iCivics’ Landmark Library This mini-lesson covers the basics of the Supreme Court’s decision that it was constitutional to keep black and white people segregated as Read More

An Independent Judiciary: Cherokee Nation v. Georgia and Cooper v. Aaron

Https://teachingcivics.org/lesson/an-independent-judiciary-cherokee-nation-v-georgia-and-cooper-v-aaron/.

From Annenberg Classroom This documentary (34 minutes) about the importance of an independent judiciary features Justice Stephen G. Breyer and chronicles Cherokee Nation v. Georgia(1831) Read More

The Supremacy Clause: McCulloch v. Maryland

Https://teachingcivics.org/lesson/the-supremacy-clause-mcculloch-v-maryland/.

From Annenberg Classroom This video (24 minutes) explores the supremacy clause in Article VI of the Constitution and key moments in the power struggle, including Read More

Iowa Caucus History

Https://teachingcivics.org/lesson/iowa-caucus-history/.

This 2-hour segment from Iowa Public Television’s Caucus Iowa: Journey to the Presidency documentary explores how Iowa became the political epicenter and first major electoral event Read More

Lesson Plan: What are the Primaries and Caucuses?

Https://teachingcivics.org/lesson/lesson-plan-what-are-the-primaries-and-caucuses/.

From PBS Newshour Extra Students will identify and understand differences between primaries and caucuses and key terms related to the primary season. Videos, readings, graphic Read More

How Voters Decide: Crash Course Government and Politics #38

Https://teachingcivics.org/lesson/how-voters-decide-crash-course-government-and-politics-38/.

From CrashCourse What factors influence voter decisions? This video (7:35) focuses on party loyalty, the issues involved in an election, and candidate characteristics. tags: voting, distance/ online Read More

Lesson Plan: To Vote or Not to Vote

Https://teachingcivics.org/lesson/lesson-plan-to-vote-or-not-to-vote/.

From PBS Newshour Extra Students view three short films that explore the importance of voting. Each film/activity examines the topic from a different perspective. Handouts Read More

So You Think You Can Vote?

Https://teachingcivics.org/lesson/so-you-think-you-can-vote/.

Video (5:23) - “With 50 states, 5 territories, and over 7,000 voting districts, our elections can get pretty chaotic. A quick look at the history of Read More

American Party Animals

Https://teachingcivics.org/lesson/american-party-animals/.

Why are there only two major parties? This animated film (3:25) looks at the pros and cons of America’s two-party system. tags: elections, multi-party systems

Black Lives Matter, The Killing of George Floyd, and the Long Fight for Racial Justice

Https://teachingcivics.org/lesson/black-lives-matter-the-killing-of-george-floyd-and-the-long-fight-for-racial-justice/.

From: The Choices Program Students will: Review an interactive timeline of black activism in the United States from the 1950s to today (includes videos, images, Read More

Let’s Start a Petition Lesson Plan

Https://teachingcivics.org/lesson/lets-start-a-petition-lesson-plan/.

“This lesson discusses the constitutional right to petition, and how petitions have been used in American history… Students will review historical and contemporary petitions and Read More

State-by-State Race to Ratification of the 19th Amendment

Https://teachingcivics.org/lesson/state-by-state-race-to-ratification-of-the-19th-amendment/.

Follow the state by state stories and timeline of the ratification of the Nineteenth (19th) Amendment.

StoryMap: Places of Women’s Suffrage

Https://teachingcivics.org/lesson/storymap-places-of-womens-suffrage/.

Explore this StoryMap to discover places associated with the ratification of the 19th Amendment. This StoryMap features places related to women’s suffrage (the right to Read More

The 19th Amendment by State

Https://teachingcivics.org/lesson/the-19th-amendment-by-state/.

Explore the state histories of the ratification of the Nineteenth (19th) and women’s right to vote. tags: suffrage, voting

African American Women and the Nineteenth Amendment

Https://teachingcivics.org/lesson/african-american-women-and-the-nineteenth-amendment/.

By Sharon Harley, National Parks Service Read this article to learn about the important role of African American women in the struggle for the Nineteenth Read More

ABA Supreme Court PREVIEW – Featured Cases 2018-2019

Https://teachingcivics.org/lesson/aba-supreme-court-preview-featured-cases-2018-2019/.

  Scroll down to “Past Cases” to find modified case studies and focus questions for classroom use. Featured Cases from the Supreme Court’s 2018-2019 session -  Read More

The Fourth Amendment: Past and Present

Https://teachingcivics.org/lesson/the-fourth-amendment-past-and-present/.

Presented in partnership with the National Constitution Center (NCC) and the Federal Judicial Center Podcast (44:30): “Two leading Fourth Amendment scholars join NCC President Jeffrey Rosen Read More

SCHOLAR EXCHANGE: Voting Rights in America

Https://teachingcivics.org/lesson/scholar-exchange-voting-rights-in-america/.

“Join Jeffrey Rosen, president and CEO of the National Constitution Center, to examine the history of voting rights in America. Where in the Constitution are Read More

SCHOLAR EXCHANGE: AP Landmark Supreme Court Cases: Encore Session

Https://teachingcivics.org/lesson/scholar-exchange-ap-landmark-supreme-court-cases-encore-session/.

“This fast-paced and fun session will review the top 15 court cases from a typical course of study for an AP Government class. Join Jeffrey Read More

A National Town Hall on Policing and the Constitution

Https://teachingcivics.org/lesson/a-national-town-hall-on-policing-and-the-constitution/.

Jeffrey Rosen, president and CEO of the National Constitution Center, moderates this virtual national Town Hall on policing and the Constitution (recorded June 5, 2020). Read More

Debate – Trigger Warning: Safe Spaces are Dangerous

Https://teachingcivics.org/lesson/trigger-warning-safe-spaces-are-dangerous/.

Intelligence Squared U.S. is a nationally broadcast debate series based on the traditional Oxford-style debate format, with one side proposing and the other side opposing a Read More

Pathways to the Bench Video Series

Https://teachingcivics.org/lesson/pathways-to-the-bench-judge-donovan-frank/.

Watch this U.S. Courts video series in which judges talk about challenges they overcame on their way to service on the federal bench. Featured Judges: Donovan Read More

The Courts and You: From Suffragist Sashes to Antiwar Armbands

Https://teachingcivics.org/lesson/the-courts-and-you-from-suffragist-sashes-to-antiwar-armbands/.

This 5-minute video portrays two rights activists from different eras: suffragist Virginia Minor and Vietnam war protester Mary Beth Tinker.  

Classroom Strategies – Reading Rockets

Https://teachingcivics.org/lesson/classroom-strategies-reading-rockets/.

Effective, research-based classroom strategies to help teachers build and strengthen literacy skills in phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. Each strategy includes:  Instructions Read More

Strategies – Oregon Educator Network

Https://teachingcivics.org/lesson/strategies-oregon-educator-network/.

Search for teaching strategies by type, audience, or learning style. tag: distance learning

Why are American symbols important?

Https://teachingcivics.org/lesson/why-are-american-symbols-important/.

From DCPS  - Instructional Continuity Plan (distance learning) Students identify American symbols such as the American flag, the bald eagle, the Statue of Liberty. Then, Read More

Who leads our country?

Https://teachingcivics.org/lesson/who-leads-our-country/.

From DCPS  - Instructional Continuity Plan (distance learning) Who leads our country? Students write one paragraph that explains what the president does and how presidents Read More

What makes America special?

Https://teachingcivics.org/lesson/what-makes-america-special/.

From DCPS  - Instructional Continuity Plan (distance learning) Students read: about the “Star-Spangled Banner” and “Lift Every Voice and Sing” and answer the questions in Read More

How did D.C. become our nation’s capital?

Https://teachingcivics.org/lesson/how-did-d-c-become-our-nations-capital/.

From DCPS  - Instructional Continuity Plan (distance learning) Students will read from several sources and then write an informational paragraph describing how Washington, D.C. became Read More

How to Use the Concept Attainment Strategy

Https://teachingcivics.org/lesson/how-to-use-the-concept-attainment-strategy/.

This strategy involves students in their own learning by helping them discover information on their own.  tag: distance learning

Kick the IDK Bucket: How to Rid Your Classroom of “I Don’t Know”

Https://teachingcivics.org/lesson/kick-the-idk-bucket-how-to-rid-your-classroom-of-i-dont-know/.

“When a student recognizes they don’t know something, it should be a transition to knowing, not a termination of thinking.” Help students explore the reasons Read More

The Big List of Class Discussion Strategies

Https://teachingcivics.org/lesson/the-big-list-of-class-discussion-strategies/.

“Students will discuss…” Here is help to make this learning objective more specific! This podcast/ reading contains 15 strategies for structuring a class discussion; they are separated into Read More

Instructional Strategies Guide

Https://teachingcivics.org/lesson/instructional-strategies-guide/.

75+ Tools to Improve Student Learning Strategies compiled by Stefanie Wager (National Council for the Social Studies, Iowa Department of Education) tag: distance learning

What does Washington, D.C. look like?

Https://teachingcivics.org/lesson/what-does-washington-d-c-look-like/.

From DCPS  - Instructional Continuity Plan (distance learning) This lesson is designed for elementary level students; however, it can be used or adapted for anyone as an introduction to: Read More

What is special about the Constitution?

Https://teachingcivics.org/lesson/what-is-special-about-the-constitution/.

From DCPS  - Instructional Continuity Plan (distance learning) How does the Constitution work? Students complete a scavenger hunt using The Constitution of the United States of Read More

Creation of the Constitution – How do you build a “good” government?

Https://teachingcivics.org/lesson/creation-of-the-constitution-how-do-you-build-a-good-government/.

From DCPS  - Instructional Continuity Plan (distance learning) Students describe the people and events associated with the development of the U.S. Constitution. After reading primary Read More

Why do countries declare independence?

Https://teachingcivics.org/lesson/why-do-countries-declare-independence/.

From DCPS  - Instructional Continuity Plan (distance learning) This inquiry focuses on the arguments made in the United States Declaration of Independence. Students describe the people Read More

Language Acquisition – Beginner ESL: Washington, D.C.

Https://teachingcivics.org/lesson/language-acquisition-beginner-esl-washington-d-c/.

From DCPS  - Instructional Continuity Plan (distance learning) Lesson: https://dcps.instructure.com/courses/179580/pages/learners-elementary-language-acquisition-beginner-esl - Week 7 Learning Plans Students read sentences and match to pictures; read and state details from Read More

Voting Rights for Women – What Did It Take for Women to Be Considered “Equal” to Men?

Https://teachingcivics.org/lesson/voting-rights-for-women-what-did-it-take-for-women-to-be-considered-equal-to-men/.

From DCPS  - Instructional Continuity Plan (distance learning) This inquiry leads students through an investigation of the women’s suffrage movement as an example of how Read More

What makes a good citizen?

Https://teachingcivics.org/lesson/what-makes-a-good-citizen/.

From DCPS  - Instructional Continuity Plan (distance learning) What makes a good citizen?  What were the different forms of government in ancient Greek city-states? What Read More

Does religious freedom exist?

Https://teachingcivics.org/lesson/does-religious-freedom-exist/.

From DCPS  - Instructional Continuity Plan (distance learning) Does religious freedom exist?  What are the major religions of the world? What is religious freedom? How Read More

A Guide to Emergency Powers and Their Use

Https://teachingcivics.org/lesson/a-guide-to-emergency-powers-and-their-use/.

What statutory powers may become available to the U.S. president upon declaration of a national emergency? The Brennan Center’s research is presented in two tables: One lists Read More

Civics 101 – Emergency Powers of the Governor

Https://teachingcivics.org/lesson/civics-101-emergency-powers-of-the-governor/.

What are a governor’s emergency powers?  Listen to podcast (16:00): https://www.civics101podcast.org/civics-101-episodes/governoremergencypowers Transcript and graphic organizer included.

Civics 101 – AP US Government and Politics Prepisode

Https://teachingcivics.org/lesson/civics-101-ap-us-government-and-politics-prepisode/.

What is taught in the AP US Government and Politics course? What are the nine foundational documents that students are expected to know? Hear some Read More

Big Civics Ideas Through Political Cartoons

Https://teachingcivics.org/lesson/big-civics-ideas-through-political-cartoons/.

Florida Joint Center for Citizenship How do the political cartoons illustrate big civics ideas? This activity can be used to introduce big civics concepts or Read More

Representing Congress: Clifford K. Berryman’s Political Cartoons E-book

Https://teachingcivics.org/lesson/representing-congress-clifford-k-berrymans-political-cartoons-e-book/.

Representing Congress is designed to teach students about Congress—its history, procedures, and constitutional roles— through the analysis of political cartoons.  This e-book was created by the Read More

Guidance on Government: Federal Edition

Https://teachingcivics.org/lesson/guidance-on-government-federal-edition/.

Florida Joint Center for Citizenship How does the U.S. Constitution organize the government?     Students: identify responsibilities of the legislative, executive, and judicial branches Read More

Guidance on Government: State Edition

Https://teachingcivics.org/lesson/guidance-on-government-state-edition/.

Florida Joint Center for Citizenship How does the Florida Constitution organize the government?     (Adaptable for other states) Students: identify the legislative, judicial, and executive Read More

Thinking Through Timelines: Creating the Constitution

Https://teachingcivics.org/lesson/thinking-through-timelines-creating-the-constitution/.

Florida Joint Center for Citizenship Why do we celebrate Constitution Day?     Activity Documents and Handouts – Creating the Constitution PowerPoint Presentation Copies of Read More

Thinking Through Timelines: Inching Toward Independence

Https://teachingcivics.org/lesson/thinking-through-timelines-inching-toward-independence/.

Florida Joint Center for Citizenship Why do we celebrate Independence Day? Activity Documents and Handouts – The Road to Independence PowerPoint Presentation Copies of Primary Read More

Civics in Real Life

Https://teachingcivics.org/lesson/civics-in-real-life/.

Florida Joint Center for Citizenship Concise resources to explore civics concepts connected to current events. Sample topics include: Public Health and the Social Contract  - How Read More

Meme machine

Https://teachingcivics.org/lesson/meme-machine/.

This Emerging Citizens game encourages players to engage with culturally and politically relevant topics while focusing on a specific 21st digital modality (Memes).  Meme machine is a Read More

https://teachingcivics.org/lesson/wikigeeks/

This Emerging Citizens game encourages players to engage with culturally and politically relevant topics while focusing on a specific 21st digital modality (Hyperlinks).  WikiGeeks is a realtime Read More

Hashtag You’re It

Https://teachingcivics.org/lesson/hashtag-youre-it/.

This Emerging Citizens game encourages players to engage with culturally and politically relevant topics while focusing on a specific 21st digital modality (Hashtags).  Hashtag You’re It is Read More

Songs for Free Men and Women

Https://teachingcivics.org/lesson/songs-for-free-men-and-women/.

“How can songs—moving speech, set to rhythmic music—shape hearts and minds? What do America’s national songs mean, and what feelings does singing them inspire? Songs Read More

Benjamin Franklin’s Virtues

Https://teachingcivics.org/lesson/benjamin-franklins-virtues/.

Background materials and discussion questions to enhance reading and understanding of Benjamin Franklin’s “The Project of Moral Perfection” a passage from his Autobiography. After learning about Read More

Civic Virtue, and Why It Matters – We The People

Https://teachingcivics.org/lesson/civic-virtue-and-why-it-matters-we-the-people/.

The National Constitution Center What values did the founders think were necessary to uphold American government? Are the people and our representatives living up to them? “The Read More

The Constitution and the Coronavirus – We The People

Https://teachingcivics.org/lesson/the-constitution-and-the-coronavirus-we-the-people/.

The National Constitution Center In this 55 minute podcast, host Jeffrey Rosen and public health law experts examine the history of quarantines prior to and during the Read More

Safeguarding Democracy: Understanding Allegations of Russian Election Interference

Https://teachingcivics.org/lesson/safeguarding-democracy-understanding-allegations-of-russian-election-interference/.

From The Choices Program, May 2018 This lesson involves an adapted version of an ancient Egyptian board game called Senet. Students will complete the game with Read More

The Impeachment Process and President Trump

Https://teachingcivics.org/lesson/the-impeachment-process-and-president-trump/.

From The Choices Program, lesson published October 2, 2019 Students will: Understand the Constitutional basis and historical precedents for impeachment. Develop media source analysis skills. Read More

Boston Plays

Https://teachingcivics.org/lesson/boston-plays/.

Students take part in a series of short plays illustrating the lack of various rights during the American Revolutionary War period and then identify those Read More

Bill of Rights in Action

Https://teachingcivics.org/lesson/bill-of-rights-in-action/.

The Constitutional Rights Foundation (CRF) has published the Bill of Rights in Action, since 1967. Scroll to the view the issues available online or browse the Read More

Federal Budget Simulation

Https://teachingcivics.org/lesson/federal-budget-simulation/.

“…After analyzing the proposed FY 2020 discretionary budget, students will be asked to design a FY 2021 budget with a group of their peers. Through the simulation, Read More

Recipe For An Inaugural Address

Https://teachingcivics.org/lesson/recipe-for-an-inaugural-address/.

Students consider what “ingredients” might go into a speech that will launch a president’s term in office as they examine some of the most memorable Read More

Jacqueline Kennedy’s White House Restoration

Https://teachingcivics.org/lesson/jacqueline-kennedys-white-house-restoration/.

What symbols of democracy can you find in the White House and what do they signify? Students will learn about ancient symbols and ornamental and Read More

A President’s Day

Https://teachingcivics.org/lesson/8630-2/.

“If you are elected to the nation’s highest office, what are you actually expected to do? Spend a day at the White House with John Read More

Televised Debates: Candidates Take a Stand

Https://teachingcivics.org/lesson/8627-2/.

What are the Roles of the Citizen in American Democracy?  Students use primary source material from the 1960 debates between John F. Kennedy and Richard Read More

60-Second Presidents

Https://teachingcivics.org/lesson/60-second-presidents/.

Support materials (student handout and background reading) are included with each 1-minute presidential biography video.

Let’s Vote – Everyday Learning

Https://teachingcivics.org/lesson/lets-vote-everyday-learning/.

In this 2 minute video, students (PreK-1), taste three different apples, vote for their favorite, and tally the results. 

Governors’ Power and Authority

Https://teachingcivics.org/lesson/governors-power-and-authority/.

“Governors, all of whom are popularly elected, serve as the chief executive officers of the fifty states and five commonwealths and territories.” Learn more with Read More

Activity Guides: Grades 9-12 Learn At Home (NYC)

Https://teachingcivics.org/lesson/activity-guides-grades-9-12-learn-at-home-nyc/.

Worksheets with activities for distance learning - these materials are designed to provide supplementary learning resources; they do not replace learning at school. 9th Grade Lesson – Read More

Activity Guides: Grades 6-8 Learn At Home (NYC)

Https://teachingcivics.org/lesson/activity-guides-grades-6-8-learn-at-home-nyc/.

        Worksheets with activities for distance learning - these materials are designed to provide supplementary learning resources; they do not replace learning at school. Read More

Activity Guides: Grades K-5 Learn At Home (NYC)

Https://teachingcivics.org/lesson/activity-guides-grades-k-5-learn-at-home/.

Worksheets with activities for distance learning - these materials are designed to provide supplementary learning resources; they do not replace learning at school.   Kindergarten Lesson - Civics Read More

iCivics – “We The Jury” game

Https://teachingcivics.org/lesson/icivics-we-the-jury-game/.

In We The Jury, students will: Choose from different civil cases Analyze evidence Weigh testimony Use the right arguments to reach a fair and impartial verdict Read More

iCivics – “Race to Ratify” game and “Extension Pack”

Https://teachingcivics.org/lesson/icivics-race-to-ratify-game-and-extension-pack/.

Race to Ratify drops your students into 1787, where the ink is still drying on the new Constitution. Will it become the law of the land Read More

iCivics – “NewsFeed Defenders” game

Https://teachingcivics.org/lesson/icivics-newsfeed-defenders-game/.

NewsFeed Defenders is a challenging game designed to sharpen students’ news literacy skills. Objectives – Identify markers of verification, transparency, accountability, and independence in news stories. Read More

iCivics – “Crisis of Nations” game

Https://teachingcivics.org/lesson/icivics-crisis-of-nations-game/.

In Crisis of Nations, students take the helm of their own country and work together with others to solve international problems. Students: Determine the appropriate course Read More

iCivics – “Branches of Power” game

Https://teachingcivics.org/lesson/icivics-branches-of-power-game/.

Do your students like running things? Branches of Power allows them to do something that no one else can: control all three branches of government! They’ll have the power Read More

Dialogue on the Courts

Https://teachingcivics.org/lesson/dialogue-on-the-courts/.

American Bar Association Explore the role of the courts in our constitutional democracy.   “Part 1 introduces the judiciary as the third branch of American government, Read More

Dialogue on Youth and Justice

Https://teachingcivics.org/lesson/8455-2/.

American Bar Association “The Dialogue offers numerous perspectives on the topic of youth and justice, giving you different options for different audiences or classrooms. Parts Read More

Dialogue on the Rule of Law

Https://teachingcivics.org/lesson/8450-2/.

American Bar Association “The Dialogue offers numerous perspectives on the rule of law, giving you different options for different audiences or classrooms. Part I offers Read More

Political Gerrymandering Explained

Https://teachingcivics.org/lesson/political-gerrymandering-explained/.

What is political gerrymandering? Infographic with text. Also see: Rucho v. Common Cause and Lamone v. Benison (https://www.subscriptlaw.com/blog/rucho-v-commo-cause-and-lamone-v-benisek)

Levels of Scrutiny

Https://teachingcivics.org/lesson/levels-of-scrutiny/.

How courts determine if the government is violating the Constitution  - infographic with text. tags: Equal Protection Clause, 14th Amendment

Infographic Coverage of the Supreme Court

Https://teachingcivics.org/lesson/infographic-coverage-of-the-supreme-court/.

These one-page graphics with minimal text, introduce complex legal concepts in an accessible way. Coverage goes back to the Supreme Court’s 2017-2018 term.  

Case Study – Rucho v. Common Cause

Https://teachingcivics.org/lesson/case-study-rucho-v-common-cause/.

In 2016, a federal court ordered North Carolina to redraw its congressional districts because the existing map was unconstitutional because it included districts that were racially Read More

The Year of the Woman – A History of Women in Congress

Https://teachingcivics.org/lesson/the-year-of-the-woman-a-history-of-women-in-congress/.

From BackStory With The American History Guys When the 116th Congress was sworn in, a historic number of women took office. In 2019, 131 women serve Read More

Digital Dilemma: Your IoT Device May Be Testifying Against You

Https://teachingcivics.org/lesson/digital-dilemma-your-iot-device-may-be-testifying-against-you/.

This podcast (33:32) explores the scope of the Internet of Things (IoT) and gives an understanding of the privacy, security, and legal issues associated with Read More

https://teachingcivics.org/lesson/gag/

Make No Law: The First Amendment Podcast How far can judges go to restrict the dissemination of case information? This episode outlines the constitutionality of Read More

Is the U.S. Bail System Fair?

Https://teachingcivics.org/lesson/is-the-u-s-bail-system-fair/.

From KQED This series investigates controversial current issues to help young viewers draw their own informed conclusions. What is bail? How does the U.S. bail system work? What Read More

Is the Electoral College Good or Bad for Democracy?

Https://teachingcivics.org/lesson/is-the-electoral-college-killing-democracy/.

From KQED This series investigates controversial current issues to help young viewers draw their own informed conclusions. What is the electoral college? Why does the United States Read More

Is Facial Recognition Invading Your Privacy?

Https://teachingcivics.org/lesson/is-facial-recognition-invading-your-privacy/.

From KQED/ By Derek Lartaud This series investigates controversial current issues to help young viewers draw their own informed conclusions. What is facial recognition? How are Read More

ELM (eLibrary Minnesota)

Https://teachingcivics.org/lesson/elm-elibrary-minnesota/.

ELM is available to Minnesota residents and gives access to magazine, journal, newspaper and encyclopedia articles, media, including images, videos, and audio files, and other information Read More

Direct Election of Senators? It Wasn’t Always That Way: The 17th Amendment Turns 100

Https://teachingcivics.org/lesson/direct-election-of-senators-it-wasnt-always-that-way-the-17th-amendment-turns-100/.

Insights on Law & Society 13.1, Fall 2012 Read about how before the 17th Amendment was ratified in 1913, providing for the direct election of U.S. Read More

Teaching the Constitution with Political Cartoons

Https://teachingcivics.org/lesson/teaching-the-constitution-with-political-cartoons/.

This recording (39:50), designed for middle school and high school educators, is a condensed version of a webinar during which participants practiced techniques for helping students Read More

How Classroom Political Discussions — Controversies, Too — Prepare Students for Needed Civic Participation

Https://teachingcivics.org/lesson/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation/.

By Holly Korbey This excerpt highlights research that supports well-planned, controversial political discussions in the classroom, as well as civic engagement skills and civil discourse.    Read More

Cartoon Carousel- The nation’s cartoonists on the week in politics

Https://teachingcivics.org/lesson/cartoon-carousel-the-nations-cartoonists-on-the-week-in-politics/.

“Every week political cartoonists throughout the country and across the political spectrum apply their ink-stained skills to capture the foibles, memes, hypocrisies and other head-slapping Read More

Cartoons for the Classroom

Https://teachingcivics.org/lesson/cartoons-for-the-classroom-2/.

Look through this editorial cartoon lesson library to download lessons and a two-page Cartoon Evaluation Worksheet for students: https://nieonline.com/sfchronicle/cftc.cfm?cftcfeature=archive current/ historical/ primary source

Teaching with Primary Sources: Videos for Teachers

Https://teachingcivics.org/lesson/teaching-with-primary-sources-videos-for-teachers/.

Presenter: Jessica Ellison   15 minute professional development videos -  Teaching with Census Records  Using Primary Sources: Newspapers Using Primary Sources: Photographs Using Primary Sources: Objects Using Read More

The First Five Podcast: Context, Please

Https://teachingcivics.org/lesson/the-first-five-podcast-context-please/.

Researcher Emily Thorson, author of Contextual Fact-Checking: A New Approach to Correcting Misperceptions and Maintaining Trust, speaks about Americans’ misperceptions about public policy issues and how lack Read More

The First Five Podcast: Call It What You Want

Https://teachingcivics.org/lesson/the-first-five-podcast-call-it-what-you-want/.

  Is requiring someone to have a license to call themselves a certain type of professional–like a psychologist–a violation of freedom of speech?     Read More

Women’s Suffrage in Sheet Music

Https://teachingcivics.org/lesson/womens-suffrage-in-sheet-music-collection/.

“Women’s Suffrage in Sheet Music includes over 200 pieces of sheet music spanning the years 1838-1923, over half of which highlight women’s emerging voices and suffrage Read More

Extending Suffrage to Women

Https://teachingcivics.org/lesson/extending-suffrage-to-women-2/.

Students must analyze and chronologically sort eleven different documents arguing both for and against women’s suffrage.

Teacher’s Guides and Analysis Tool

Https://teachingcivics.org/lesson/teachers-guides-and-analysis-tool/.

Teacher’s Guides for analyzing various types of primary sources, as well as an Analysis Tool for students.

Suffering Through Suffrage: Arguing Women’s Right to Vote

Https://teachingcivics.org/lesson/suffering-through-suffrage-arguing-womens-right-to-vote/.

From The Florida Joint Center for Citizenship Primary Source Document: Memorial of Alice Wadsworth of the National Association Opposed to Woman Suffrage, 12/11/1917 Why do the Read More

The Informed Citizen Blog

Https://teachingcivics.org/lesson/the-informed-citizen-blog/.

The Informed Citizen is the New Jersey State Bar Foundation’s civics blog for Grades 5 through High School. This blog explains civics- related topics in Read More

Beyond the Bill of Rights – Explaining Constitutional Amendments 11 Through 27

Https://teachingcivics.org/lesson/beyond-the-bill-of-rights-explaining-constitutional-amendments-11-through-27/.

This newsletter from the New Jersey State Bar Foundation contains 10 articles on Constitutional Amendments 11-27. Writing/ Discussion questions and glossary are included.  

History of Impeachment from Andrew Johnson to Today

Https://teachingcivics.org/lesson/history-of-impeachment-from-andrew-johnson-to-today/.

Understanding the Constitution’s Impeachment Clause – Join two of America’s leading scholars on the impeachment of President Andrew Johnson to listen to the history of Read More

ConSource: The United States Constitution for Kids

Https://teachingcivics.org/lesson/consource-the-united-states-constitution-for-kids/.

Explore the history of the Constitution, particular Constitutional sections, themes and topics through primary source documents. You will find the text of the U.S. Constitution, Read More

The Constitution in Action: Who Shapes Foreign Policy?

Https://teachingcivics.org/lesson/the-constitution-in-action-who-shapes-foreign-policy/.

“This simulation places students in the Early Republic and asks them to engage with a fundamental question of Constitutional interpretation faced at that time: Who Read More

Teaching with the News: Oral History and September 11

Https://teachingcivics.org/lesson/teaching-with-the-news-oral-history-and-september-11/.

From: The Choices Program This lesson helps students explore the human dimension of the September 11 attacks by conducting an interview. Students also consider the Read More

How to Become the US President A Step-by-Step Guide

Https://teachingcivics.org/lesson/how-to-become-the-us-president-a-step-by-step-guide/.

Meet Eligibility Guidelines Set by the US Constitution Test the Water: Pre-Candidacy Process Declare Candidacy & File Applications with Federal Election Commission Fundraise and Campaign Read More

ProCon.org – 2020 Presidential Election Site

Https://teachingcivics.org/lesson/procon-org-2020-presidential-election-site/.

Researched non-partisan pro-con presentations of where US presidential candidates stand on issues.  

Mr. Madison Needs Some Help

Https://teachingcivics.org/lesson/mr-madison-needs-some-help/.

From the Constitutional Rights Foundation Why was the Constitution necessary? In this free unit from CRF’s Adventures in Law and History, students explore the meaning of Read More

Captain Kirk Preamble

Https://teachingcivics.org/lesson/captain-kirk-preamble/.

Star Trek’s Captain Kirk, reads the preamble from the US constitution.

Constitution Day Scavenger Hunt with 60-Second Civics – The Framers of the Constitution

Https://teachingcivics.org/lesson/constitution-day-scavenger-hunt-with-60-second-civics-the-framers-of-the-constitution/.

From the Center for Civic Education In this lesson students will familiarize themselves with the delegates to the Constitutional Convention (Philadelphia, 1787) by listening to a series Read More

Primary Source Analysis Worksheets – Elementary

Https://teachingcivics.org/lesson/primary-source-analysis-worksheets-elementary/.

Artifact Artwork Document Film Map Newspaper Article Oral History Picture/ Photograph (Image) Political Cartoon Poster tag: distance learning

The First Five Podcast: Access Denied

Https://teachingcivics.org/lesson/the-first-five-podcast-access-denied/.

Journalists are supposed to serve as “watchdogs” on the government – supplying the people with information about what government is doing so that the people Read More

The First Five Podcast: Treading on Sacred Ground

Https://teachingcivics.org/lesson/the-first-five-podcast-treading-on-sacred-ground/.

Does the freedom of religion protect sites that are sacred to Native Americans? Nicole Ducheneaux, lead attorney for the Cheyenne River Sioux tribe in the Dakota Read More

The First Five Podcast: The First Amendment and Symbolic Speech

Https://teachingcivics.org/lesson/the-first-five-podcast-the-first-amendment-and-symbolic-speech/.

Kneeling during the national anthem, burning the American flag, burning draft cards, hanging effigies of political leaders — these are all examples of symbolic speech, Read More

https://teachingcivics.org/lesson/8245-2/

From the Esri GeoInquiries collection for Government Examine factors affecting voting and registration in presidential and midterm elections. How does the percent voting vary by Read More

This Land is Your Land

Https://teachingcivics.org/lesson/this-land-is-your-land/.

From the Esri GeoInquiries collection for Government Examine the lands that have special designations, or that the U.S. government has set aside for its citizens. Read More

Where’s the Money?

Https://teachingcivics.org/lesson/wheres-the-money/.

From the Esri GeoInquiries collection for Government Students will compare the distribution of campaign funds at state and district levels, and examine sources of campaign Read More

Federal District Courts

Https://teachingcivics.org/lesson/8238-2/.

From the Esri GeoInquiries collection for Government Students will explore the distribution of federal court districts, and will identify how the court system affects individuals. Read More

Power to the people

Https://teachingcivics.org/lesson/power-to-the-people/.

From the Esri GeoInquiries collection for Government Students will be able to explain the purpose and use of the recall to hold state and local Read More

What is a Gerrymander?

Https://teachingcivics.org/lesson/what-is-a-gerrymander/.

From the Esri GeoInquiries collection for Government Students will analyze the connection between congressional districts and population, and assess the fairness of the congressional districts Read More

https://teachingcivics.org/lesson/allsides/

Allsides is a media technology company that exposes people to information and ideas from all sides of the political spectrum. They display, side-by-side, the day’s top news Read More

Street Law Teaching Strategies

Https://teachingcivics.org/lesson/street-law-teaching-strategies/.

From Street Law Four short “how-to” videos to help law students, lawyers, and educators master some of Street Law’s popular interactive teaching strategies - Take a Read More

60-Second Civics

Https://teachingcivics.org/lesson/60-second-civics/.

Produced by the Center for Civic Education 60-Second Civics is a daily podcast that explores themes related to civics and government, the constitutional issues behind the Read More

Civics 101 – Episode 72: The 2nd Amendment

Https://teachingcivics.org/lesson/civics-101-episode-72-the-2nd-amendment/.

Jeffrey Rosen, CEO and President of the National Constitution Center, is the guest on this episode about the Second Amendment. “For ages, the right to bear arms Read More

Civics 101 – Episode 76: Native American Reservations

Https://teachingcivics.org/lesson/civics-101-episode-76-native-american-reservations/.

“On this episode:  What is a Native American reservation? What is a pueblo? What does it mean to be a sovereign nation? What is the Read More

NAEP Questions Tool

Https://teachingcivics.org/lesson/naep-questions-tool/.

From: National Center for Education Statistics Each time the National Assessment of Educational Progress (NAEP) releases the results of a subject-level assessment, a portion of the Read More

Teaching About Controversial Issues: A Resource Guide

Https://teachingcivics.org/lesson/teaching-about-controversial-issues-a-resource-guide/.

From: The Choices Program “This resource guide aims to provide teachers with resources and pedagogical tools so they can feel more prepared to address controversial Read More

Myanmar and the Rohingya

Https://teachingcivics.org/lesson/myanmar-and-the-rohingya/.

From: The Choices Program Students will: Learn more about the Rohingya people of Myanmar and the current conflict. Read and analyze personal accounts from numerous Read More

Seeking Asylum in the United States

Https://teachingcivics.org/lesson/seeking-asylum-in-the-united-states/.

From: The Choices Program Students will: Practice image analysis skills. Understand the process for applying for asylum in the United States. Review a timeline of Read More

An Interactive Timeline: U.S. Immigration Policy, Past and Present

Https://teachingcivics.org/lesson/an-interactive-timeline-u-s-immigration-policy-past-and-present/.

From: The Choices Program Students access an interactive timeline with videos and images to: Review a timeline of U.S. immigration policy and laws from European Read More

Analyzing Historical Sources: Images

Https://teachingcivics.org/lesson/analyzing-historical-sources-images/.

From: The Choices Program Suzanne Enzerink, American Studies scholar with Brown University, discusses how to analyze images as historical sources. As an example, she uses Read More

27: The Most Perfect Album

Https://teachingcivics.org/lesson/27-the-most-perfect-album/.

Produced by WNYC Studios. In partnership with musicians such as Dolly Parton, Kevin Morby, Devendra Banhart, Aisha Burns, and more, More Perfect created songs inspired by the Read More

Social Media – C3 Teachers

Https://teachingcivics.org/lesson/social-media-c3-teachers/.

From C3 Teachers: College Career & Civic Life This inquiry leads students through an investigation of rights and responsibilities involved when posting to social media. Read More

Symbols – C3 Teachers

Https://teachingcivics.org/lesson/symbols-c3-teachers/.

From C3 Teachers: College Career & Civic Life Compelling Question: “What symbol best represents the United States?” Students investigate what each American symbol represents, how we Read More

Civics 101 – Founding Documents: Declaration of Independence

Https://teachingcivics.org/lesson/civics-101-founding-documents-declaration-of-independence/.

Civics 101 is the podcast refresher course on the basics of how the U.S. government works. Each episode explores topics through interviews with experts and teachers. The Read More

Civics 101 – Founding Documents: Articles of Confederation

Https://teachingcivics.org/lesson/civics-101-founding-documents-articles-of-confederation/, civics 101 – founding documents: the constitution, https://teachingcivics.org/lesson/civics-101-founding-documents-the-constitution/, civics 101 – founding documents: the federalist and anti-federalist papers, https://teachingcivics.org/lesson/civics-101-founding-documents-the-federalist-and-anti-federalist-papers/, civics 101 – founding documents: the bill of rights, https://teachingcivics.org/lesson/civics-101-founding-documents-the-bill-of-rights/, civics 101 – life stages: birth, https://teachingcivics.org/lesson/civics-101-life-stages-birth/, civics 101 – life stages: school, https://teachingcivics.org/lesson/civics-101-life-stages-school/, civics 101 – life stages: marriage, https://teachingcivics.org/lesson/civics-101-life-stages-marriage/, civics 101 – life stages: retirement, https://teachingcivics.org/lesson/civics-101-life-stages-retirement/, civics 101 – life stages: death, https://teachingcivics.org/lesson/civics-101-life-stages-death/, the first five podcast: unprotected speech, https://teachingcivics.org/lesson/the-first-five-podcast-unprotected-speech/.

What are the limits to free speech? In this episode, host Lata Nott, Executive Director of the Freedom Forum Institute’s First Amendment Center, walks through all of Read More

Is your speech protected by the the First Amendment?

Https://teachingcivics.org/lesson/is-your-speech-protected-by-the-the-first-amendment/.

When does the First Amendment protect your speech from censorship or punishment? Here is a primer of some questions to ask – Is it speech? Read More

Null and Void

Https://teachingcivics.org/lesson/null-and-void/.

Produced by WNYC Studios. “Should a juror be able to ignore the law? From a Quaker prayer meeting in the streets of London, to riots Read More

Match the slogan with the presidential candidate game

Https://teachingcivics.org/lesson/match-the-slogan-with-the-presidential-candidate-game/.

Match the slogan with the presidential candidate; get different quotes with each new game. Scatter game on Quizlet: https://quizlet.com/142564521/match

Civics 101 – Infrastructure – Water!

Https://teachingcivics.org/lesson/civics-101-infrastructure-roads/.

Each podcast episode of Civics 101 gives listeners a basic, non-partisan, topical reintroduction to how the U.S. government works. The history of the topic, as Read More

How to Read a U.S. Supreme Court Opinion

Https://teachingcivics.org/lesson/how-to-read-a-u-s-supreme-court-opinion/.

Insights on Law & Society 13.1, Fall 2012 A basic guide for reading a U.S. Supreme Court opinion. See pages 10 – 11.

The “Door” Study

Https://teachingcivics.org/lesson/the-door-study/.

by Daniel Simons and Daniel Levin “This video shows footage from a 1998 study by Daniel Simons and Daniel Levin in which a participant fails Read More

Understanding Injunctions

Https://teachingcivics.org/lesson/understanding-injunctions/.

Insights on Law and Society, Winter 2014 What is an injunction? This overview of injunction types and requirements for their issue demystifies this oft-referenced legal document. Teaching Read More

Miranda v. Arizona (Quimbee video)

Https://teachingcivics.org/lesson/miranda-v-arizona-quimbee-video/.

Does the Fifth (5th) Amendment’s protection against self-incrimination extend to the police interrogation of a suspect? A 5 minute video case brief of Miranda v. Read More

Wickard v. Filburn (Quimbee video)

Https://teachingcivics.org/lesson/wickard-v-filburn-quimbee-video/.

Wickard v. Filburn (1942) was a landmark decision in which the Supreme Court interpreted Congress’s Commerce Clause authority to reach purely in-state activities using the Aggregation Doctrine. Overview video (3:28): https://www.youtube.com/watch?v=UGZIAf_-Ckw

Youngstown Sheet and Tube Co. v. Sawyer Primary Source Jigsaw

Https://teachingcivics.org/lesson/youngstown-sheet-and-tube-co-v-sawyer-primary-source-jigsaw/.

“In this activity, students study five primary sources related to the 1952 U.S. Supreme Court case, Youngstown Sheet and Tube Co. v. Sawyer. The landmark Read More

Separate Powers: Comparing Constitutions

Https://teachingcivics.org/lesson/separate-powers-comparing-constitutions/.

“In this activity, students will analyze historical readings about the system of separated powers, or checks and balances, outlined in the U.S. Constitution. They may Read More

Search Me: Understanding the Fourth Amendment

Https://teachingcivics.org/lesson/search-me-understanding-the-fourth-amendment/.

by Catherine Hawke Students will examine definitions and interpretations of the Fourth (4th) Amendment to the U.S. Constitution, read about and discuss the role of the Read More

Civics 101 – Episode 69: The Federalist Papers

Https://teachingcivics.org/lesson/civics-101-episode-69-the-federalist-papers/, civics 101 – episode 67: the 1st amendment – freedom of assembly, https://teachingcivics.org/lesson/civics-101-episode-67-the-1st-amendment-freedom-of-assembly/, civics 101 – episode 66: the epa, https://teachingcivics.org/lesson/civics-101-episode-66-the-epa/, civics 101 – episode 63: the cdc, https://teachingcivics.org/lesson/civics-101-episode-63-the-cdc/, civics 101 – episode 61: the attorney general, https://teachingcivics.org/lesson/civics-101-episode-61-the-attorney-general/, tribal government (hs), https://teachingcivics.org/lesson/tribal-government-hs/.

From iCivics Tribal Structure Activity: Read the excerpts that establish the structure of government from two different tribal constitutions. Then consider the pros and cons Read More

Sal teaches Grover about the electoral college

Https://teachingcivics.org/lesson/sal-teaches-grover-about-the-electoral-college/.

Grover, a character from Sesame Street, helps students understand how the president of the United States is elected.  Watch video (3:36): https://www.youtube.com/watch?v=p-n_YOtUnqU  

See-Wonder-Think Strategy

Https://teachingcivics.org/lesson/see-wonder-think-strategy/.

Help students build analysis skills by using the See-Wonder-Think sequence: (video – 2:38) https://www.teachingchannel.org/videos/thinking-routine-getty

The Schoolhouse Gates

Https://teachingcivics.org/lesson/the-schoolhouse-gates/.

Make No Law: The First Amendment Podcast The episode features the Tinker v. Des Moines case and how it has impacted freedom of speech for students on Read More

Disparagement, Contempt, and Disrepute

Https://teachingcivics.org/lesson/disparagement-contempt-and-disrepute/.

Make No Law: The First Amendment Podcast “Simon Tam named his band ‘The Slants’ as a form of self empowerment, but ran into problems when Read More

On The Job: Freedom of Speech in the Workplace

Https://teachingcivics.org/lesson/on-the-job-freedom-of-speech-in-the-workplace/.

Make No Law: The First Amendment Podcast Explore the Garcetti v. Ceballos case, the results of which saddle government employees with a tough decision when Read More

To What Extent Should the Federal Government Impose Limits on Immigration?

Https://teachingcivics.org/lesson/to-what-extent-should-the-federal-government-impose-limits-on-immigration/.

From C-SPAN Classroom Deliberations “This deliberation explores the range of limitations that might be applied to immigration in the United States, largely in the context Read More

Civics 101 – Episode 60: Federalism

Https://teachingcivics.org/lesson/civics-101-episode-60-federalism/, civics 101 – episode 59: the census, https://teachingcivics.org/lesson/civics-101-episode-59-the-census/, civics 101 – episode 58: government shutdown, https://teachingcivics.org/lesson/civics-101-episode-58-government-shutdown/, civics 101 – episode 57: commander in chief, https://teachingcivics.org/lesson/civics-101-episode-57-commander-in-chief/, civics 101 – episode 121: the white house press secretary, https://teachingcivics.org/lesson/civics-101-episode-121-the-white-house-press-secretary/, the constitutional podcast finale: ‘ourselves and our posterity’, https://teachingcivics.org/lesson/the-constitutional-podcast-finale-ourselves-and-our-posterity/.

From The Washington Post What do the 27 successful amendments to the Constitution have in common? What trends have emerged among the 11,000 amendment proposals in Read More

Episode 6 of the Constitutional podcast: ‘Senate and states’

Https://teachingcivics.org/lesson/episode-6-of-the-constitutional-podcast-senate-and-states/.

From The Washington Post In 1912, the U.S. Congress decided to approve a fundamental change to the Constitution by passing the Seventeenth (17th) Amendment, which Read More

Episode 2 of the Constitutional podcast: ‘Ancestry’

Https://teachingcivics.org/lesson/episode-2-of-the-constitutional-podcast-ancestry/.

From The Washington Post Does an American Indian have a legal right to sue the government of the United States and ask for his freedom? Does the Read More

Episode 1 of the Constitutional podcast: ‘Framed’

Https://teachingcivics.org/lesson/episode-1-of-the-constitutional-podcast-framed/.

From The Washington Post The Constitutional Convention – “… During a sweltering summer in Philadelphia, a group of revolutionary Americans holed themselves up in Independence Hall Read More

Episode 8 of the Constitutional podcast: ‘Fair trials’

Https://teachingcivics.org/lesson/episode-8-of-the-constitutional-podcast-fair-trials/.

From The Washington Post In addition to telling the historical narrative of the landmark Supreme Court case Gideon v. Wainwright, the episode explores the challenges that have accompanied the change Read More

10 Supreme Court Cases Every Teen Should Know

Https://teachingcivics.org/lesson/10-supreme-court-cases-every-teen-should-know/.

By Tom Jacobs, From The Learning Network “In a landmark 1967 case known as In re Gault (“in re” is Latin for “in reference to”), Read More

Naturalized Citizens and the Presidency

Https://teachingcivics.org/lesson/naturalized-citizens-and-the-presidency/.

Constitutional Rights Foundation - Civics On Call “Students will role play state senators from their home state. Imagine Congress has just passed a joint resolution to Read More

The Emoluments Clause and the President (Civil Conversation)

Https://teachingcivics.org/lesson/the-emoluments-clause-and-the-president-civil-conversation/.

Constitutional Rights Foundation - Civics On Call In preparing for a Civil Conversation activity (guide included), students read about the emoluments clause in Article 1, Section Read More

Civics 101 – Episode 102: The Fourteenth Amendment

Https://teachingcivics.org/lesson/civics-101-episode-102-the-fourteenth-amendment/, civics 101 – episode 119: the national guard, https://teachingcivics.org/lesson/civics-101-episode-119-the-national-guard/, civics 101 – episode 116: infrastructure – roads, https://teachingcivics.org/lesson/civics-101-episode-116-infrastructure-roads/, state and federal courts – jurisdiction, https://teachingcivics.org/lesson/state-and-federal-courts-jurisdiction/.

From The Federal Judicial Center     This animated video (5:25) details the difference between Federal and State Courts, how Federal Courts are organized, and how Read More

Off Paper – Episodes 4 and 5: Trends in Federal and State Pretrial Justice (Parts 1 and 2)

Https://teachingcivics.org/lesson/off-paper-episodes-4-and-5-trends-in-federal-and-state-pretrial-justice-parts-1-and-2/.

Off Paper: The Criminal Justice Podcast from the FJC “The Eighth Amendment to the U.S. Constitution prohibits the government from requiring a criminal defendant to Read More

Episode 3 of the Constitutional podcast: ‘Nationality’

Https://teachingcivics.org/lesson/episode-3-of-the-constitutional-podcast-nationality/.

From The Washington Post “What makes someone American? A landmark Supreme Court case in 1898, involving a child born in San Francisco to Chinese immigrant Read More

Episode 9 of the Constitutional podcast: ‘Fair punishment’

Https://teachingcivics.org/lesson/episode-9-of-the-constitutional-podcast-fair-punishment/.

From The Washington Post “There is so much feeling of racial injustice around the issue of punishment. And you have to understand that those feelings Read More

You Have The Right to Remain Silent – A History of the Miranda Warning

Https://teachingcivics.org/lesson/you-have-the-right-to-remain-silent-a-history-of-the-miranda-warning/.

From BackStory With The American History Guys “… A man named Ernesto Miranda confessed to rape and kidnapping in a Phoenix police station. His trial would Read More

Civics 101 video: Reading Supreme Court Cases

Https://teachingcivics.org/lesson/civics-101-video-reading-supreme-court-cases/.

New Hampshire Public Radio An “explainer” of how to read Supreme Court Cases, using Texas v. Johnson as an example. Go to: Civics 101 video (7:42): https://www.youtube.com/watch?v=Wk-uMa04ovo  

Civics 101 video: The Exclusionary Rule

Https://teachingcivics.org/lesson/civics-101-video-the-exclusionary-rule/.

New Hampshire Public Radio Go to : Civics 101 video (10:36): https://www.youtube.com/watch?v=0W3y1flhiVw “Learn about the Supreme Court cases that defined use of illegally-obtained evidence! Also a Read More

Civics 101 – IRL1: Free Speech in Schools

Https://teachingcivics.org/lesson/civics-101-irl1-free-speech-in-schools/.

Each podcast episode of Civics 101 gives listeners a basic, non-partisan, topical reintroduction to how the U.S. government works. The Civics 101 IRL installments dive into the Read More

Civics 101 video: John and Mary Beth Tinker

Https://teachingcivics.org/lesson/civics-101-video-john-and-mary-beth-tinker/.

New Hampshire Public Radio Go to : Civics 101 video (6:47)- John and Mary Beth Tinker (Tinker v Des Moines): https://www.youtube.com/watch?v=YeK9t8uMXTY “John and Mary Beth Tinker Read More

Civics 101 – Episode 56: The 1st Amendment – Freedom of Speech

Https://teachingcivics.org/lesson/civics-101-episode-56-the-1st-amendment-freedom-of-speech/, civics 101 – episode 115: foreign aid, https://teachingcivics.org/lesson/civics-101-episode-115-foreign-aid/, civics 101 – episode 114: the cia, https://teachingcivics.org/lesson/civics-101-episode-114-the-cia/, civics 101 – episode 113: the americans with disabilities act, https://teachingcivics.org/lesson/civics-101-episode-113-the-americans-with-disabilities-act/, civics 101 – episode 112: the eighth amendment, https://teachingcivics.org/lesson/civics-101-episode-112-the-eighth-amendment/, civics 101 – episode 109: the fourth amendment, https://teachingcivics.org/lesson/civics-101-episode-109-the-fourth-amendment-2/, civics 101 – episode 111: the doj, https://teachingcivics.org/lesson/civics-101-episode-109-the-fourth-amendment/, civics 101 – episode 108: the fbi, https://teachingcivics.org/lesson/civics-101-episode-108-the-fbi/, chronicling america: historic american newspapers, https://teachingcivics.org/lesson/chronicling-america-historic-american-newspapers/.

From the National Endowment for the Humanities and the Library of Congress “Search America’s historic newspaper pages from 1789-1963 or use the U.S. Newspaper Directory Read More

Document Analysis Worksheets

Https://teachingcivics.org/lesson/document-analysis-worksheets/.

Social Education 67(7), pp. 417-428 © 2003 National Council for the Social Studies  “Teaching students to successfully analyze primary sources begins with teaching them to Read More

The Words We Live By: The Constitution in Context

Https://teachingcivics.org/lesson/the-words-we-live-by-the-constitution-in-context/.

Linda R. Monk, Social Education 67(7), pp. 381-385 © 2003 National Council for the Social Studies  To help students understand the context of the Constitution’s original Read More

Independent Prosecutors, the Trump-Russia Connection, and the Separation of Powers

Https://teachingcivics.org/lesson/independent-prosecutors-the-trump-russia-connection-and-the-separation-of-powers/.

Steven D. Schwann, Social Education November/December 2017 “The U.S. Constitution codifies a complex system of governmental checks and balances. But for all its innovation, our founding Read More

Teaching Strategy: Oxford Style Debate

Https://teachingcivics.org/lesson/teaching-strategy-oxford-style-debate/.

From United States Courts The following details modified rules for courtroom Oxford-Style debate: http://www.uscourts.gov/about-federal-courts/educational-resources/about-educational-outreach/activity-resources/oxford  

Elonis v. U.S. – Artistic Expression or Serious Threat?

Https://teachingcivics.org/lesson/elonis-v-u-s-artistic-expression-or-serious-threat/.

 Office of the U.S. Courts – Educational Resources This First Amendment activity applies the landmark Supreme Court case Elonis v. U.S. to a teen conflict Read More

The Monkey Business Illusion

Https://teachingcivics.org/lesson/the-monkey-business-illusion/.

by Daniel Simons Watch this Selective Attention task, part of Psychology research showing that people are less aware of their visual surroundings than they think. Read More

Episode 11 of the Constitutional podcast: ‘War’

Https://teachingcivics.org/lesson/episode-11-of-the-constitutional-podcast-war/.

From The Washington Post This episode examines the colonial and revolutionary roots of the Second and Third Amendments. Together they were supposed to help “ensure domestic tranquility,” Read More

More Perfect: The Gun Show

Https://teachingcivics.org/lesson/more-perfect-the-gun-show/.

Produced by WNYC Studios. A mini series. “For nearly 200 years of our nation’s history, the Second Amendment was an all-but-forgotten rule about the importance Read More

Episode 13 of the Constitutional podcast: ‘Taxes’

Https://teachingcivics.org/lesson/episode-13-of-the-constitutional-podcast-taxes/.

From The Washington Post “Congress today faces the same question it faced a century ago when creating the modern tax system: What kind of society Read More

Episode 15 of the Constitutional podcast: ‘Privacy’

Https://teachingcivics.org/lesson/episode-15-of-the-constitutional-podcast-privacy/.

From The Washington Post What is the role of new technologies that are transforming privacy? In this episode, “National Constitution Center leader Jeffrey Rosen explores the Read More

Episode 16 of the Constitutional podcast: ‘The First Amendment’

Https://teachingcivics.org/lesson/episode-16-of-the-constitutional-podcast-the-first-amendment/.

From The Washington Post “Between 1938 and 1946, [Jehovah's Witnesses] argued 23 cases for their rights before the Supreme Court. Their relentless litigation forced the court Read More

American Panorama: An Atlas of United States History

Https://teachingcivics.org/lesson/american-panorama-an-atlas-of-united-states-history/.

By Digital Scholarship Lab, University of Richmond “American Panorama is an historical atlas of the United States for the twenty-first century. It combines cutting-edge research with Read More

Street Law Resource Library

Https://teachingcivics.org/lesson/street-law-resource-library/.

Street Law has compiled hundreds of teaching activities and methods, case summaries, mock trials, and articles—many of which are free—and organized them by topic, audience, and Read More

Civics 101 – Episode 103: The Fifteenth Amendment

Https://teachingcivics.org/lesson/civics-101-episode-103-the-fifteenth-amendment/, civics 101 – episode 104: voting rights, https://teachingcivics.org/lesson/civics-101-episode-104-voting-rights/, civics 101 – irl2: the flag and the pledge, https://teachingcivics.org/lesson/civics-101-irl2-the-flag-and-the-pledge/, civics 101 – episode 107: torture, https://teachingcivics.org/lesson/civics-101-episode-107-torture/, more perfect: who’s gerry and why is he so bad at drawing maps, https://teachingcivics.org/lesson/whos-gerry-and-why-is-he-so-bad-at-drawing-maps/.

Produced by WNYC Studios. A mini series. “Politicians have been manipulating district lines to favor one party over another since the founding of our nation. Read More

Constitutional Rights Origins and Travels

Https://teachingcivics.org/lesson/constitutional-rights-origins-and-travels/.

From the National Constitution Center Writing Rights: “Which documents and ideas influenced the Founders when drafting the bill of Rights? Rights Around the World: How Read More

Interactive Constitution

Https://teachingcivics.org/lesson/interactive-constitution/.

“In the Interactive Constitution, scholars from across the legal and philosophical spectrum interact with each other to explore the meaning of each provision of the Read More

Federalism (Mr. Raymond)

Https://teachingcivics.org/lesson/federalism-mr-raymond/.

From Mr. Raymond’s Civics and Social Studies Academy This lesson teaches students about Federalism – the sharing of power between the national, state and local Read More

How do executive orders work? video

Https://teachingcivics.org/lesson/how-do-executive-orders-work-video/.

From TED-Ed The framers of the U.S. Constitution made the power of executive order available to the president. How does it work? What’s the extent of Read More

Whose Heritage? Public Symbols of the Confederacy

Https://teachingcivics.org/lesson/whose-heritage-public-symbols-of-the-confederacy/.

From Southern Poverty Law Center “Across the South, communities began taking a critical look at many other symbols honoring the Confederacy and its icons — statues and Read More

History in Dispute: Charlottesville and Confederate Monuments

Https://teachingcivics.org/lesson/history-in-dispute-charlottesville-and-confederate-monuments/.

By The Choices Program How should public spaces be used to commemorate the past? Who should decide? How do governments and citizens shape historical memory? Read More

iCivics – “Do I Have A Right?” game and “Extension Pack”

Https://teachingcivics.org/lesson/icivics-do-i-have-a-right-bill-of-rights-edition-game/.

In Do I Have a Right? students run their own firm of lawyers specializing in constitutional law. Students: Identify rights guaranteed by the Bill of Rights Read More

iCivics – “Argument Wars” game and “Extension Pack”

Https://teachingcivics.org/lesson/icivics-argument-wars-game-and-extension-pack/.

In Argument Wars, students try out their persuasive abilities by arguing a real Supreme Court case. The other lawyer plays their competition. Whoever uses the strongest Read More

Labor Day | All About the Holidays

Https://teachingcivics.org/lesson/labor-day-all-about-the-holidays/.

From PBS LearningMedia “Take your students on a look back to the Industrial Revolution and the establishment of Labor Day in 1894 to honor the Read More

Civics 101 – Episode 55: The Federal Reserve

Https://teachingcivics.org/lesson/civics-101-episode-55-the-federal-reserve/, civics 101 – episode 54: security clearance, https://teachingcivics.org/lesson/civics-101-episode-54-security-clearance/, civics 101 – episode 52: state of emergency, https://teachingcivics.org/lesson/civics-101-episode-52-state-of-emergency/, civics 101 – episode 51: treason, https://teachingcivics.org/lesson/civics-101-episode-51-treason/, civics 101 – episode 50: u.s. voting systems, https://teachingcivics.org/lesson/civics-101-episode-50-u-s-voting-systems/, civics 101 – episode 49: sanctions, https://teachingcivics.org/lesson/civics-101-episode-49-sanctions/, civics 101 – episode 48: who gets to run for president, https://teachingcivics.org/lesson/civics-101-episode-48-who-gets-to-run-for-president/, deferred action for childhood arrivals (daca), https://teachingcivics.org/lesson/deferred-action-for-childhood-arrivals-daca/.

From C-Span Classroom “Former Commissioner of the U.S. Immigration & Naturalization Service, Doris Meissner discussed DACA and the possible impacts of changing the policy.” Watch Read More

On This Day: September 11, 2001

Https://teachingcivics.org/lesson/7512-2/.

From C-Span Classroom “Marking the anniversary of the terrorist attacks of September 11, 2001, C-SPAN Classroom has aggregated a number of resources, including oral history Read More

Civics 101 – Episode 47: Federal Grand Juries

Https://teachingcivics.org/lesson/civics-101-episode-47-federal-grand-juries/, the federalist debate, https://teachingcivics.org/lesson/the-federalist-debate/.

From iCivics After a brief reading, students are provided with Federalist/ Anti-Federalist arguments arranged in a well-organized table (big names and supporters, Who should rule? Which plan Read More

Constitutional Principles (HS)

Https://teachingcivics.org/lesson/7503-2/.

From iCivics Students will: • Analyze the basic principles of the U.S. Constitution. • Identify relationships among popular sovereignty, consent of the governed, limited government, Read More

Podcast: Charlottesville and free assembly

Https://teachingcivics.org/lesson/podcast-charlottesville-and-free-assembly/.

National Constitution Center “Protests in Charlottesville, Baltimore, and Ferguson have prompted many questions about the right to protest in our country. What restrictions can governments Read More

10 fascinating facts about the Labor Day holiday

Https://teachingcivics.org/lesson/10-fascinating-facts-about-the-labor-day-holiday/.

National Constitution Center The first Monday in September is celebrated nationally (U.S. A) as Labor Day.  “The Labor Day holiday grew out of the late Read More

ProCon.org’s State Laws & State Data On…

Https://teachingcivics.org/lesson/procon-orgs-state-laws-state-data-on/.

Many ProCon.org’s websites feature state laws and state-specific research on the issues they cover. Find links to state laws and related state resources here. Be Read More

Separation of Powers game

Https://teachingcivics.org/lesson/separation-of-powers-game/.

From Texas Law-Related Education This game asks students to sort the powers of government into the appropriate branch that exercises that power. Students will also get Read More

Predicting the Meaning of the Declaration of Independence

Https://teachingcivics.org/lesson/predicting-the-meaning-of-the-declaration-of-independence/.

From Texas Law-Related Education Part One: Students read statements and decide if they think the statement is true or false. Part Two: Students read the Declaration Read More

The Importance of What is Not Said in the Constitution

Https://teachingcivics.org/lesson/the-importance-of-what-is-not-said-in-the-constitution/.

From Texas Law-Related Education After reviewing the organization of the U.S. Constitution, students fill out an anticipation guide. They are given statements and they need to Read More

Mastering the Bill of Rights

Https://teachingcivics.org/lesson/mastering-the-bill-of-rights/.

From Law Focused Education, Inc To complete the study of the Bill of Rights, students play “Bill of Rights Bingo.” Pass out one of four Read More

Can They Do That?

Https://teachingcivics.org/lesson/can-they-do-that/.

From Law Focused Education, Inc Students will gain knowledge of two constitutional principles: Separation of Powers and Checks and Balances, as well as become familiar Read More

Federalism–The Role of Government in my Life

Https://teachingcivics.org/lesson/federalism-the-role-of-government-in-my-life/.

From Law Focused Education, Inc Students will… 1. Understand the role of local, state, and the federal governments in their lives. 2. Analyze which level Read More

Theft! A History of Music

Https://teachingcivics.org/lesson/theft-a-history-of-music/.

Published by The Center for the Study of the Public Domain at Duke Law School “Theft! A History of Music is a graphic novel laying Read More

ABA Legal Fact Check

Https://teachingcivics.org/lesson/aba-legal-fact-check/.

The American Bar Association will use case and statutory law and other legal precedents to separate legal fact from fiction. ABA Legal Fact Check: http://www.abalegalfactcheck.com/indexa.html Read More

Prohibition – Episode 1: A Nation of Drunkards

Https://teachingcivics.org/lesson/prohibition-episode-1-a-nation-of-drunkards/.

“PROHIBITION is a three-part, five-and-a-half-hour documentary film series directed by Ken Burns and Lynn Novick that tells the story of the rise, rule, and fall Read More

National Lampoon – A History of American Satire

Https://teachingcivics.org/lesson/national-lampoon-a-history-of-american-satire/.

From BackStory With The American History Guys Take a look at the history of political satire in America, including the 1987 Supreme Court case, Hustler Read More

The shifting history of Confederate monuments

Https://teachingcivics.org/lesson/the-shifting-history-of-confederate-monuments/.

Charlottesville, Virginia – a plan to remove a statue of Confederate Gen. Robert E. Lee from the city’s downtown leads to violence. In this video, Read More

The Pursuit: A History of Happiness

Https://teachingcivics.org/lesson/the-pursuit-a-history-of-happiness/.

From BackStory With The American History Guys “Here’s a line you might have heard once or twice: “We hold these truths to be self-evident, that Read More

Debate: Gerrymandering Is Destroying the Political Center

Https://teachingcivics.org/lesson/7431-2/.

The National Constitution Center Event Date: November 2016 Watch video (1:46:15): “It is alleged that the practice of gerrymandering -dividing election districts into units to favor Read More

Lesson Plan: Redistricting and Gerrymandering

Https://teachingcivics.org/lesson/lesson-plan-redistricting-and-gerrymandering/.

From KQED/ By Rachel Roberson How do redistricting and gerrymandering work? Does gerrymandering silence voters? Who should decide how legislative districts are drawn? Students watch Read More

Presidential Baseball

Https://teachingcivics.org/lesson/presidential-baseball/.

Building Presidential knowledge through America’s favorite pastime. “Presidential Baseball is a multiple choice quiz in which one or more players test their knowledge to identify Read More

Civics 101 – Episode 46: Ambassadors

Https://teachingcivics.org/lesson/civics-101-episode-46-ambassadors/, civics 101 – episode 45: speaker of the house, https://teachingcivics.org/lesson/civics-101-episode-45-speaker-of-the-house/, civics 101 – episode 44: intelligence agencies, https://teachingcivics.org/lesson/civics-101-episode-44-intelligence-agencies/, american government – document based questions, https://teachingcivics.org/lesson/american-government-document-based-questions/.

From Copy/ Paste Gr. 5 Government – Document Based and Constructed Response Questions For Elementary Students (DBQ CRQ Directions: Write an introductory paragraph. Use specific details Read More

Civics 101 – Episode 43: Presidential Pardons

Https://teachingcivics.org/lesson/civics-101-episode-43-presidential-pardons/, free speech on campus: trigger warnings, safe spaces, and controversial speech at u.s. colleges, https://teachingcivics.org/lesson/free-speech-on-campus-trigger-warnings-safe-spaces-and-controversial-speech-at-u-s-colleges/.

Constitutional Rights Foundation “Public colleges and universities are government institutions and must abide by the First Amendment in protecting free speech. But what if college Read More

Understanding ‘Fake News’

Https://teachingcivics.org/lesson/understanding-fake-news/.

Constitutional Rights Foundation “In this lesson, students learn about the phenomenon of “fake news,” how it spreads quickly on the Internet, and how to recognize Read More

Fake News: How A Partying Macedonian Teen Earns Thousands Publishing Lies

Https://teachingcivics.org/lesson/fake-news-how-a-partying-macedonian-teen-earns-thousands-publishing-lies/.

From NBC News via YouTube – An 18-year-old, who lives in the small Eastern European town of Veles, says he made at least $60,000 in Read More

Distinguish Fact From Opinion

Https://teachingcivics.org/lesson/distinguish-fact-from-opinion/.

This site has 50 ideas to help teachers bring current events into the classroom. Idea #43: News vs.opinion: what’s the difference? Use this skills practice lesson to Read More

Reliability of Sources

Https://teachingcivics.org/lesson/reliability-of-sources/.

From The Learning Network’s “50 Ways to Teach With Current Events” by Michael Gonchar This site has 50 ideas to help teachers bring current events into the classroom. Read More

https://teachingcivics.org/lesson/scicheck/

FactCheck.org’s SciCheck feature focuses exclusively on false and misleading scientific claims that are made by partisans to influence public policy. Go to: http://www.factcheck.org/scicheck/ tags: fake news, Read More

Virology Report: Online Rumor Breakdown

Https://teachingcivics.org/lesson/virology-report-online-rumor-breakdown/.

From The News Literacy Project A guide to help students fact-check rumorous claims. Go to: http://thenewsliteracyproject.org/sites/default/files/Viral-GO-071415.pdf tag: fake news  

Ten Questions For Fake News Detection

Https://teachingcivics.org/lesson/ten-questions-for-fake-news-detection/.

From The News Literacy Project Use these questions to assess the likelihood that a piece of information is fake news. Go to: http://www.thenewsliteracyproject.org/sites/default/files/GO-TenQuestionsForFakeNewsFINAL.pdf

Believe It or Not? Putting the Consumer’s Questions to Work

Https://teachingcivics.org/lesson/believe-it-or-not-putting-the-consumers-questions-to-work/.

From NewseumED In this activity, students apply the “consumer’s questions” to a chosen research topic in order to improve their media literacy skills. Go to: https://newseumed.org/activity/believe-it-or-not-putting-the-consumers-questions-to-work/ This Read More

What Would You Do? Media Ethics: Scenarios

Https://teachingcivics.org/lesson/media-ethics-scenarios/.

From NewseumED “This activity helps students apply journalism standards of accuracy, fairness and clarity in deciding how to report the news.”  

News Literacy – Mini-Lesson A: Monetization

Https://teachingcivics.org/lesson/news-literacy-mini-lesson-a-monetization/.

From iCivics “In this mini-lesson, give your students a reality check about the news industry by helping them understand that news is a business. Students Read More

News Literacy – Mini-Lesson B: Satire

Https://teachingcivics.org/lesson/news-literacy-mini-lesson-b-satire/.

From iCivics “Don’t let your students be fooled into believing satire is real news. Satirical news stories, like political cartoons, are meant to poke fun—not Read More

Propaganda: What’s the Message?

Https://teachingcivics.org/lesson/propaganda-whats-the-message/.

From iCivics OVERVIEW Examine the seven forms of propaganda found in advertising and politics. Discover the persuasive methods behind the messaging we see every day Read More

The Role of Media

Https://teachingcivics.org/lesson/the-role-of-media/.

From iCivics OVERVIEW What is the media? What does it do? Students examine the types and roles of the media by taking on the role Read More

iCivics – “Cast Your Vote” game and “Extension Pack”

Https://teachingcivics.org/lesson/icivics-cast-your-vote-game/.

Election Day is coming! In Cast Your Vote, students will discover what it takes to become an informed voter — from knowing where they stand on Read More

iCivics – “Win the White House” game and “Extension Pack”

Https://teachingcivics.org/lesson/icivics-win-the-white-house-game-and-extension-pack/.

Objectives – Explain the electoral process (primary and general elections, Electoral College) Identify the influence of the media in forming public opion Analyze how parts Read More

Freedom of the Press: New York Times v. United States

Https://teachingcivics.org/lesson/freedom-of-the-press-new-york-times-v-united-states/.

From Annenberg Classroom This documentary examines the First Amendment’s protection of a free press as well as the historic origins of this right and the Read More

Civics 101 – Episode 42: U.S. Territories

Https://teachingcivics.org/lesson/civics-101-episode-42-u-s-territories/.

Each podcast episode of Civics 101 gives listeners a non-partisan, topical “refresher course on how American democracy was designed and how it is practiced in Read More

Assignment Media Literacy (High School Unit 5): The Language of Politics

Https://teachingcivics.org/lesson/assignment-media-literacy-high-school-unit-5-the-language-of-politics/.

From the Media Education Lab Analyze policial communication strategies and evaluate the impact of mass media on the political campaign process. 5.1 – Distortion Tactics Read More

Hate Speech & Campus Speech Codes

Https://teachingcivics.org/lesson/hate-speech-campus-speech-codes/.

By David L. Hudson Jr., Freedom Forum Institute This article looks at some of the speech codes implemented by public colleges and universities in order to combat discrimination, Read More

Freedom of Information Overview

Https://teachingcivics.org/lesson/freedom-of-information-overview/.

By David C. Vladeck, Freedom Forum Institute This reading is divided into two parts – an overview of the Freedom of Information Act (FOIA) and how it Read More

How to separate fact and fiction online

Https://teachingcivics.org/lesson/how-to-separate-fact-and-fiction-online/.

TED Talk by Markham Nolan “By the end of this talk, there will be 864 more hours of video on YouTube and 2.5 million more photos Read More

Habeas Corpus: The Guantanamo Cases

Https://teachingcivics.org/lesson/habeas-corpus-the-guantanamo-cases/.

From Annenberg Classroom “One of our oldest human rights, habeas corpus safeguards individual freedom by preventing unlawful or arbitrary imprisonment. This documentary examines habeas corpus Read More

Photographic Dictionary

Https://teachingcivics.org/lesson/photographic-dictionary/.

The Photographic dictionary is designed to appeal to a wide audience – children and people who speak English as a second language, in particular. Browse Read More

The Key to Keywords

Https://teachingcivics.org/lesson/the-key-to-keywords/.

Which keywords will give you the best search results? Students will be able to … -experiment with different keyword searches and compare their results. -refine Read More

Strategic Searching

Https://teachingcivics.org/lesson/strategic-searching/.

“Students learn that to conduct effective and efficient online searches, they must use a variety of searching strategies rather than relying on a single source. Read More

Identifying High-Quality Sites

Https://teachingcivics.org/lesson/identifying-high-quality-sites-6-8/.

Students explore the idea that anyone can publish on the Internet, so not all sites are equally trustworthy. Students will: understand how the ease of publishing Read More

Reading Like a Historian – Historical Thinking Chart

Https://teachingcivics.org/lesson/reading-like-a-historian-historical-thinking-chart/.

“This chart elaborates on the historical reading skills of sourcing, corroboration, contextualization, and close reading. In addition to questions that relate to each skill, the Read More

Reading Like a Historian – Evaluating Sources

Https://teachingcivics.org/lesson/reading-like-a-historian-evaluating-sources/.

“In this activity, students sharpen their ability to source documents and learn to think critically about what sources provide the best evidence to answer historical Read More

The First Five Podcast: The Band Who Must Not Be Named

Https://teachingcivics.org/lesson/the-first-five-podcast-the-band-who-must-not-be-named/.

Does a law that prohibits trademarking an offensive or racist name violate freedom of speech? “When Simon Tam formed the world’s first all-Asian-American dance rock band, he Read More

QUIZ: How Good Are You At Detecting Bias? (with Lesson Plan)

Https://teachingcivics.org/lesson/quiz-how-good-are-you-at-detecting-bias-with-lesson-plan/.

This lesson plan features an interactive quiz: Do You Recognize These Types of Biases? as well as a video (5:20): Why Do Our Brains Love Fake Read More

Anticipation Guide strategy

Https://teachingcivics.org/lesson/anticipation-guide/.

“An anticipation guide is a comprehension strategy that is used before reading to activate students’ prior knowledge and build curiosity about a new topic. Before reading, students Read More

Not all scientific studies are created equal

Https://teachingcivics.org/lesson/not-all-scientific-studies-are-created-equal/.

  “Every day, we are bombarded by attention grabbing headlines that promise miracle cures to all of our ailments — often backed up by a Read More

Freedom of Information (FOI) curriculum and classroom ideas for instructors

Https://teachingcivics.org/lesson/freedom-of-information-foi-curriculum-and-classroom-ideas-for-instructors/.

Sone ideas for teaching FOI in the college or high school classroom (Record requests, Organized FOI audits, I seek dead people, Secret justice, Dream House, Bleachers Read More

https://teachingcivics.org/lesson/stake/

“@Stake is a multiplayer role-playing game that builds empathy and creativity for small group deliberation… players are provided a deeper understanding of community needs by Read More

iCivics – The Role of Media

Https://teachingcivics.org/lesson/icivics-the-role-of-media/.

What is the media? What does it do? Students examine the types and roles of the media by taking on the role of newsmaker and Read More

Civics 101 – Episode 41: Obstruction of Justice

Https://teachingcivics.org/lesson/civics-101-episode-41-obstruction-of-justice/, civics 101 – episode 40: church & state, https://teachingcivics.org/lesson/civics-101-episode-40-church-state/, civics 101 – episode 39: lobbying, https://teachingcivics.org/lesson/civics-101-episode-39-lobbying/, civics 101 – episode 38: the 25th amendment, https://teachingcivics.org/lesson/civics-101-episode-38-the-25th-amendment/, civics 101 – episode 37: autocracies & oligarchies & democracies, oh my, https://teachingcivics.org/lesson/civics-101-episode-37-autocracies-oligarchies-democracies-oh-my/, civics 101 – episode 35: party whips, https://teachingcivics.org/lesson/7218-2/, civics 101 – episode 34: separation of powers, https://teachingcivics.org/lesson/civics-101-episode-34-separation-of-powers/, educating about immigration, https://teachingcivics.org/lesson/educating-about-immigration/.

“Educating About Immigration helps teachers and students address issues of immigration productively and critically. It is a one-stop informational and interactive clearinghouse on topics of U.S. Read More

Image Detective – Women and Suffrage

Https://teachingcivics.org/lesson/image-detective-women-and-suffrage/.

Pose a question, gather clues, get background information, draw a conclusion using primary source documents with this online media literacy activity. Go to: http://cct2.edc.org/PMA/image_detective/main/index.html?women      

https://teachingcivics.org/lesson/constitute/

Constitute is a powerful research tool. Read, search, and compare the world’s constitutions. Go to: https://www.constituteproject.org tag: interactive constitution  

https://teachingcivics.org/lesson/factitious/

By The American University Game Lab and JoLT This game was designed to “playfully show how to detect fake news.” The player is shown an Read More

Photo Ethics: A Photograph’s Integrity

Https://teachingcivics.org/lesson/photo-ethics-todays-front-pages-photographs/.

From NewseumED “This case study explores a photojournalist’s ethical duty to be fair, accurate and clear, specifically in regard to manipulating photographs.” Divide students into small groups. Read More

When the News Media Make Mistakes

Https://teachingcivics.org/lesson/believe-it-or-not-when-the-news-media-make-mistakes/.

From NewseumED “Freedom of press doesn’t promise perfection. By exploring corrections, students learn why the news media make mistakes and what happens.” Option to focus on Read More

Today’s Front Pages (archives)- Wednesday, September 12, 2001

Https://teachingcivics.org/lesson/todays-front-pages-archives-wednesday-september-12-2001/.

From the Newseum “Through a special agreement with more than 2,000 newspapers worldwide, the Newseum displays these front pages each day on its website. The Read More

The Press and the Presidency: Here’s What We Think, Editorials and Opinion Articles

Https://teachingcivics.org/lesson/the-press-and-the-presidency-heres-what-we-think-editorials-and-opinion-articles/.

From NewseumED “In this activity, students learn the purpose of editorials and opinion articles and evaluate their effectiveness.” Go to: https://newseumed.org/activity/the-press-and-the-presidency-heres-what-we-think-editorials-and-opinion-articles/ tags: fake news, media literacy

Evaluating Election Ads

Https://teachingcivics.org/lesson/evaluating-election-ads/.

From NewseumED “In this activity, students examine some of the techniques political campaigns use in ads to persuade voters.” Go to: https://newseumed.org/activity/evaluating-election-ads/ tag: media literacy

The Fundamentals of News

Https://teachingcivics.org/lesson/the-fundamentals-of-news/.

From NewseumED This video (4:06 min.) defines essential terms that will help students understand the media. Worksheet provided. tags: fake news, media literacy  

The Media Literacy Maven!

Https://teachingcivics.org/lesson/the-media-literacy-maven/.

“NewseumED’s Media Literacy Maven is your resource for teaching the importance of being critical news consumers. Periodically, she takes viewers through her favorite media literacy Read More

Source: Can I Trust the Creator?

Https://teachingcivics.org/lesson/source-can-i-trust-the-creator/.

From NewseumED Students find a news story that includes information/facts from at least two different individuals. Then, they determine whether they can trust the story by investigating Read More

Evidence: Do the Facts Hold Up?

Https://teachingcivics.org/lesson/evidence-do-the-facts-hold-up/.

From NewseumED Students dig into an article to determine whether they can trust the information by verifying the evidence it presents. An easy to use worksheet Read More

Is This Story Share-Worthy? Flowchart

Https://teachingcivics.org/lesson/is-this-story-share-worthy-flowchart/.

From NewseumED Students use an infographic to gauge the value of a news story and weigh what they should do with it. Go to: https://newseumed.org/activity/is-this-story-share-worthy-flowchart/ tags: fake news, Read More

E.S.C.A.P.E. Junk News

Https://teachingcivics.org/lesson/e-s-c-a-p-e-junk-news/.

From NewseumED Students learn a handy acronym to help them remember six key concepts for evaluating information (Evidence, Source, Context, Audience, Purpose, Execution), then test the Read More

U.S. v. Alvarez – United States Courts

Https://teachingcivics.org/lesson/u-s-v-alvarez-united-states-courts/.

“This First Amendment activity is an appellate hearing on the landmark Supreme Court case U.S. v. Alvarez dealing with lies and free speech. Using this Read More

The 14th Amendment: Transforming American Democracy

Https://teachingcivics.org/lesson/the-14th-amendment-transforming-american-democracy/.

From the American Bar Association’s Division for Public Education On pages 4-9 of the 2017 Law Day Planning Guide: Fourteenth Amendment Overview (with Questions to Consider), Fourteenth Read More

Fourteenth Amendment, Fundamental Rights, and Same-Sex Marriage

Https://teachingcivics.org/lesson/fourteenth-amendment-fundamental-rights-and-same-sex-marriage/.

by Evan Gerstmann “While the meaning of the Thirteenth and Fifteenth Amendments has always been reasonably clear, the courts have struggled considerably with the meaning Read More

Tracking the Transformative Fourteenth Amendment

Https://teachingcivics.org/lesson/tracking-the-transformative-fourteenth-amendment/.

By JoEllen Ambrose - Insights on Law & Society 17.2, Winter 2017 DURATION: One class period for speaking strategy and research; one class period for role-play Read More

Civics 101 – Episode 33: Declaring War

Https://teachingcivics.org/lesson/civics-101-episode-33-declaring-war/, civics 101 – episode 32: budget basics, https://teachingcivics.org/lesson/civics-101-episode-32-budget-basics/, civics 101 – episode 30: the national debt and the deficit, https://teachingcivics.org/lesson/civics-101-episode-30-the-national-debt-and-the-deficit/, knowledge seminar – jury service overview, https://teachingcivics.org/lesson/knowledge-seminar-jury-service-overview/.

From United States Courts An overview of jury service and what to expect if called for jury duty. Video (3:33): https://www.youtube.com/watch?v=grnUvCNAfGA

Court Shorts: An Impartial Federal Judiciary

Https://teachingcivics.org/lesson/court-shorts-an-impartial-federal-judiciary/.

From United States Courts Federal judges answer questions regarding a fair and impartial judiciary. Video (5:15): https://www.youtube.com/watch?v=TywjEd6QPuk  

Legal Stuff Booklets

Https://teachingcivics.org/lesson/legal-stuff-booklets/.

Produced by the Hennepin County Bar Association, Legal Stuff,  is a 48-page booklet of practical legal information about the laws that impact the daily life of Minnesota residents.  The booklet Read More

Executive Branch – Presidential Powers & Structure (Mr. Raymond)

Https://teachingcivics.org/lesson/executive-branch-presidential-powers-structure-mr-raymond/.

From Mr. Raymond’s Civics and Social Studies Academy This video teaches students the structure, functions and processes of the Executive Branch of the United States Read More

C-SPAN’s Constitution Clips

Https://teachingcivics.org/lesson/c-spans-constitution-clips/.

“C-SPAN’s Constitution Clips makes the U.S. Constitution come alive by providing teachers and students with video clips from C-SPAN’s Video Library of the Constitution in Read More

Hearing Questions – We the People: The Citizen and the Constitution

Https://teachingcivics.org/lesson/hearing-questions-we-the-people-the-citizen-and-the-constitution/.

From the Center for Civic Education “The simulated congressional hearing questions are an excellent way for students to demonstrate their knowledge and understanding of the Read More

How to Use Google Reverse Image Search to Fact Check Images

Https://teachingcivics.org/lesson/how-to-use-google-reverse-image-search-to-fact-check-images/.

“Have you ever wondered about the source or history behind an image? Google image search can help provide answers.” This video demonstrates how Google’s reverse Read More

How to Spot Fake News video

Https://teachingcivics.org/lesson/how-to-spot-fake-news-video/.

From FlackCheck Tips on consuming news like a fact-checker. Video (3:22): https://www.youtube.com/watch?v=AkwWcHekMdo tags: fake news, media literacy

Civics 101 – Episode 29: Political Speechwriting

Https://teachingcivics.org/lesson/civics-101-episode-29-political-speechwriting/, civics 101 – episode 28: congressional caucuses, https://teachingcivics.org/lesson/civics-101-episode-28-congressional-caucuses/, civics 101 – episode 27: how a case gets to the supreme court, https://teachingcivics.org/lesson/civics-101-episode-27-how-a-case-gets-to-the-supreme-court/, more perfect: cruel and unusual, https://teachingcivics.org/lesson/more-perfect-cruel-and-unusual/.

Produced by WNYC Studios. A mini series. In context of the death penalty as punishment, explore three little words embedded in the Eighth 8th Amendment Read More

More Perfect presents: Adoptive Couple v. Baby Girl

Https://teachingcivics.org/lesson/more-perfect-presents-adoptive-couple-v-baby-girl/.

Produced by WNYC Studios. A mini series. “This is the story of a three-year-old girl and the highest court in the land. The Supreme Court Read More

First Amendment Freedoms and Fourteenth Amendment Due Process & Equal Protection (Mr. Raymond)

Https://teachingcivics.org/lesson/first-amendment-freedoms-and-fourteenth-amendment-due-process-equal-protection-mr-raymonds-civics-and-social-studies-academy/.

From Mr. Raymond’s Civics and Social Studies Academy In this video, students will learn about the five basic freedoms of the First Amendment – freedom Read More

US Supreme Court Landmark Cases (Mr. Raymond)

Https://teachingcivics.org/lesson/us-supreme-court-landmark-cases-mr-raymonds-civics-and-social-studies-academy/.

From Mr. Raymond’s Civics and Social Studies Academy “This lesson teaches students about the landmark US Supreme Court Cases: Marbury v. Madison, Plessy v. Ferguson, Read More

https://teachingcivics.org/lesson/usafacts/

USAFacts: a non-partisan, not-for-profit civic initiative that uses publicly available government data sources to create a portrait of the American population, government finances, and government’s Read More

The Story of Earth Day: Everything’s Gone Green

Https://teachingcivics.org/lesson/the-story-of-earth-day-everythings-gone-green/.

National Constitution Center Explore the history of the environmental movement in the United States and the origins of Earth Day. Video (27:02): https://constitutioncenter.org/learn/hall-pass/the-story-of-earth-day

American Governance: Center for Civic Education Packet

Https://teachingcivics.org/lesson/american-governance/.

Shared by Gale – Cengage Learning for the Center for Civic Education A special series of articles explores key concepts behind each of the six Read More

Correlated Primary Source Documents for We the People Textbook (Middle School and High School)

Https://teachingcivics.org/lesson/correlated-primary-source-documents-for-we-the-people-textbook-middle-school-and-high-school/.

From the Center for Civic Education and ConSource Looking for a quick and easy way to read the primary sources mentioned in the We the Read More

Civics 101 – Episode 26: The Cabinet

Https://teachingcivics.org/lesson/civics-101-episode-26-the-cabinet/, civics 101 – episode 25: term limits, https://teachingcivics.org/lesson/civics-101-episode-25-term-limits/, civics 101 – episode 24: the irs, https://teachingcivics.org/lesson/civics-101-episode-24-the-irs/, civics 101 – episode 23: emoluments, https://teachingcivics.org/lesson/civics-101-episode-23-emoluments/, civics 101 – episode 22: congressional investigations, https://teachingcivics.org/lesson/civics-101-episode-22-congressional-investigations/, everything you need to know about omnibus bills, and why they’re so popular at the minnesota legislature, https://teachingcivics.org/lesson/everything-you-need-to-know-about-omnibus-bills-and-why-theyre-so-popular-at-the-minnesota-legislature/.

By Briana Bierschbach, MinnPost What, exactly, is an omnibus bill? How does Minnesota handle omnibus bills? Other states? Terms explained: Omnibus, Christmas Tree Bills or Read More

Civics 101 – Episode 20: The Electoral College

Https://teachingcivics.org/lesson/civics-101-episode-20-the-electoral-college/, civics 101 – episode 19: senate rules, https://teachingcivics.org/lesson/civics-101-episode-19-senate-rules/, civics 101 – episode 17: veto, https://teachingcivics.org/lesson/civics-101-episode-17-veto/, civics 101 – episode 16: gerrymandering, https://teachingcivics.org/lesson/civics-101-episode-16-gerrymandering/, civics 101 – episode 15: department of state and department of defense, https://teachingcivics.org/lesson/civics-101-episode-15-department-of-state-and-department-of-defense/, deliberation: sanctuary cities, https://teachingcivics.org/lesson/deliberation-sanctuary-cities/.

From Street Law Should cities or counties be able to declare themselves “sanctuaries” and refuse to cooperate with Immigrations and Customs Enforcement detainer requests? Current Read More

2017 Supreme Court Nomination Advising Senators Activity

Https://teachingcivics.org/lesson/2017-supreme-court-nomination-advising-senators-activity/.

From Street Law Are you teaching about President Trump’s nomination of Neil Gorsuch to the U.S. Supreme Court? Street Law has new resources for teaching Read More

Federal vs State Laws video

Https://teachingcivics.org/lesson/federal-vs-state-laws-video/.

Produced by the Robert H. Smith Center for the Constitution at James Madison’s Montpelier Learn about the Supremecy Clause of the US Constitution in this Read More

The House Rules Committee video

Https://teachingcivics.org/lesson/the-house-rules-committee-video/.

Produced by the Robert H. Smith Center for the Constitution at James Madison’s Montpelier This short video covers the role of the House Rules Committee Read More

Civics 101 – Episode 13: Filibuster

Https://teachingcivics.org/lesson/civics-101-episode-13-filibuster/, civics 101 – episode 12: the nuclear codes, https://teachingcivics.org/lesson/civics-101-episode-12-the-nuclear-codes/, civics 101 – episode 11: the state of the union, https://teachingcivics.org/lesson/civics-101-episode-11-the-state-of-the-union/, america under the articles of confederation video, https://teachingcivics.org/lesson/america-under-the-articles-of-confederation-video/.

Produced by the Robert H. Smith Center for the Constitution at James Madison’s Montpelier What were some problems under the Articles of Confederation? Video (6:26): Read More

Constitutional Bingo: By the Number

Https://teachingcivics.org/lesson/constitutional-bingo-by-the-number/.

From Law Focused Education, Inc Students review their understanding of the Constitution of the United States by playing a Bingo game in which every answer Read More

Looping Through the Constitution

Https://teachingcivics.org/lesson/looping-through-the-constitution/.

From Law Focused Education, Inc Students will review key facts about the ideas and key people involved in the writing of the U.S. Constitution by Read More

Legislative Process Videos

Https://teachingcivics.org/lesson/legislative-process-videos/.

The Congress.gov Legislative Process Videos site provides a series of short videos on the legislative process. A transcript is included with each video. 1. Overview Read More

Bell Ringer: 13th, 14th and 15th Amendments

Https://teachingcivics.org/lesson/bell-ringer-13th-14th-and-15th-amendments/.

From C-Span Classroom Students will be able to explain the relationship among the 13th, 14th, and 15th Amendments. Bell ringer video (4:32): https://www.c-span.org/classroom/document/?1323 Username: students Read More

Civics 101 – Episode 1: Chief of Staff

Https://teachingcivics.org/lesson/civics-101-episode-1-chief-of-staff/, civics 101 – episode 2: white house press corps, https://teachingcivics.org/lesson/civics-101-episode-2-white-house-press-corps/, civics 101 – episode 3: understanding the public comment period, https://teachingcivics.org/lesson/civics-101-episode-3-understanding-the-public-comment-period/, civics 101 – episode 4: how to amend the constitution, https://teachingcivics.org/lesson/civics-101-episode-4-how-to-amend-the-constitution/, civics 101 – episode 10: impeachment, https://teachingcivics.org/lesson/civics-101-episode-10-impeachment/, civics 101 – episode 9: overturning a supreme court ruling, https://teachingcivics.org/lesson/civics-101-episode-9-overturning-a-supreme-court-ruling/, civics 101 – episode 5: calling your congressperson, https://teachingcivics.org/lesson/civics-101-episode-5-calling-your-congressperson/, civics 101 – episode 6: the national security council, https://teachingcivics.org/lesson/civics-101-episode-6-the-national-security-council/, researching a supreme court justice – how they work, https://teachingcivics.org/lesson/researching-a-supreme-court-justice-how-they-work/.

From C-Span Classroom “How does the Supreme Court decide what cases to hear and what is the process they go through in hearing a case? Read More

Lesson Plan: 2016-2017 Supreme Court Oral Arguments

Https://teachingcivics.org/lesson/lesson-plan-2016-2017-supreme-court-oral-arguments/.

From C-Span Classroom As a class, students watch a brief video (7:42) of Supreme Court Justices explaining the process and importance of oral arguments during Read More

Lesson Plan: Media, Confidential Sources, and Shield Laws

Https://teachingcivics.org/lesson/lesson-plan-media-confidential-sources-and-shield-laws/.

From C-Span Classroom In this lesson, students work in small groups. They consider why confidential sources are important to journalists and analyze a series of Read More

1st Amendment and Classified Leaks

Https://teachingcivics.org/lesson/1st-amendment-and-classified-leaks/.

From C-Span Classroom What is the balance between security and transparency? Students work in small groups to analyze video clips portraying different sides of the Read More

Civics 101 – Episode 7: Executive Orders

Https://teachingcivics.org/lesson/civics-101-episode-7-executive-orders/, civics 101 – episode 8: federal courts, https://teachingcivics.org/lesson/civics-101-episode-8-federal-courts/, icivics – “power play” game, https://teachingcivics.org/lesson/icivics-power-play-game/.

In Power Play, students coach a team of players to develop arguments that, if persuasive, will pull power statues toward a side: state or federal government. Read More

iCivics – “People’s Pie” game

Https://teachingcivics.org/lesson/icivics-peoples-pie-game/.

In People’s Pie, students will learn to control the budget of the federal government. They will choose how federal revenues should be raised and how taxpayers’ Read More

Power to the States! (HS)

Https://teachingcivics.org/lesson/6863-2/.

From iCivics Lesson Objectives: The student will… • Explain the origin of states’ power as pre- existing the Constitution. • Define and distinguish reserved, expressed, Read More

State Legislatures (HS)

Https://teachingcivics.org/lesson/state-legislatures-hs/.

From iCivics “Students are introduced to the basic structure and function of state legislatures, as well as the variety in those structures. They will also Read More

Constitution Class Video – Sixth Amendment

Https://teachingcivics.org/lesson/constitution-class-video-sixth-amendment/.

From Annenberg Classroom Topics: What is the purpose of the Sixth Amendment? What rights are guaranteed by the Sixth Amendment? This video is “…part of Read More

Constitution USA – Episode IV: Built to Last? (We the People)

Https://teachingcivics.org/lesson/constitution-usa-episode-iv-built-to-last-we-the-people/.

Part IV of a four-part series hosted by Peter Sagal. Viewers are introduced to some of today’s major constitutional debates. For “each contemporary story, Sagal Read More

A Quick Guide to Libel Law

Https://teachingcivics.org/lesson/a-quick-guide-to-libel-law/.

What is libel law? How does it work? Are newspapers “totally protected” from lawsuits? Can libel laws be “opened up”? Is freedom of the press Read More

Free Expression on Social Media

Https://teachingcivics.org/lesson/free-expression-on-social-media/.

“The First Amendment protects individuals from government censorship. Social media platforms are private companies, and can censor what people post on their websites as they Read More

Leaks and the Media

Https://teachingcivics.org/lesson/leaks-and-the-media/.

by Lata Nott, Executive Director, First Amendment Center This primer’s interactive graphics and visual aids addresses the questions: What is a leak? Is leaking illegal? Read More

High Crimes and Misdemeanors

Https://teachingcivics.org/lesson/high-crimes-and-misdemeanors/.

Constitutional Rights Foundation The grounds for most impeachments is the phrase “High Crimes and Misdemeanors” in the U.S. Constitution. Students complete a reading that examines Read More

Growth of a Nation

Https://teachingcivics.org/lesson/animated-atlas-growth-of-a-nation/.

By Peter Mays This 1o minute presentation illustrates the growth of the United States from the original 13 states in 1789. tag: map

America 101 videos – Donkey for Democrats/ Elephant for Republicans

Https://teachingcivics.org/lesson/america-101-videos-donkey-for-democrats-elephant-for-republicans/.

From History.com David Eisenbach explains the origin of the donkey as a symbol of the Democratic party and how the Republican party and the symbol of Read More

Mission: Citizen – Student Resources

Https://teachingcivics.org/lesson/mission-citizen-student-resources/.

From Mission: Citizen These materials are part of a series of free, eight week classes (in Portland, Oregon) designed to provide a basis in American history, citizenship Read More

Cartoon Gallery

Https://teachingcivics.org/lesson/cartoons-for-the-classroom/.

Browse current/ historical editorial cartoons here: https://www.editorialcartoonists.com/editorial-cartoon-galleries/.    

Sanctuary Cities in the Spotlight

Https://teachingcivics.org/lesson/sanctuary-cities-in-the-spotlight/.

From TeachableMoment “What are sanctuary cities, and why are they girding for conflict in the wake of Trump’s election? This lesson consists of two student Read More

Due Process of Law: Crash Course Government and Politics #28

Https://teachingcivics.org/lesson/due-process-of-law-crash-course-government-and-politics-28/.

From CrashCourse Topic: Due Process of Law – 5th and 6th amendments and how they ensure a fair trial; Gideon v. Wainwright and Miranda v. Read More

Constitution Class Video – Equal Protection/What Is Discrimination?

Https://teachingcivics.org/lesson/constitution-class-video-equal-protectionwhat-is-discrimination/.

From Annenberg Classroom Topics: What is the purpose of the equal protection clause? What did Plessy v. Ferguson and Brown v. Board of Education say? Read More

Constitution Class Video – Article II: Executive Branch

Https://teachingcivics.org/lesson/constitution-class-video-article-ii-executive-branch/.

From Annenberg Classroom Topics: What does the president do? How has presidential power expanded? This video is “…part of an online course called Introduction to Read More

Yick Wo and the Equal Protection Clause

Https://teachingcivics.org/lesson/yick-wo-and-the-equal-protection-clause/.

From Annenberg Classroom “This documentary examines the case Yick Wo v. Hopkins (1886) in which the Supreme Court held that noncitizens have due process rights Read More

Short Take: Native Americans, The U.S. Government, and a History of Treaties

Https://teachingcivics.org/lesson/short-take-native-americans-the-u-s-government-and-a-history-of-treaties/.

From BackStory With The American History Guys “In this Short Take, Brian talks to Robert T. Anderson, a Professor of Law and Director of the Read More

Liam Learns: Seven Principles of the Constitution Videos

Https://teachingcivics.org/lesson/liam-learns-seven-principles-of-the-constitution-videos/.

From Texas Law-Related Education Liam Learns is a video series designed to help teach and reinforce the seven principles of constitutionalism: Checks and Balances, Federalism, Individual Read More

Gideon v. Wainwright (1963) – iCivics

Https://teachingcivics.org/lesson/gideon-v-wainwright-1963-icivics/.

From iCivics’ Landmark Library This mini-lesson covers the basics of the Supreme Court’s decision that gave defendants in state criminal courts the right to a lawyer. Read More

Marbury v. Madison (1803) -iCivics

Https://teachingcivics.org/lesson/marbury-v-madison-1803-icivics/.

From iCivics’ Landmark Library Students will: Define “judicial review” and describe its importance. Identify the main arguments put forth in the case. Describe the Supreme Court’s Read More

Korematsu v. United States (1944) -iCivics

Https://teachingcivics.org/lesson/korematsu-v-united-states-1944-icivics/.

From iCivics’ Landmark Library After a brief reading, students use a word bank to complete President Reagan’s apology to Japanese Americans who were interned during World Read More

Gibbons v. Ogden (1824) -iCivics

Https://teachingcivics.org/lesson/gibbons-v-ogden-1824-icivics/.

From iCivics’ Landmark Library Students will: Describe the Commerce Clause and the Supremacy Clause, and their effect Identify the main arguments put forth in the case. Read More

Texas v. Johnson (1989) -iCivics

Https://teachingcivics.org/lesson/texas-v-johnson-1989-icivics/.

From iCivics’ Landmark Library Students will: Describe the First Amendment right to freedom of speech and the kind of speech it protects. Identify the main arguments Read More

Brown v. Board of Education (1954) -iCivics

Https://teachingcivics.org/lesson/brown-v-board-of-education-1954-icivics/.

From iCivics’ Landmark Library This mini-lesson covers the basics of the Supreme Court’s decision that overturned “separate but equal” in public schools. Students learn about segregation Read More

U.S. v. Nixon (1974) -iCivics

Https://teachingcivics.org/lesson/u-s-v-nixon-1974-icivics/.

From iCivics’ Landmark Library Students will: Describe basic events surrounding the Watergate break-in. Explain the president’s privilege of confidentiality. Identify the main arguments put forth in Read More

A Very Big Branch

Https://teachingcivics.org/lesson/a-very-big-branch/.

From iCivics Students will be able to: Explain the roles and responsibilities of executive departments and the president’s cabinet. Describe how executive departments and agencies Read More

The First 100 Days

Https://teachingcivics.org/lesson/6720-2/.

From iCivics After a 2-page reading, students will complete 2 pages of guided activities designed to generate discussion. Students will: explain the origin of the Read More

theweekincongress.com Weekly Summary

Https://teachingcivics.org/lesson/theweekincongress-com-weekly-summary/.

By theweekincongress.com This website is published weekly when the House and / or Senate is in session and doing legislative business. They provide weekly summaries Read More

Congressional Moments Videos

Https://teachingcivics.org/lesson/congressional-moments-videos/.

From Indiana University Center on Representative Government “Examine key legislation throughout our country’s history that impacts our lives today. Watch videos featuring primary source images Read More

Civil Rights & Liberties: Crash Course Government #23

Https://teachingcivics.org/lesson/civil-rights-liberties-crash-course-government-23/.

From CrashCourse This video gives an overview of civil rights and civil liberties. “Often these terms are used interchangeably, but they are actually very different. Read More

Controlling Bureaucracies: Crash Course Government and Politics #17

Https://teachingcivics.org/lesson/controlling-bureaucracies-crash-course-government-and-politics-17/.

From CrashCourse How do we keep bureaucracy, expanding power within the executive branch, in check? Video (7:24): https://www.youtube.com/watch?v=12MCVhfo4j4&index=17&list=PL8dPuuaLjXtOfse2ncvffeelTrqvhrz8H

Types of Bureaucracies: Crash Course Government and Politics #16

Https://teachingcivics.org/lesson/types-of-bureaucracies-crash-course-government-and-politics-16/.

From CrashCourse What are some of the agencies of the executive branch and different types of bureaucracies? Find out by watching this video. Video (5:57): Read More

Different Voices, Different Occasions

Https://teachingcivics.org/lesson/different-voices-different-occasions/.

From “Five Easy Drama Games for the Early Elementary Classroom” by ArtsEdge Help young students begin to develop speaking skills that enable them to influence Read More

Gerrymandering: Crash Course Government and Politics #37

Https://teachingcivics.org/lesson/gerrymandering-crash-course-government-and-politics-37/.

From CrashCourse This video covers the topic of Gerrymandering, the process in which voting districts are redrawn (usually in census years) in a way to Read More

Congressional Leadership: Crash Course Government and Politics #8

Https://teachingcivics.org/lesson/congressional-leadership-crash-course-government-and-politics-8/.

From CrashCourse Explore the leadership structure of Congress. Examine the responsibilities of the speaker of the house, the majority and minority leaders as well as Read More

Congressional Committees: Crash Course Government and Politics #7

Https://teachingcivics.org/lesson/congressional-committees-crash-course-government-and-politics-7/.

From CrashCourse What is the role of committees in the legislative process? Learn about standing committees, joint committees, conference committees, and caucuses (not the candidate-choosing Read More

Congressional Elections: Crash Course Government and Politics #6

Https://teachingcivics.org/lesson/congressional-elections-crash-course-government-and-politics-6/.

From CrashCourse Craig Benzine talks about the importance of congressional elections – the frequency of elections in the Senate and House, typical characteristics of a Read More

Constitutional Compromises: Crash Course Government and Politics #5

Https://teachingcivics.org/lesson/constitutional-compromises-crash-course-government-and-politics-5/.

From CrashCourse The United State’s current system of government is it’s second attempt. This video covers some of the failures of the Articles of Confederation Read More

Separation of Powers and Checks and Balances: Crash Course Government and Politics #3

Https://teachingcivics.org/lesson/separation-of-powers-and-checks-and-balances-crash-course-government-and-politics-3/.

From CrashCourse In theory, the Legislative Branch, the Executive Branch, and the Judicial Brach are designed to keep each other in check, and to keep Read More

Yes! to Violent Video Games? Exploring Brown v. Entertainment Merchants Assn.

Https://teachingcivics.org/lesson/yes-to-violent-video-games-exploring-brown-v-entertainment-merchants-assn/.

By Hon. Sue Leeson – Oregon Supreme Court, retired Go to: http://www.classroomlaw.org/resources/teaching-materials/#1st and scroll down to “Media” to find a Powerpoint-like presentation about the First Read More

Presidential Powers and Their Limits

Https://teachingcivics.org/lesson/presidential-powers-and-their-limits/.

By JoEllen Ambrose – Insights on Law & Society 17.1, Fall 2016 This lesson offers several instructional strategies enabling students to examine more closely presidential Read More

What is an Executive Order?

Https://teachingcivics.org/lesson/what-is-an-executive-order/.

Teaching Legal Docs is a feature in each issue of Insights on Law & Society. It considers legal documents as primary sources and attempts to unpack them for students and teachers.

Teaching Strategies from Landmark Cases.org

Https://teachingcivics.org/lesson/6650-2/.

Street Law, Inc.and the Supreme Court Historical Society present a full range of resources and activities to support the teaching of landmark Supreme Court cases. Case Read More

The Question Formulation Technique (QFT) for Summative Assessment video

Https://teachingcivics.org/lesson/the-question-formulation-technique-qft-for-summative-assessment-video/.

From The Right Question Institute The Question Formulation Technique (QFT) is “an evidence-based strategy that allows all people to produce their own questions, improve their Read More

Fighting Words – A History of Debate in America

Https://teachingcivics.org/lesson/fighting-words-a-history-of-debate-in-america/.

From BackStory With The American History Guys Take a look at the history of political debate in America. Listen (59:05): http://backstoryradio.org/shows/fighting-words/

Pulling the Curtain – Voting in America

Https://teachingcivics.org/lesson/pulling-the-curtain-voting-in-america/.

From BackStory With The American History Guys “In this episode of BackStory, the History Guys look at voting trends – from the changing mechanisms of Read More

U.S. Electoral College Frequently Asked Questions

Https://teachingcivics.org/lesson/u-s-electoral-college-frequently-asked-questions/.

From The National Archives and Records Administration Click the links for answers to frequently asked questions about the U.S. Electoral College. https://www.archives.gov/federal-register/electoral-college/faq.html#whyec

Video: How does ranked-choice voting work?

Https://teachingcivics.org/lesson/video-how-does-ranked-choice-voting-work/.

Under the Minneapolis’ ranked choice voting system, also called instant runoff voting, voters choose up to three candidates and rank them — first choice, second Read More

Constitution USA – Episode III: Created Equal (Equality)

Https://teachingcivics.org/lesson/constitution-usa-episode-iii-created-equal-equality/.

Part III of a four-part series hosted by Peter Sagal. Viewers are introduced to some of today’s major constitutional debates. For “each contemporary story, Sagal Read More

Constitution USA – Episode II: It’s a Free Country (Rights)

Https://teachingcivics.org/lesson/constitution-usa-episode-ii-its-a-free-country-rights/.

Part II of a four-part series hosted by Peter Sagal. Viewers are introduced to some of today’s major constitutional debates. For “each contemporary story, Sagal Read More

Constitution USA – Episode I: A More Perfect Union (Federalism)

Https://teachingcivics.org/lesson/constitution-usa-episode-1-a-more-perfect-union-federalism/.

Part I or a four-part series hosted by Peter Sagal. Viewers are introduced to some of today’s major constitutional debates. For “each contemporary story, Sagal Read More

https://teachingcivics.org/lesson/politifact/

PolitiFact staffers research statements made by elected officials, candidates, leaders of political parties and political activists, and rate their accuracy on the Truth-O-Meter, from True Read More

American President: A Reference Resource

Https://teachingcivics.org/lesson/american-president-a-reference-resource/.

This website includes extensive video, audio, and text of presidential speeches to help expand understanding of the presidency, public policies, and political history. http://millercenter.org/president#classroom-nav

All About Redistricting

Https://teachingcivics.org/lesson/all-about-redistricting/.

A comprehensive guide to the process of drawing electoral lines by Justin Levitt, Professor of Law at Loyola Law School in Los Angeles. http://redistricting.lls.edu/why.php

ProCon.org – 2016 Presidential Election: The Candidates and Where They Stand on the Issues

Https://teachingcivics.org/lesson/procon-org-2016-presidential-election-the-candidates-and-where-they-stand-on-the-issues/.

Researched non-partisan pro-con presentations of where US presidential candidates stand on issues. http://2016election.procon.org

The Living Room Candidate

Https://teachingcivics.org/lesson/the-living-room-candidate/.

The Living Room Candidate: Presidential campaign commercials from 1952-2016. http://www.livingroomcandidate.org

270towin.com

Https://teachingcivics.org/lesson/270towin-com/.

270towin.com: This website educates its audience on the Electoral College system through the use of an interactive Electoral College map for 2016 and a history Read More

FactCheck.org

Https://teachingcivics.org/lesson/factcheck/.

FactCheck.org: A nonpartisan, nonprofit project which monitors “…the factual accuracy of what is said by major U.S. political players in the form of TV ads, Read More

Project Vote Smart

Https://teachingcivics.org/lesson/project-vote-smart/.

Voting records, campaign finances, interest group ratings, public statements, issue positions, and biographical and contact information for every candidate and elected official from President to Read More

Electoral Dysfunction

Https://teachingcivics.org/lesson/6583-2/.

Directed by David Deschamps, Leslie D. Farrell and Bennett Singer “Officially endorsed by The National Council for the Social Studies (NCSS), this closed-captioned video is Read More

Blue Feed, Red Feed

Https://teachingcivics.org/lesson/blue-feed-red-feed/.

From The Wall Street Journal See Liberal Facebook and Conservative Facebook, Side by Side. To demonstrate how reality may differ for different Facebook users, The Read More

Pulse of the Populace

Https://teachingcivics.org/lesson/pulse-of-the-populace/.

The Georgetown ‘Pulse of the Populace’ (GU PoP) is an interactive website which allows the public and students to familiarize themselves with the top ten Read More

The Election of 1800 Animatic

Https://teachingcivics.org/lesson/the-election-of-1800-animatic/.

Published June 12, 2016 by Giselle Duration: 04:03 This animated video depicts the election of 1800 using the lyrics from the Hamilton, the Musical.  Students Read More

Election Lessons from Classroom Law Project

Https://teachingcivics.org/lesson/election-lessons-from-classroom-law-project/.

From Classroom Law Project To help you through the hype, Classroom Law Project is again offering popular election season lessons. The lessons are well-researched, non-partisan, Read More

Presidential Debate Analysis (current and historical)

Https://teachingcivics.org/lesson/presidential-debate-analysis-current-and-historical/.

From C-Span Classroom This lesson allows students to compare and contrast the current presidential debates with past presidential debates. Students will watch and evaluate Presidential Read More

Better Questions – Better Decisions Voter Engagement

Https://teachingcivics.org/lesson/better-questions-better-decisions-voter-engagement/.

From the Right Question Institute The BQBD Voter Engagement Workshop offers a free, simple, easy to implement, engagement nonpartisan lesson for any middle school or high school social Read More

“I Side With” political ideology quiz

Https://teachingcivics.org/lesson/i-side-with-political-ideology-quiz/.

I Side With – Political Ideology quiz. Can take shorter or longer version of quiz. Matches up beliefs with the 5 major candidates and explains Read More

Political Compass

Https://teachingcivics.org/lesson/political-compass/.

Political Compass - The Political Compass has been on the internet since 2001.  It is a continually accessible profile of a political personality applicable to all democracies. Read More

Political Spectrum Quiz

Https://teachingcivics.org/lesson/political-spectrum-quiz/.

Political Spectrum Quiz- From GoToQuiz.com (40 questions, give results and also has maps that show leanings of people who taken the quiz by state) Discover Read More

Political Typology Quiz

Https://teachingcivics.org/lesson/political-typology-quiz/.

Pew Research Center Are you a Steadfast Conservative? A Solid Liberal? Or somewhere in between? Take this quiz to find out which Political Typology group Read More

More Perfect podcast

Https://teachingcivics.org/lesson/more-perfect/.

From Radiolab, Produced by WNYC Studios Radio lab’s mini series, More Perfect, “…connects you to the decisions made inside the court’s hallowed halls, and explains Read More

Candidate for An American America Video Generic Presidential Campaign Ad Video

Https://teachingcivics.org/lesson/candidate-for-an-american-america-video-generic-presidential-campaign-ad-video/.

From Digg Take a humorous look at how political ads work. This spoof campaign ad uses only stock footage and features a “generic” presidential candidate. Read More

Debate Observation and Analysis Sheet (2016)

Https://teachingcivics.org/lesson/debate-observation-and-analysis-sheet/.

From The Learning Network “The presidential debates give students a chance to see both candidates side by side, answering questions about the nation’s most serious Read More

Election 2016: Analyzing a Campaign Ad

Https://teachingcivics.org/lesson/election-2016-analyzing-a-campaign-ad/.

From The Learning Network Students watch two short television commercials, one representing each campaign. A sampling of commercials promoting each candidate (some were created by Read More

Teaching With: ‘How to Win an Election’

Https://teachingcivics.org/lesson/teaching-with-how-to-win-an-election/.

From The Learning Network “In this short documentary, a leading political strategist explains how candidates use the art of storytelling to help swing elections. Encourage Read More

Election 2016: Who Are the Candidates?

Https://teachingcivics.org/lesson/election-2016-who-are-the-candidates/.

From The Learning Network Part One of a Four-Part Election Unit- Students create candidate profiles to inform voters about the competing candidates in this presidential Read More

Tips for Testifying Before a Legislative Committee

Https://teachingcivics.org/lesson/6454-2/.

From Minnesota Senate Media Services Minnesota state lawmakers and committee staff offer advice to people interested in testifying before a legislative committee. Video (approximately 6 Read More

Understanding Legislation: How to Read a Bill

Https://teachingcivics.org/lesson/understanding-legislation-how-to-read-a-bill/.

From Minnesota Senate Media Services This video clip (approximately 7 minutes) contains tips for reading and understanding a bill that is before the Minnesota Legislature. Read More

ProCon.org Critical Thinking Seminar

Https://teachingcivics.org/lesson/procon-org-critical-thinking-seminar/.

By ProCon.org “OVERVIEW: The seminar revolves around a hotly debated topic, such as the pros and cons of social networking or illegal immigration. The students Read More

FRONTLINE: How Voting Laws Have Changed

Https://teachingcivics.org/lesson/frontline-how-voting-laws-have-changed/.

From PBS LearningMedia “Examine data about the voting rights laws that most impact Americans’ access to the ballot box and how they’ve changed across the Read More

Gun Control Debate After Sandy Hook Shootings

Https://teachingcivics.org/lesson/gun-control-debate-after-sandy-hook-shootings/.

From PBS LearningMedia “This video (4:48) adapted from FRONTLINE explores the attitudes of citizens of Newtown, Connecticut in the aftermath of the 2012 massacre at Read More

Daily Video: Apple cites privacy concerns, resists government access to iPhone

Https://teachingcivics.org/lesson/daily-video-apple-cites-privacy-concerns-resists-government-access-to-iphone/.

From PBS Newshour Extra Students read a brief summary about the legal battle between the makers of the iPhone and the U.S. government and consider Read More

https://teachingcivics.org/lesson/newsela/

From Newsela “Newsela publishes high-interest news articles daily at five levels of complexity for grades 2-12 using Newsela’s proprietary, rapid text-leveling process. Common Core–aligned quizzes Read More

https://teachingcivics.org/lesson/pear-deck/

From Pear Deck Pear deck is an Internet-based tool that allows teachers to efficiently understand individual students’ progress in the classroom. Teachers can create and Read More

Deconstructing History: American Flag Video – George Washington

Https://teachingcivics.org/lesson/deconstructing-history-american-flag-video-george-washington/.

From History.com Watch this short video to get the facts and history of the American Flag. TV-14 (2:06) Deconstructing History: American Flag Video – George Read More

Deconstructing History: Mount Rushmore Video – Presidents’ Day

Https://teachingcivics.org/lesson/deconstructing-history-mount-rushmore-video-presidents-day/.

From History.com Studying the executive branch or G. Washington, T. Jefferson, T. Roosevelt, A. Lincoln? Watch this brief video about Mount Rushmore in the Black Read More

Deconstructing History: White House Video – Presidents’ Day

Https://teachingcivics.org/lesson/deconstructing-history-white-house-video-presidents-day/.

From History.com “It may not have been home to the president until 1800 or even called the White House until 1901, but it remains a Read More

Presidential Fun Facts Video – Presidents’ Day

Https://teachingcivics.org/lesson/presidential-fun-facts-video-presidentsday/.

From History.com “The Oval Office has been filled with extraordinary presidents, but did you know about these not-so-famous firsts?” This brief trivia video is a Read More

Racial Profiling and Criminal Justice

Https://teachingcivics.org/lesson/racial-profiling-and-criminal-justice/.

By Close Up Foundation Should Congress pass legislation to end the use of racial profiling in law enforcement, except in matters pertaining to national security? Read More

Presidential podcasts

Https://teachingcivics.org/lesson/presidential-podcasts/.

By The Washington Post “In 44 episodes leading up to Election Day 2016, this podcast explores the character and legacy of each of the American Read More

Analyze the President’s State of the Union Address Using Word Clouds

Https://teachingcivics.org/lesson/analyze-the-presidents-state-of-the-union-address-using-word-clouds/.

From Flocabulary “In this lesson plan, students will use the word cloud to analyze previous State of the Union speeches, make predictions about this year’s Read More

The American Presidency Project

Https://teachingcivics.org/lesson/the-american-presidency-project/.

From the University of California, Santa Barbara “The American Presidency Project is the only online resource that has consolidated, coded, and organized into a single Read More

Teachable Instant: Refugee Crisis

Https://teachingcivics.org/lesson/teachable-instant-refugee-crisis/.

From Morningside Center for Teaching Social Responsibility Students read a brief background about the surge of refugees pressing into Europe (9/2015) and then watch a Read More

Judicial Review: Crash Course Government and Politics #21

Https://teachingcivics.org/lesson/judicial-review-crash-course-government-and-politics-21/.

From CrashCourse “Craig Benzine is going to tell you about the Supreme Court’s most important case, Marbury v. Madison, and how the court granted itself Read More

Structure of the Court System: Crash Course Government and Politics #19

Https://teachingcivics.org/lesson/structure-of-the-court-system-crash-course-government-and-politics-19/.

From CrashCourse Trial courts, district courts, appeals courts, circuit courts, state supreme courts, and of course the one at the top – the U.S. Supreme Read More

Supreme Court of the United States Procedures: Crash Course Government and Politics #20

Https://teachingcivics.org/lesson/supreme-court-of-the-united-states-procedures-crash-course-government-and-politics-20/.

From CrashCourse Join Craig Benzine to see how the Supreme Court of the United States (SCOTUS) works procedurally. Go to video (6:53): https://www.youtube.com/watch?v=7sualy8OiKk Tags: Granting Read More

Presidential Power: Crash Course Government and Politics #11

Https://teachingcivics.org/lesson/presidential-power-crash-course-government-and-politics-11/.

From CrashCourse “Craig looks at the expressed powers of the President of the United States – that is the ones you can find in the Read More

Presidential Powers 2: Crash Course Government and Politics #12

Https://teachingcivics.org/lesson/presidential-powers-2-crash-course-government-and-politics-12/.

From CrashCourse Craig Benzine explores the implied or inherent powers of the president – “how the president uses his or her power to negotiate executive Read More

The Thirteenth Amendment Video

Https://teachingcivics.org/lesson/6219-2/.

From the National Constitution Center Watch The Thirteenth Amendment to “learn about the ways the Constitutional Convention failed to address the issue of slavery, the Read More

3 Umbrellas and 4th Amendment Search Protection

Https://teachingcivics.org/lesson/3-umbrellas-and-4th-amendment-search-protection/.

Three sizes of umbrellas (golf, regular, cocktail) are used to categorize search scenarios, asking students to use search analysis questions: (1) Is there a recognized Read More

Principles of Democracy Posters

Https://teachingcivics.org/lesson/principles-of-democracy-posters/.

By Deliberating in a Democracy in the Americas Print out small posters of each of the 14 principles of democracy for educational use as well Read More

How Courts Work – Understanding the Types of Cases

Https://teachingcivics.org/lesson/how-courts-work-understanding-the-types-of-cases/.

From The Judicial Learning Center “The activities in this lesson can be assigned to students individually or in groups. In part 1, students will be Read More

Supreme Court Case Studies: EEOC v. Abercrombie & Fitch

Https://teachingcivics.org/lesson/supreme-court-case-studies-eeoc-v-abercrombie-fitch/.

From Street Law Issue Does Title VII of the Civil Rights Act of 1964 require an employer have actual knowledge that an employee’s practice is Read More

Supreme Court Case Studies: Williams-Yulee v. Florida Bar

Https://teachingcivics.org/lesson/supreme-court-case-studies-williams-yulee-v-florida-bar/.

From Street Law Issue Does a law that prohibits candidates for judicial office from personally asking for campaign funds violate the First Amendment? Precedents Republican Read More

Supreme Court Case Studies: Arizona State Legislature v. Arizona Independent Redistricting Commission

Https://teachingcivics.org/lesson/supreme-court-case-studies-arizona-state-legislature-v-arizona-independent-redistricting-commission/.

From Street Law Issue Does the Elections Clause of the U.S. Constitution permit a state to use an independent commission established by ballot initiative to Read More

Supreme Court Case Studies: By Topic

Https://teachingcivics.org/lesson/supreme-court-case-studies-by-topic/.

From Street Law Go to Street Law’s Supreme Court Lesson Plans & Teaching Methods page and check out the “Methods for Teaching Supreme Court Cases” Read More

Supreme Court Case Studies: The Same-Sex Marriage Cases: Obergefell v. Hodges (and consolidated cases)

Https://teachingcivics.org/lesson/supreme-court-case-studies-the-same-sex-marriage-cases-obergefell-v-hodges-and-consolidated-cases/.

From Street Law Issues Does the Fourteenth Amendment require a state to license same-sex marriages? Does the Fourteenth Amendment require a state to recognize a Read More

Supreme Court Case Studies: Rodriguez v. United States

Https://teachingcivics.org/lesson/supreme-court-case-studies-rodriguez-v-united-states/.

From Street Law Issue Does it violate the Fourth Amendment if an officer extends an already completed traffic stop (a seizure) for a dog sniff Read More

Picking Cotton (Eyewitness Misidentification)

Https://teachingcivics.org/lesson/picking-cotton-eyewitness-misidentification/.

From The Street Law Clinic at Georgetown University Law Center – The Innocence Project Curriculum Picking Cotton: Lives Taken/Reason for Wrongful Conviction/Eyewitness Misidentification Go to: Read More

“Okay, fine, I did it!” (False Confessions)

Https://teachingcivics.org/lesson/okay-fine-i-did-it-false-confessions/.

From The Street Law Clinic at Georgetown University Law Center – The Innocence Project Curriculum “Okay, fine, I did it!”: Life Taken/Reason for Wrongful Conviction/False Read More

The Morton story (Prosecutorial Misconduct)

Https://teachingcivics.org/lesson/the-morton-story-prosecutorial-misconduct/.

From The Street Law Clinic at Georgetown University Law Center – The Innocence Project Curriculum The Morton story: Lives Taken/Reason for Wrongful Conviction/Prosecutorial Misconduct Go Read More

Oyez, Oyez, Oh Yay! Gibbons v. Ogden

Https://teachingcivics.org/lesson/oyez-oyez-oh-yay-gibbons-v-ogden/.

From The State Bar of Texas Oyez, Oyez, Oh Yay! Case summaries, videos and other helpful resources for teachers and students. What is the extent Read More

Defending Gideon

Https://teachingcivics.org/lesson/defending-gideon/.

From: The Street Law Clinic at Georgetown University Law Center (lesson) and The Constitution Project (video) This lesson begins with several student-centered introductory activities designed Read More

50 Years After Key Case, Problems Defending The Poor Persist

Https://teachingcivics.org/lesson/50-years-after-key-case-problems-defending-the-poor-persist/.

From Npr.org “Half-century after Gideon v. Wainwright, many lawyers say the system for providing defense attorneys for the poor is in crisis.” Article and podcast, March Read More

Interest Groups and the United States Supreme Court

Https://teachingcivics.org/lesson/interest-groups-and-the-united-states-supreme-court/.

From Street Law As a result of this lesson, students will be able to: define the terms: interest group, writ of certiorari, and amicus brief Read More

The Right to Vote & Restrictions on Voting

Https://teachingcivics.org/lesson/the-right-to-vote-restrictions-on-voting/.

From Street Law Activity: Students consider state voting laws (North Carolina, Texas, North Dakota, Ohio) that limit registration, voting times, or voter identification. They examine Read More

Why crime has a time limit

Https://teachingcivics.org/lesson/why-crime-has-a-time-limit/.

From CNN “Why do states have a time limit on when to charge against certain crimes? CNN’s Danny Cevallos explains the reasoning behind statutes of Read More

Voting Rights – The March @50; Episode 2

Https://teachingcivics.org/lesson/voting-rights-the-march-50-episode-2/.

“The Supreme Court decision in Shelby County v. Holder shook the Voting Rights Act to the core. Shukree sits down with Edward Blum, whose firm provided counsel to plaintiffs in the Shelby County case, and Sherrilyn Ifill of the NAACP Legal Defense Fund, to determine the reasons behind this turning point case and what it means for the future of voting in America.”

From Selma to Montgomery: An introduction to the 1965 marches

Https://teachingcivics.org/lesson/from-selma-to-montgomery-an-introduction-to-the-1965-marches/.

by Katie Gould, PBS NewsHour Teacher Resource Producer Introduction: Students read a one-page overview of the 1965 Selma to Montgomery Marches and watch three video Read More

Presidential Timeline – President Nixon and the Twenty-Sixth Amendment

Https://teachingcivics.org/lesson/presidential-timeline-president-nixon-and-the-twenty-sixth-amendment/.

From the National Archives’ Presidential Timeline “The Twenty-Sixth Amendment” is one of the interactive Richard Nixon Exhibits: http://www.presidentialtimeline.org/#/exhibit/37/03 It is accompanied by educational activities in Read More

Memorial Day | All About the Holidays

Https://teachingcivics.org/lesson/memorial-day-all-about-the-holidays/.

From PBS LearningMedia “Learn about Memorial Day with this look back at the holiday’s history.” Go to video (1:21): Memorial Day | All About the Read More

Magna Carta: Rule of Law

Https://teachingcivics.org/lesson/magna-carta-rule-of-law/.

From PBS LearningMedia “Learn how the rule of law and due process, first guaranteed by Magna Carta in 1215, became an essential component in U.S. Read More

Federalism: Crash Course Government and Politics #4

Https://teachingcivics.org/lesson/federalism-crash-course-government-and-politics-4/.

From CrashCourse “Craig Benzine teaches you about federalism, or the idea that in the United States, power is divided between the national government and the Read More

Bureaucracy Basics: Crash Course Government and Politics #15

Https://teachingcivics.org/lesson/bureaucracy-basics-crash-course-government-and-politics-15/.

From CrashCourse In this video, Craig Benzine discuses bureaucracies. “Bureaucracies tend to be associated with unintelligible rules and time-wasting procedures, but they play an important, Read More

Meeting at Runnymede: The Story of King John and Magna Carta

Https://teachingcivics.org/lesson/meeting-at-runnymede-the-story-of-king-john-and-magna-carta/.

Constitutional Rights Foundation After a brief, yet higher level reading about the Magna Carta, students are divided into small groups and each group is assigned Read More

Colonial Influences

Https://teachingcivics.org/lesson/colonial-influences/.

From iCivics “American colonists had some strong ideas about what they wanted in a government. These ideas surface in colonial documents, and eventually became a Read More

John Philip Sousa, Magna Charta

Https://teachingcivics.org/lesson/john-philip-sousa-magna-charta/.

From YouTube For a lively anticipatory set to your lesson on Magna Carta, listen to John Philip Sousa’s “Magna Charta” (PRESIDENT’S OWN UNITED STATES MARINE Read More

Magna Carta – Timelines.tv History of Britain

Https://teachingcivics.org/lesson/magna-carta-timelines-tv-history-of-britain/.

From Timelines.tv History of Britain – Rulers & Ruled: How did medieval kings share power with their barons? The story of King John reveals the Read More

Magna Carta, the Federalists, and the Anti-Federalists

Https://teachingcivics.org/lesson/magna-carta-the-federalists-and-the-anti-federalists/.

“The mention of Magna Carta appears in both Federalist and Anti-Federalist papers discussing ratification of the new U.S. Constitution. This exercise uses primary source excerpts Read More

Faces of King John

Https://teachingcivics.org/lesson/faces-of-king-john/.

From Insights on Law & Society This image analysis activity asks students to compare and contrast depictions of King John sealing Magna Carta at Runnymede. Read More

What is Magna Carta?

Https://teachingcivics.org/lesson/what-is-magna-carta/.

From the British Library “Narrated by Monty Python’s Terry Jones, this animation takes you back to medieval England to explore the tyranny of King John, Read More

The Constitution Board Game

Https://teachingcivics.org/lesson/the-constitution-board-game/.

From Texas Law-Related Education Review facts about the Constitution and the Constitutional Convention using a board game. Answer options are multiple choice and the correct answer Read More

Federalist/ Anti-Federalist game

Https://teachingcivics.org/lesson/federalist-anti-federalist-game/.

From Texas Law-Related Education Players decide whether statements describe Federalist or Anti-Federalist positions. There is no scoring and players are directed to the correct Federalist or Read More

Objection! Your Honor game

Https://teachingcivics.org/lesson/objection-your-honor-game/.

From Texas Law-Related Education Players are faced with different legal scenarios – with a case, a witness on the stand, and a question – and must Read More

Serve & Protect? A History of the Police

Https://teachingcivics.org/lesson/serve-protect-a-history-of-the-police/.

From BackStory With The American History Guys What is the role of local police in their communities? In this public radio podcast (52:02), U.S. historians Read More

Dollars and Sense: Tax Day

Https://teachingcivics.org/lesson/dollars-and-sense-tax-day/.

From the National Constitution Center   Learn how the Constitution was amended to allow the federal government to impose an income tax, and learn where Read More

America, Inc.: A History of Corporations

Https://teachingcivics.org/lesson/america-inc-a-history-of-corporations/.

From BackStory With The American History Guys The recent Citizens United and Hobby Lobby cases raised questions about “corporate personhood” and fueled debate over corporate Read More

Wall of Separation: Church & State in America

Https://teachingcivics.org/lesson/wall-of-separation-church-state-in-america/.

From BackStory With The American History Guys “Are Christian Nativity scenes, Jewish Menorahs, or even atheistic symbols appropriate for display at public buildings? And what Read More

Tyrannophobia: The Uses & Abuses Of Executive Power

Https://teachingcivics.org/lesson/tyrannophobia-the-uses-abuses-of-executive-power/.

From BackStory With The American History Guys In this public radio program (1:01:07), U.S. historians Ed Ayers, Peter Onuf, and Brian Balogh “…ask how perceptions Read More

Censoring the Press

Https://teachingcivics.org/lesson/censoring-the-press/.

From The Learning Network’s “50 Ways to Teach With Current Events” by Michael Gonchar This site has 50 ideas to help teachers bring current events into Read More

Teenagers in the Times

Https://teachingcivics.org/lesson/teenagers-in-the-times/.

From The Learning Network Teenagers in the Times, a monthly feature from the New York Times, is a collection of recent articles, slide shows and Read More

City Council Simulation: Dogwood City’s Proposed Curfew Ordinance

Https://teachingcivics.org/lesson/city-council-simulation-dogwood-citys-proposed-curfew-ordinance/.

From The North Carolina Civic Education Consortium “In this experiential activity, students will gain an understanding of the role of city councils, the responsibilities of Read More

Voting Matters To Me

Https://teachingcivics.org/lesson/voting-matters-to-me/.

by JoEllen Ambrose, Jennifer Bloom, Alex Gray, and Filiz Yargici This 3-4 day unit will prepare students to vote by showing them why voting matters Read More

Teaching Strategies for Civics, Law and Government Education

Https://teachingcivics.org/lesson/teaching-strategies-for-civics-law-and-government-education/.

Instructions including student handouts for the most often used engaging strategies in civics, government, and law education. Includes case study, mock trial, jigsaw, mock appellate Read More

One School’s Fight: The Making of a Law

Https://teachingcivics.org/lesson/one-schools-fight-the-making-of-a-law/.

“This documentary tells the story of a tiny school in Yosemite National Park that tries to solve its funding problem by getting a bill passed Read More

Congress Protects the Right to Vote: The Voting Rights Act of 1965

Https://teachingcivics.org/lesson/congress-protects-the-right-to-vote-the-voting-rights-act-of-1965/.

From The U.S. National Archives and Records Administration’s Center for Legislative Archives “By analyzing evidence reviewed by the House Judiciary Committee related to the Voting Read More

Congress at Work: The Presidential Veto and Congressional Veto Override Process

Https://teachingcivics.org/lesson/congress-at-work-the-presidential-veto-and-congressional-veto-override-process/.

From The U.S. National Archives and Records Administration’s Center for Legislative Archives “Students use a veto message and vetoed bill to make a direct connection Read More

Teaching Six Big Ideas in the Constitution

Https://teachingcivics.org/lesson/teaching-six-big-ideas-in-the-constitution/.

From The U.S. National Archives and Records Administration’s Center for Legislative Archives “This lesson engages students in a study of the Constitution to learn the Read More

Declaration Clarification game

Https://teachingcivics.org/lesson/declaration-clarification-game/.

From Texas Law-Related Education Students (re-)familiarize themselves with the words of the Declaration of Independence by completing this jigsaw puzzle.  

Branches of the Federal Government game

Https://teachingcivics.org/lesson/branches-of-the-federal-government-game/.

From Law Focused Education Inc. Students are given 16 statements to categorize as either Legislative, Judicial, or Executive. A correct answer results in that statement, Read More

Carolina K-12′s Database of K-12 Resources

Https://teachingcivics.org/lesson/nc-civic-education-consortiums-database-of-k-12-resources/.

From Carolina K-12 This is a searchable database for lesson plans/ activities. Files are available in PDF format, and one must have Adobe Reader installed to Read More

Seven Principles of the Constitution – Animations

Https://teachingcivics.org/lesson/animations-principles-of-the-u-s-constitution/.

From Law Focused Education Inc. Short animations on the Principles of the U.S. Constitution (Checks and Balances, Federalism, Individual Rights, Limited Government, Popular Sovereignty, Republicanism, Read More

https://teachingcivics.org/lesson/wikiality/

From Annenberg Classroom By Joe Miller, Ph.D. “This lesson illustrates the potential pitfalls of Wikipedia. Drawing on two controversies – Stephen Colbert’s on-air altering of Read More

Annenberg Classroom’s FAQs: Juries (videos)

Https://teachingcivics.org/lesson/annenberg-classrooms-faqs-juries-videos/.

Constitutional experts, lawyers and judges discuss juries and jury service on these eleven short videos (about 3-5 minutes each). The site also includes a Sixth Read More

Minnesota Election Vocabulary

Https://teachingcivics.org/lesson/minnesota-election-vocabulary/.

At quizlet.com Use this learning tool to play around with flashcards, matching games, multiple choice tests. Minnesota Election Vocabulary: http://quizlet.com/45297243/minnesota-election-vocabulary-flash-cards/alphabetical

Historical Documents – Vocabulary Lists

Https://teachingcivics.org/lesson/historical-documents-vocabulary-lists/.

From Vocabulary.com This site offers a personalized vocabulary learning experience. “The Challenge,” an adaptive learning system, and “The Dictionary” help users efficiently learn words. Highlights Read More

Arson Investigation Video “Burned”

Https://teachingcivics.org/lesson/arson-investigation-video-burned/.

Video by ABC’s 20/20 Watch: ABC’s 20/20 Arson Investigation Video “Burned” (41:33) to see the science of fire investigation. http://www.hulu.com/watch/147911 (5/7/2010; Season 32, Episode 19) Read More

Your Bill of Rights – The Tenth Amendment and States’ Rights

Https://teachingcivics.org/lesson/your-bill-of-rights-the-tenth-amendment-and-states-rights/.

From TIME The final amendment in the Bill of Rights was drafted because the states were concerned about the power of a Federal government. What Read More

Your Bill of Rights – The Ninth Amendment and Your Unwritten Rights

Https://teachingcivics.org/lesson/your-bill-of-rights-the-ninth-amendment-and-your-unwritten-rights/.

From TIME “When James Madison penned the Bill of Rights, some worried that by writing some things down, it meant other rights were not secured. Read More

Your Bill of Rights – The Eighth Amendment: What Would the Framers Call Cruel Punishment?

Https://teachingcivics.org/lesson/your-bill-of-rights-he-eighth-amendment-what-would-the-framers-call-cruel-punishment/.

From TIME “The 8th amendment of the U.S. constitution protects against excessive bail and cruel or unusual punishments. What was considered cruel or unusual in Read More

Your Bill of Rights – What Does the Seventh Amendment Have to do With a 20-Dollar Bill?

Https://teachingcivics.org/lesson/your-bill-of-rights-what-does-the-seventh-amendment-have-to-do-with-a-20-dollar-bill/.

From TIME “The seventh amendment gives the right to a jury trial for any civil case over property more than $20. What could $20 buy Read More

Your Bill of Rights – The Sixth Amendment and Your Right to a Speedy, Public Trial

Https://teachingcivics.org/lesson/your-bill-of-rights-the-sixth-amendment-and-your-right-to-a-speedy-public-trial/.

From TIME This video (04:30) from the Your Bill of Rights series gives an overview of the Sixth Amendment. http://content.time.com/time/specials/packages/article/0,28804,2080345_2080344_2080380,00.html

How a bill really becomes a law: What Schoolhouse Rock missed

Https://teachingcivics.org/lesson/how-a-bill-really-becomes-a-law-what-schoolhouse-rock-missed-2/.

By Vox “As Congressional gridlock and dysfunction worsen, Schoolhouse Rock’s “I’m Just a Bill” seems to be missing a few key steps. So [Vox] made Read More

Your Bill of Rights – Why the Fifth Amendment Is Much More than ‘Pleading the Fifth’

Https://teachingcivics.org/lesson/your-bill-of-rights-why-the-fifth-amendment-is-much-more-than-pleading-the-fifth/.

From TIME This video (03:16) from the Your Bill of Rights series gives an overview of Fifth Amendment protections. http://content.time.com/time/specials/packages/article/0,28804,2080345_2080344_2080379,00.html

Historic Supreme Court Decisions – by Justice

Https://teachingcivics.org/lesson/historic-supreme-court-decisions-by-justice/.

From Cornell University’s Legal Information Institute Click on the name of a Supreme Court Justice (the list includes all the Justices who have served on Read More

Electing a US President in Plain English

Https://teachingcivics.org/lesson/electing-a-us-president-in-plain-english/.

From Dotsub; Directed by Lee LeFever and Produced by Common Craft, LLC A public service video (03:42) about how the electoral college works. Captions available Read More

Unpacking our National Anthem “The Star-Spangled Banner”

Https://teachingcivics.org/lesson/unpacking-our-national-anthem-the-star-spangled-banner/.

By ArtsEdge “In this audio story, Leonard Slatkin, Music Director of the Detroit Symphony Orchestra (and former Music Director of the National Symphony Orchestra), examines Read More

Harlan Institute’s – National Labor Relations Board v. Noel Canning Corporation

Https://teachingcivics.org/lesson/harlan-institutes-national-labor-relations-board-v-noel-canning-corporation/.

From the Harlan Institute What is the scope of the President’s recess appointment power? Learn about the 2014 Supreme Court case National Labor Relations Board Read More

Your Bill of Rights – Why People Rarely Talk About the Third Amendment

Https://teachingcivics.org/lesson/your-bill-of-rights-why-people-rarely-talk-about-the-third-amendment/.

From TIME In this segment of the Your Bill of Rights series: The Framers insisted on the right to refuse to quarter troops in private Read More

Your Bill of Rights – Second Amendment: The Origins of the Right to Keep and Bear Arms

Https://teachingcivics.org/lesson/your-bill-of-rights-second-amendment-the-origins-of-the-right-to-keep-and-bear-arms/.

From TIME This video (03:22) from the Your Bill of Rights series asks: Why did the framers of the U.S. constitution demand the right of Read More

In the Light of Reverence – Sacred Ground or Federal Ground?

Https://teachingcivics.org/lesson/in-the-light-of-reverence-sacred-ground-or-federal-ground/.

From PBS documentary series POV – Documentaries with a point of view Lesson Author: Joan Brodsky Schur “The subject of this lesson is a controversy Read More

In the Light of Reverence – Freedom of Religion: A Supreme Court Simulation

Https://teachingcivics.org/lesson/in-the-light-of-reverence-freedom-of-religion-a-supreme-court-simulation/.

From PBS documentary series POV – Documentaries with a point of view Lesson Author: Joan Brodsky Schur This lesson plan explores the Establishment Clause and Read More

Your Bill of Rights – Your Fourth Amendment Right to Privacy

Https://teachingcivics.org/lesson/your-bill-of-rights-your-fourth-amendment-right-to-privacy/.

From TIME “The fourth amendment to the constitution guarantees the right to be free from unreasonable searches and seizures, and is often argued as protecting Read More

Your Bill of Rights – Why the First Amendment Is Foremost

Https://teachingcivics.org/lesson/your-bill-of-rights-why-the-first-amendment-is-foremost/.

From TIME “Why did the states want to ensure the Federal government did not establish a national religion? And why were the freedoms of press, Read More

Federal Revenue Statistics

Https://teachingcivics.org/lesson/federal-revenue-statistics/.

The IRS maintains a “Tax Stats” page that provides an excellent overview of tax collection by category by the Federal Government.  It does not include information Read More

Minnesota v Federal Revenue and Spending

Https://teachingcivics.org/lesson/minnesota-v-federal-revenue-and-spending/.

Minnesota v Federal Revenue and Spending This lesson gives you the resources to compare and contrast the budgets of the United States and Minnesota governments describing Read More

Tales From the Public Domain: Bound by Law?

Https://teachingcivics.org/lesson/tales-from-the-public-domain-bound-by-law/.

Published by The Center for the Study of the Public Domain at Duke Law School This graphic novel explains copyright law.

Minnesota Revenue and Spending

Https://teachingcivics.org/lesson/minnesota-revenue-and-spending/.

Minnesota Revenue and Spending Resource: The Minnesota Office of Management and Budget prepares reports each year that summarize the major sources of revenue and the Read More

11 Excellent Reasons Not To Vote

Https://teachingcivics.org/lesson/11-excellent-reasons-not-to-vote/.

From New York Times, By Errol Morris In this Op-Doc video, Academy Award-winning filmmaker Errol Morris speaks with young Americans about the merits of voting Read More

Minnesota State Fire Marshal’s Interactive Games for Public Education

Https://teachingcivics.org/lesson/minnesota-state-fire-marshals-interactive-games-for-public-education/.

From the Minnesota State Fire Marshal Fire Safety Education in Quiz Show style! Winter Fire Safety Challenge Summer Safety Challenge Arson Awareness Challenge Fire Marshall Read More

Death By Fire: Did Texas Execute an Innocent Man?

Https://teachingcivics.org/lesson/death-by-fire-did-texas-execute-an-innocent-man/.

By PBS’ FRONTLINE “In this lesson, students will examine evidence used in a 1994 case to convict Cameron Todd Willingham, who was executed for the Read More

The Electoral College Facts of Life

Https://teachingcivics.org/lesson/the-electoral-college-facts-of-life/.

By Slater’s Garage Ads & Audio “With the US Presidential election just days away, a father and son sit down for a heart-to-heart talk about Read More

Independence Daze: A History of July Fourth

Https://teachingcivics.org/lesson/independence-daze-a-history-of-july-fourth/.

From BackStory With The American History Guys In this public radio program (52:00), U.S. historians Ed Ayers, Peter Onuf, and Brian Balogh explore the origins Read More

Flocabulary’s “Check and Balances”

Https://teachingcivics.org/lesson/flocabularys-check-and-balances/.

The song in this video explains the three branches of the US government and the system of checks and balances.

Decoding the Video: Bad Romance (Women’s Suffrage)

Https://teachingcivics.org/lesson/decoding-the-video-bad-romance-womens-suffrage/.

Learn more about the passage of the 19th Amendment by watching Soomo Publishing’s five-minute parody music video of Lady Gaga’s “Bad Romance.” (2012 Emmy Award recipient for Best Informational/Instructional Program.) vote/ voting/ suffrage

Supreme Court Week Documentary

Https://teachingcivics.org/lesson/supreme-court-week-documentary/.

By C-SPAN Original Productions “The Supreme Court: Home to America’s Highest Court takes an unprecedented look into the Supreme Court, its role, traditions and history Read More

Justices in their own words: Granting Certiorari

Https://teachingcivics.org/lesson/5308-2/.

By C-SPAN Original Productions “Each year the Justices and their law clerks review anywhere between 8 to 10 thousand petitions that come to Court – Read More

Mini-Mock Trial: State v. Anderson

Https://teachingcivics.org/lesson/mini-mock-trial-state-v-anderson/.

In this mock trial, students role play people in the courtroom as they hear a case involving a driver charged with violating a law that Read More

Interactive Learning Module: The Impact of Congress

Https://teachingcivics.org/lesson/e-learning-module-the-impact-of-congress/.

From Indiana University Center on Representative Government “Contrary to many Americans’ opinions, the work of Congress has a significant impact on their everyday lives. This colorful Read More

iCivics – “Activate” game

Https://teachingcivics.org/lesson/activate/.

In Activate, students: Campaign for an issue of their choice Learn how to grow an organization of friends into a national movement Engage the community and elected Read More

https://teachingcivics.org/lesson/how-a-bill-really-becomes-a-law-what-schoolhouse-rock-missed/

by Andrew Prokop This article and accompanying video adapts the how-a bill-becomes-a-law narrative to what Prokop refers to as “our polarized, dysfunctional Congress.” The article Read More

The Redistricting Game

Https://teachingcivics.org/lesson/the-redistricting-game-2/.

USC Annenberg Center for Communication The Redistricting Game is designed to educate, engage, and empower citizens around the issue of political redistricting. Currently, the political system Read More

I Do Solemnly Swear: What Does a Mayor Do?

Https://teachingcivics.org/lesson/i-do-solemnly-swear-what-does-a-mayor-do/.

In this 19 min. video from The Annenberg Classroom, students explore the role and responsibilities of mayors in the United States. Students follow mayors from several Read More

The Personal Side of Citizenship: Process to Become a Naturalized U.S. Citizen

Https://teachingcivics.org/lesson/the-personal-side-of-citizenship-process-to-become-a-naturalized-u-s-citizen/.

the.News the.News online video reports for the.Gov provide middle and high school students with a valuable exercise in language arts and social studies with this Read More

Principles of Democracy in the News

Https://teachingcivics.org/lesson/principles-of-democracy-in-the-news/.

Students work in small groups to match recent news article headlines to the principles of democracy. Lesson Plan – Democratic Headlines in the News Democratic Read More

Federalism: Pouring Power into the Federal Government

Https://teachingcivics.org/lesson/federalism-pouring-power-into-the-federal-government/.

This lesson focuses on the distribution of powers called federalism.  Using water in a pitcher and a jar and small cups, it visualizes powers between Read More

Legal Concepts from Landmark Cases.org

Https://teachingcivics.org/lesson/legal-concepts-from-landmark-cases-org/, citizenship: making government work (democracy in america video series), https://teachingcivics.org/lesson/citizenship-making-government-work-democracy-in-american-video-series/.

from Annenberg Learning This session covers the basic elements of government, politics, and democracy. A grounding in these issues will give you a solid foundation Read More

Federalism: U.S. v. the States (Democracy in America Video Series)

Https://teachingcivics.org/lesson/federalism-u-s-v-the-states-democracy-in-america-video-series/.

From Annenberg Learner This lesson with one-half hour video provides an overview of the workings of federalism in the United States. In this unit, the Read More

Minimum Voting Age (DDA)

Https://teachingcivics.org/lesson/minimum-voting-age-dda/.

This lesson is designed to promote the teaching and learning of democratic principles and the skills of civic deliberation. Students complete a reading (available in Read More

The Perfect President

Https://teachingcivics.org/lesson/the-perfect-president/.

After researching about the U.S. president’s duties, students will brainstorm criteria for the “perfect president.” The information will then be used to create a job description and newspaper article to advertise the presidency.

The Many Powers of the President

Https://teachingcivics.org/lesson/the-many-powers-of-the-president/.

Students will use hats as props to enliven a lesson about the powers of the president. Hats will be identified with various powers. Students will match actual presidential actions to the hat which gave the president power to carry it out.

Resources on the Presidency

Https://teachingcivics.org/lesson/resources-on-the-presidency/.

This site provides a rich source of information regarding the Presidency, the Executive Branch, issues of the day and the White House.

LegalWays: Investigation and Arrest

Https://teachingcivics.org/lesson/legalways-investigation-and-arrest/.

This lesson from the LegalWays curriculum focuses on the most common questions regarding investigation and arrest including police stops, searches, probable cause, arrest, and the constitutional rights of the accused. Activities include a student reading with guiding questions, a “Police Role-play” activity that provides the students with an opportunity to apply their knowledge and for them to review and reflect with a police officer, and a final case study that asks students to apply their knowledge about interrogation and Miranda rights in a slightly different setting, the principal’s office in a school. This lesson uses basic information and does not include the many small exceptions and interpretations that exist in the law. Where appropriate, Minnesota law has been used. Lessons can be adapted to other states. Remind students they should not attempt to answer specific individual legal problems with the information provided.

Respecting Freedom of Speech

Https://teachingcivics.org/lesson/respecting-freedom-of-speech/.

In the course of this lesson, students will consider the point where respect and freedom of expression intersect.

LegalWays: Steps in a Criminal Case

Https://teachingcivics.org/lesson/legalways-steps-in-a-criminal-case/.

This lesson from the LegalWays curriculum focuses on the procedure followed in a criminal case. In the activity “Creating a Flow Chart” the students can work individually or in small groups. It requires that the students use their knowledge from “Investigation and Arrest” and “Your Right to an Attorney” in addition to the information in this lesson. By asking them to add pieces of information they think are important, the students reflect on their learning. This lesson is designed for the computer. However, it can be accomplished with posterboard and markers. The “Mini-Mock Trial” concerns a stolen wallet and is a two-hour activity. This activity benefits greatly by having a lawyer or judge serve as the judge for the mock trial. (If there are enough students, one can assist the judge, serving as a co-judge.) Although this lesson uses Minnesota law and procedure, it is adaptable.

The Scopes Trial – A Mini-Unit

Https://teachingcivics.org/lesson/the-scopes-trial-a-mini-unit/.

Using the movie Inherit the Wind, text books and internet research students learn about the Scopes Trial. The analyze the key facts, arguments, individuals and historical events.

Schoolhouse Rock – Preamble

Https://teachingcivics.org/lesson/schoolhouse-rock-preamble/.

The lyrics and the video of the Schoolhouse Rock song about the Preamble to the Constitution.

Jury Nullification

Https://teachingcivics.org/lesson/jury-nullification/.

Though jurors are sworn to uphold the law during their deliberation, they still have the power to decide that a defendant is innocent even when Read More

Grade 6 Civics and Government Strands and Benchmarks Lessons and Resources

Https://teachingcivics.org/lesson/grade-6-civics-and-government-strands-and-benchmarks-lessons-and-resources/.

Grade 6 Civics and Government Strands and Benchmarks Aligned with Resources Link to updated Google Docs file  

Introduction to the Juvenile Justice System

Https://teachingcivics.org/lesson/introduction-to-the-juvenile-justice-system/.

These materials teach middle school students about the Minnesota Juvenile Justice System. Informational powerpoint is followed by chart that compares the adult with the juvenile Read More

Federalism and Lawmaking: Claim Your Powers State v. Federal Government

Https://teachingcivics.org/lesson/federalism-and-lawmaking-claim-your-powers-state-v-federal-government/.

This lesson focuses on the basic concepts of federalism and lawmaking.  It explores powers reserved to the states and those given to the federal government Read More

Claim Your Powers Elementary

Https://teachingcivics.org/lesson/claim-your-powers-elementary/.

Students apply their knowledge of the US Constitution and the powers of each branch of government in this activity. Students work in three groups, one Read More

Minnesota v. Hershberger: Freedom of Religion

Https://teachingcivics.org/lesson/minnesota-v-hershberger-freedom-of-religion/.

Freedom of religion has been a controversial, yet fundamental, tenet of the United States since even before the nation’s birth. In a instructional activity, the Read More

Property: Ownership, Respect, and Responsibility

Https://teachingcivics.org/lesson/property-ownership-respect-and-responsibility/.

Introduces the concepts of personal property and responsibility to very young students. Students will think about the difference between damage done to property on purpose versus accidental damage.

Politics of the Equal Rights Amendment

Https://teachingcivics.org/lesson/politics-of-the-equal-rights-amendment/.

Students will gain an overall understanding of and insights into arguments for and against the proposed Equal Rights Amendment.

Perseverance and the First Amendment

Https://teachingcivics.org/lesson/2729-2/.

Students will consider how perseverance effects movements as they exercise their First Amendment rights to petition and assemble.

Painting Presidential Portraits

Https://teachingcivics.org/lesson/painting-presidential-portraits/.

Students learn about the duties of the president as they redesign currency to reflect a President’s life and times.

No Weapons Allowed

Https://teachingcivics.org/lesson/no-weapons-allowed/.

The common “no weapons allowed” school rule is tested through a variety of scenarios. Students place themselves on a line to express their opinion regarding the application of the rule to the situation.

Making the Grade: What Makes a Good President?

Https://teachingcivics.org/lesson/making-the-grade-what-makes-a-good-president/.

This lesson will provide students with a way to evaluate their leaders and with background material to use when studying about various Presidents.

Making An Appeal

Https://teachingcivics.org/lesson/making-an-appeal/.

Students consider the facts in the real case of a boy who was expelled from school. They break into small groups to list the arguments for one of the parties in the case. The groups share their arguments in a class discussion.

Local Stuff – Learn About Local Government

Https://teachingcivics.org/lesson/local-stuff-learn-about-local-government/.

A collection of 4 units to teach younger students about local government. Leads students through identifying their community, what kinds of work people do in the community, who governs and how decisions are made.

Judicial BINGO Icebreaker

Https://teachingcivics.org/lesson/judicial-ice-breakers/.

Two quick activities that can be used to introduce new materials to students in an engaging way. As written the activities focus on Florida law and judiciary, but are easily adaptable to other states.

It’s In Your Pocket

Https://teachingcivics.org/lesson/its-in-your-pocket/.

Students will learn about the Federal government’s power to mint money. They will also learn about the symbols on American money.

In the Home, Outside the Home – How Do We Value Work?

Https://teachingcivics.org/lesson/in-the-home-outside-the-home-how-do-we-value-work/.

By thinking critically about gender stereotypes in relation to work in the home vs. outside the home, students will gain an awareness of how perceived value of work is connected to embedded views of gender roles.

In Praise of Political Parties

Https://teachingcivics.org/lesson/in-praise-of-political-parties/.

Student groups will be analyzing one current political party and making a presentation to the class about this party’s solutions for the problems that confront the U.S. today.

Immigration Debate

Https://teachingcivics.org/lesson/immigration-debate/.

Gathering information on pro and con arguments can be helpful if making conclusions regarding immigrants’ roles in the United States is to occur.

If I Were President

Https://teachingcivics.org/lesson/if-i-were-president/.

This activity is for young students. Students will discuss what a President does. They will then make a classroom book of rules or laws that they would enact if they ever become president.

Honoring Property Rights

Https://teachingcivics.org/lesson/honoring-property-rights/.

Students will examine how the concepts of private property and honor are inter-connected—how expectation of honorable action protects the private property rights of individuals in a civil society.

History of the Bill of Rights

Https://teachingcivics.org/lesson/history-of-the-bill-of-rights/.

Students play a “Jeopardy” like game to learn about the history of the Bill of Rights. Students should have some basic knowledge of the content of the Bill of Rights and the historical setting in which it was written.

Examining the Evidence: Suffrage & Anti-Suffrage Ephemera

Https://teachingcivics.org/lesson/examining-the-evidence-suffrage-anti-suffrage-ephemera/.

By examining and analyzing political cartoons and other ephemera dating to the women’s suffrage campaign era in the U.S., students will investigate and discover what primary source images can tell us about attitudes and events of the period in which they were made.

Serving on a Jury

Https://teachingcivics.org/lesson/serving-on-a-jury/.

Students role-play a court room trial based on scenarios involving juvenile offenders.

Shoplifting

Https://teachingcivics.org/lesson/shoplifting/.

Author: Street Law for Youth Courts Students work in small groups to define shoplifting, thinking about the definition from different perspectives.  After learning facts about Read More

Crimes and Consequences

Https://teachingcivics.org/lesson/crimes-and-consequences/.

Students identify and rank crimes as juvenile status offenses, misdemeanors, petty offenses and felonies.

Guess Who Did This: How does gender bias affect our judgment?

Https://teachingcivics.org/lesson/guess-who-did-this-how-does-gender-bias-affect-our-judgment/.

By being asked to match a group of men and women (about whom they may know nothing) to a list of feats, students will realize that their own preconceptions based on gender may lead them to make mistaken judgments about people’s roles and abilities.

Freedom of Speech and Automatic Language

Https://teachingcivics.org/lesson/freedom-of-speech-and-automatic-language/.

This lesson plan asks students to explore this rote learning and their own right to freedom of speech by examining the Pledge of Allegiance from a historical and personal perspective and in relationship to fictional situations in novels they have read.

Exploring Free Speech in Nothing But the Truth

Https://teachingcivics.org/lesson/exploring-free-speech-in-nothing-but-the-truth/.

After reading the novel Nothing But the Truth, students discuss the protagonist Phillip and his right to free speech as well as their own rights.

Examining the Evidence: Gender and Adverstising

Https://teachingcivics.org/lesson/examining-the-evidence-gender-and-adverstising/.

Students will investigate and discover what primary source [advertising] images can tell us about views on gender equality in different time periods.

Equality and the Media Today

Https://teachingcivics.org/lesson/equality-and-the-media-today/.

This Class Starter activity is found on page 12 of the guide for K-12 educators that accompanied the temporary exhibition From the Absence of Many to the Presence of All: The Unfinished Business of Women’s Equality at the National Constitution Center, Philadelphia.

Declaration of Independence – Acts of Courage

Https://teachingcivics.org/lesson/declaration-of-independence-acts-of-courage/.

Students begin to construct a definition of courage based on classroom discussion, then consider The Declaration of Independence and an essay about what happened to the signers in the years during and following the American Revolution.

Creating a Bill of Rights in Space

Https://teachingcivics.org/lesson/creating-a-bill-of-rights-in-space/.

Students discuss the pros and cons to adding a Bill of Rights to their constitution for their space colony. Hypothetical situations are used to highlight rights. The lesson helps the students discover the need for a Bill of Rights.

Classroom Electorate

Https://teachingcivics.org/lesson/classroom-electorate/.

Students take on the role of a political analyst, forecasting the electoral vote count for the presidential election.

Breaking Down the Declaration of Independence

Https://teachingcivics.org/lesson/breaking-down-the-declaration-of-independence/.

Working in small groups, students will answer questions to help them break down the language and content of the Constitution.

Breaking Barriers, Building Bridges- Critical Discussion of Social Issues

Https://teachingcivics.org/lesson/breaking-barriers-building-bridges-critical-discussion-of-social-issues/.

Students read and discuss a series of picture books that highlight social barriers and bridges of race, class, and gender.

Amending the Constitution

Https://teachingcivics.org/lesson/amending-the-constitution/.

Students will learn about the process for amending the Constitution and consider what standards should be applied when considering an amendment.

Accommodating Students’ Religious Needs

Https://teachingcivics.org/lesson/accommodating-students-religious-needs/.

This strategy offers students an opportunity to weigh the establishment clause against the free exercise clause of the First Amendment.

2nd Grade – Your Vote Counts

Https://teachingcivics.org/lesson/2nd-grade-your-vote-counts/.

2nd graders will vote for a “classroom helper,” using fictional characters as candidates. They learn about the candidate positions through daily messages.

Minnesota Juvenile Justice Jeopardy Game for Elementary Classroom

Https://teachingcivics.org/lesson/minnesota-juvenile-justice-jeopardy-game-for-elementary-classroom/.

Author: adapted for elementary students from Jeopardy created by Rebecca Swinney, University of Minnesota Law Student, Street Law Course, 2010 This Power Point slide show works Read More

School Wide Plan for Constitution Day Observance

Https://teachingcivics.org/lesson/school-wide-plan-for-constitution-day-observance/.

This plan is designed to help a school participate in Constitution Day in a meaningful way, with as little disruption to the regular school day as is possible.

Trying Teens – Development of the Juvenile Justice System

Https://teachingcivics.org/lesson/trying-teens-development-of-the-juvenile-justice-system/.

In this lesson, students will learn about the court cases and legal organizations that were instrumental in creating a system of juvenile justice in the United States, then present their findings in a composite timeline illustrating the history of the juvenile courts.

Sources of Law

Https://teachingcivics.org/lesson/sources-of-law/.

This lesson teaches students about the sources, types, and unique systems of law that exist in the United States.

In re Gault (1967) -iCivics

Https://teachingcivics.org/lesson/in-re-gault/.

This mini-lesson covers the basics of the Supreme Court’s decision that said juvenile offenders have a right to due process. Students learn about 14th Amendment due process, fairness, and the specific rights afforded juveniles in the justice system.

Recognizing Leaders

Https://teachingcivics.org/lesson/recognizing-leaders/.

This is an introductory lesson, giving students a basic understanding of the branches of government and the people who work there.

Constitutional Conversation Starters

Https://teachingcivics.org/lesson/constitutional-conversation-starters/.

Conversation starters are short, easily read text or images that are meant to be thought-provoking. They have been selected to illuminate issues, raise or explore areas of conflict, highlight ideas associated with each Conversation topic, and to foster conversation and ongoing dialogue.

Voting Activities for Grades K-2

Https://teachingcivics.org/lesson/voting-activities-for-grades-k-2/.

The intent of this theme is to educate students about elections, from gaining an appreciation of the power of voting, to studying the candidates and issues, to understanding the registration process and participating in an election.

Bill of Rights Game

Https://teachingcivics.org/lesson/bill-of-rights-game/.

Help restore the Bill of Rights in this online game.

The Tired King

Https://teachingcivics.org/lesson/the-tired-king/.

Students are introduced to the three functions of government (legislative, executive and judicial) through a story about an over-worked king who must handle too many tasks.

The Constitution – The Country’s Rules

Https://teachingcivics.org/lesson/the-constitution-the-countrys-rules/.

Students develop an awareness of the Constitution by exploring what it is and why it is important.

Symbols of America

Https://teachingcivics.org/lesson/symbols-of-america/.

A multi-disciplinary 3 week unit that teaches young students about the President, the White House, the Statue of Liberty, the Flag, the Liberty Bell, Mount Rushmore, Pledge of Allegiance and the Bald Eagle. Lessons could be separated if time doesn’t allow for all 3 weeks.

Simple Symbols and American Children

Https://teachingcivics.org/lesson/simple-symbols-and-american-children/.

Children begin at a very early age to learn the meaning of symbols in our culture and environment. Understanding the meaning of some universal symbols, such as traffic signs and signals, handicap logos, gender signs on restrooms, etc., is essential for responsible membership in society.

“Ask Not What Your Country Can Do For You…”

Https://teachingcivics.org/lesson/ask-not-what-your-country-can-do-for-you/.

In this lesson, students learn about the theme of President Kennedy’s inaugural address, civic action, and consider how it applies to their own lives.

Constitutional Convention 2

Https://teachingcivics.org/lesson/constitutional-convention-2/.

Students will understand the structure and function of the United States government established by the Constitution by participating in a “Constitutional Convention” in class.

Exploring the Purposes of Government – A Lesson on the Preamble

Https://teachingcivics.org/lesson/exploring-the-purposes-of-government-a-lesson-on-the-preamble/.

Understanding the Preamble is critically important because it provides the vision for the government.

What Responsibilities Accompany Our Rights?

Https://teachingcivics.org/lesson/what-responsibilities-accompany-our-rights/.

From the Center for Civic Education “Suppose your government does everything it can to protect your rights. Is this enough? Will your rights be protected? Read More

https://teachingcivics.org/lesson/who-rules/

Students explore several different forms of government ranging from democracy, to oligarchy, to anarchy.

The Pledge of Allegiance

Https://teachingcivics.org/lesson/the-pledge-of-allegiance/.

Students will understand the Pledge of Allegiance and its importance as a symbol. Students will make Pledge of Allegiance picture books. They will learn the vocabulary necessary to understand the Pledge.

Comparative Constitutions

Https://teachingcivics.org/lesson/comparative-constitutions/.

Find common ways in which state constitutions differ from (and are similar to) the U.S. Constitution, and take a closer look at your own state constitution.

You’ve Got Rights!

Https://teachingcivics.org/lesson/youve-got-rights/.

Students learn about the rights guaranteed by the Bill of Rights and other important constitutional amendments.

Mini Mock Trial

Https://teachingcivics.org/lesson/mini-mock-trials/.

Mini-Mock Trials are shorter versions of mock trial, taking an average of  2-3 hours. They are helpful for teaching about trial procedure as well as Read More

Teaching Civics through Children’s Literature

Https://teachingcivics.org/lesson/teaching-civics-through-childrens-literature/.

Teaching guides for popular children’s literature to help teach Civics and Government standards and English Language Arts standards. As increased emphasis on math and reading Read More

The Making of the American Constitution

Https://teachingcivics.org/lesson/the-making-of-the-american-constitution/.

How did a meeting intended to revise the Articles of Confederation lead to the new Constitution for the United States? Students watch a four minute video designed for “flip” teaching and then answer 5 Multiple Choice and 3 Open Answer questions to check for understanding. The “Dig Deeper” section has links to additional resources for students to explore.

Presidential Elections from Adams to Lincoln

Https://teachingcivics.org/lesson/presidential-elections-from-adams-to-lincoln/.

For an assignment, students in a Politics of the Presidency class at Williams College created video campaign ads for the presidential elections from John Adams to Abraham Lincoln (12 segments). The students could only use images, quotes, documents, and music from the era. RealClearHistory partnered with the class to displayed the best videos the students produced.

What Is A Court?

Https://teachingcivics.org/lesson/what-is-a-court/.

An easy lesson that helps students understand the basics of the appeals process. Students will learn the difference between a trial court and an appeals court.

Minnesota State Symbols Game

Https://teachingcivics.org/lesson/minnesota-state-symbols-game/.

Identify the correct Minnesota state symbols in this Internet trivia game. A brief historical explanation follows each selection.

Suffrage Strategies: Voices for Votes

Https://teachingcivics.org/lesson/suffrage-strategies-voices-for-votes/.

After learning about the Women’s Suffrage movement, students create original documents encouraging citizens to vote in current elections. Lesson includes primary source documents from the Library of Congress.

Picture Books and the Bill of Rights

Https://teachingcivics.org/lesson/picture-books-and-the-bill-of-rights/.

This lesson is designed to acquaint students with sections of the Bill of Rights through the use of Caldecott Medal Books and other picture books.

Technology and Copyright Law: A “Futurespective”

Https://teachingcivics.org/lesson/technology-and-copyright-law-a-futurespective/.

Students research past copyright disputes and their relation to technology innovations and then predict future copyright disputes that may arise from advancements in technology.

Famous Trials

Https://teachingcivics.org/lesson/famous-trials/.

Student research famous trials and write the opening paragraphs of a newspaper report as it might have been written at the time of their particular trial. They then campaign and vote for which trial they feel is most famous.

“The Story of the American Revolution” slide shows

Https://teachingcivics.org/lesson/kids-corner-for-the-4th-of-july/.

View two slide shows on the story of the American Revolution.

The Powers of Getting a Drink (An Activity for Teaching the Concept of “Implied Power”)

Https://teachingcivics.org/lesson/you-can-lead-a-class-to-water-but-can-you-make-it-think-an-activity-for-teaching-the-concept-of-implied-power/.

A dramatic scene in a high school government or civics class provides the setting. Students follow a process of inductive reasoning in a situation which is especially relevant to their daily lives. In the scene, the teacher grants a student permission to get a drink of water and the student begins to leave the room. But does he or she have “implied” authority to get out of his seat, open the door, and walk out into the hall?

Economic Functions of Government

Https://teachingcivics.org/lesson/economic-functions-of-government/.

Students categorize a series of newspaper headlines as examples of each of the six economic functions of government and locate additional examples in current newspapers and newsmagazines.

First Amendment Survey

Https://teachingcivics.org/lesson/first-amendment-survey/.

This lesson gives students an opportunity to conduct and analyze their own First Amendment survey and compare it with the national survey conducted by The Freedom Forum.

Voting! What’s It All About?

Https://teachingcivics.org/lesson/voting-whats-it-all-about/.

A series of eight lessons on voting. Students discuss information, read from a variety of sources, collect images, articles, and other things they can use to create a graffiti wall about voting. They create a chart listing what they know about the current election and how they know it, then examine the chart to determine which items are fact and which are opinion. They explore the history of voting and voting rights and create a timeline of voting history.

War Making: Executive and Legislative Powers

Https://teachingcivics.org/lesson/war-making-executive-and-legislative-powers/.

What are the respective roles and responsibilities of the executive and legislative branches in making war? In the course of this lesson, students will examine the constitutional, legal, political and historical sources of this debate and apply them to the conflict in Iraq and to other situations both past and present.

You Make the Rules

Https://teachingcivics.org/lesson/you-make-the-rules/.

In developing a new club, students explore the nature of rules and see how they help in the formation and operation of organizations.

Who Pays for City Hall?

Https://teachingcivics.org/lesson/who-pays-for-city-hall/.

This lesson uses computer games to introduce younger students to city government.

Understanding Procedural Justice – Fairness in the Land of Faircastle

Https://teachingcivics.org/lesson/understanding-procedural-justice-fairness-in-the-land-of-faircastle/.

Students perform 4 brief skits demonstrating procedural unfairness in trials. They then analyze the skits, listing what was unfair in each situation and what rights needed to be protected.

Graphically Speaking

Https://teachingcivics.org/lesson/graphically-speaking/.

Using website data or almanacs, students will graph state population, state size, and number of congressional representatives.

Donkeys and Elephants and Voters, Oh My!

Https://teachingcivics.org/lesson/donkeys-and-elephants-and-voters-oh-my/.

These hands-on activities are designed to help students journey through politics from its “grass roots” to a national convention through the creation of a new political party and the development of the convention’s national platform.

Presidential Libraries Podcasts

Https://teachingcivics.org/lesson/presidential-libraries-podcasts/.

Listen to the voices of the Presidents! In these historical clips from the Libraries’ collections, you’ll hear Presidents Hoover, Roosevelt, Truman, Eisenhower, Kennedy, Johnson, Nixon, Ford, Carter, Reagan, Bush, and Clinton.

Learning the Value of Rules-A Paper Clip Game

Https://teachingcivics.org/lesson/paperclip-game-and-the-value-of-rules/.

The paper clip game serves as a good devices for discussing the need for and importance of rules in society.

No Animals Allowed in School

Https://teachingcivics.org/lesson/no-animals-allowed-in-school/.

This activity provides an opportunity for students to explore how rules and laws are written and interpreted.

Myth and Truth – Independence Day

Https://teachingcivics.org/lesson/myth-and-truth-independence-day/.

This lesson explores all the dates and stories associated with the Declaration of Independence, focusing on the reason there are so many different dates and signings of the document and why we celebrate the nation’s birthday on July 4th rather than one of the other dates.

Memorial Day – Elementary

Https://teachingcivics.org/lesson/memorial-day-elementary/.

Students will appreciate the significance and history of “Taps.” They will use the bugle call to learn about the sacrifices made by those who have fallen in war and the importance of doing the right thing.

Literary Characters on Trial

Https://teachingcivics.org/lesson/literary-characters-on-trial/.

After reading a work of literature as a class, students will brainstorm “crimes” committed by characters from that text. Groups of students will work together to act as the prosecution or defense for the selected characters, while also acting as the jury for other groups.

Kid Definitions of Types of Government

Https://teachingcivics.org/lesson/kid-definitions-of-types-of-government/.

This site offers very short, kid friendly definitions of types of Governments.

Good Citizen Interviews

Https://teachingcivics.org/lesson/good-citizen-interviews/.

Youngsters interview adults whom they consider good citizens. They share their interviews with the others and reflect on what it means to be a good citizen.

Everyone Has Rules

Https://teachingcivics.org/lesson/everyone-has-rules/.

Students consider the value of rules in the lives of children and adults. They brainstorm and write good rules for different places and situations in their schools.

Minnesota Constitutional Amendment: Voter ID

Https://teachingcivics.org/lesson/minnesota-constitutional-amendment-voter-id/.

This lesson focuses on the proposed amendment to the Minnesota Constitution requiring a photo ID to vote.

Teaching about the Minnesota Marriage Amendment

Https://teachingcivics.org/lesson/teaching-about-the-minnesota-marriage-amendment/.

by University of Minnesota Law Students Aleida Ortega and Ryan Conners.  This unit of study includes three lessons  Introductory Lesson on Constitutional Interpretation of Fundamental Read More

New voter photo ID laws: Preventing fraud or discriminating?

Https://teachingcivics.org/lesson/new-voter-photo-id-laws-preventing-fraud-or-discriminating/.

This “Speak Out” from the Annenberg Classroom supports online discussion of these questions: Are voter ID laws necessary to prevent election fraud? Are the voter Read More

Changing Voting Age from 18 to 16

Https://teachingcivics.org/lesson/changing-voting-age-from-18-to-16/.

Students will write letters to their state and/or national leaders either in support or against a fictitious proposed constitutional amendment to lower the voting age from 18 to 16.

Expanding Voting Rights

Https://teachingcivics.org/lesson/expanding-voting-rights/.

Expanding Voting Rights traces changes in voting rights through the early republic, African-American suffrage, women’s suffrage, Voting Rights Act of 1965, and the 26th Amendment

Voter ID, Voting Requirements, and Vote Counting

Https://teachingcivics.org/lesson/voter-id-voting-requirements-and-vote-counting/.

A collection of lesson plans from the American Bar Association that teach voting requirements, voter ID laws, and vote counting laws.

When should increased security measures outweigh your privacy rights in school?

Https://teachingcivics.org/lesson/when-should-increased-security-measures-outweigh-your-privacy-rights-in-school/.

Through the use of cases and school policy, students will be able to define student privacy rights and then evaluate the necessity and constitutionality of increased security measures in schools, such as cell phone content searches. Cases: New Jersey v. T.L.O. (1985); Board of Education of Independent School District #92 of Pottawatomie County v. Earls (2002); Safford Unified School District v. Redding (2009)

State of the Union Bingo

https://teachingcivics.org/lesson/state-of-the-union-bingo-2012/

Precedent and stare decisis, https://teachingcivics.org/lesson/precedent-and-stare-decisis/.

Parts One and Two of this lesson involve students reflecting about and discussing the questions: What are the benefits and risks of sticking by the known rules? What are the benefits and risks of changing the rules for new situations? Part Three has students working in small groups. Students look at quotations about What The Justices Think About Precedent And Stare Decisis and then summarize and share the main ideas.

Voting In Congress

Https://teachingcivics.org/lesson/voting-in-congress-more-than-yea-or-nay/.

Through an interactive PowerPoint presentation, students learn what factors members of Congress consider when deciding whether to vote for a bill. These include the powers given to Congress by the Constitution (“necessary and proper” clause highlighted), members’ personal opinions, political party support, and what voters think. During the first part of the lesson, students find out about each of these factors and participate in mini-quizzes to check for understanding. During the second part, students try their hand at weighing the factors by considering hypothetical bills. This lesson is part of the Legislative Branch curriculum. While the graphics and some of the examples in this lesson are appropriate for younger students, the content also works well for high school.

Voting Rights

Https://teachingcivics.org/lesson/voting-rights/.

With guided notes, students explore the evolution of voting rights in the United States through an interactive PowerPoint presentation highlighting landmark changes. They apply knowledge of voting legislation to individual scenarios through a class activity. This lesson is part of the Politics and Public Policy curriculum. The Teacher’s guide has a useful “Voting Rights: A Brief History” chart.

Candidate Evaluation

Https://teachingcivics.org/lesson/candidate-evaluation/.

From iCivics In this lesson which is part of the Politics and Public Policy curriculum, students: “evaluate hypothetical candidates by establishing and applying their own Read More

The Electoral Process

Https://teachingcivics.org/lesson/the-electoral-process/.

Take a peek into the electoral process- from party primaries to the general election. Students will learn the distinctions between the popular vote and the Electoral College, and exercise their critical reasoning skills to analyze the differences between the presidential and congressional elections. Students will also contrast the various nomination processes and learn about the role of party conventions in American politics.

International Organizations

Https://teachingcivics.org/lesson/international-organizations/.

from iCivics Using jigsaw method, students read about and describe the purposes and functions of the following international organizations: UN, EU, NATO, World Bank, Red Read More

Environment (DDA)

Https://teachingcivics.org/lesson/environment-dda/.

This lesson is designed to promote the teaching and learning of democratic principles and the skills of civic deliberation. Students complete a reading (available in English, Spanish, and Audio-English) and engage in a Structured Academic Controversy. Deliberation question: Should our democracy permit the cultivation of genetically modified foods?

Corruption and Judicial Independence (DDA)

Https://teachingcivics.org/lesson/corruption-and-judicial-independence-dda/.

This lesson is designed to promote the teaching and learning of democratic principles and the skills of civic deliberation. Students complete a reading (available in English, Spanish, and Audio-English) and engage in a Structured Academic Controversy. Deliberation question: Should our democracy elect judges?

Cyberbullying (DDA)

Https://teachingcivics.org/lesson/cyberbullying-dda/.

This lesson is designed to promote the teaching and learning of democratic principles and the skills of civic deliberation. Students complete a reading (available in English, Spanish, and Audio-English) and engage in a Structured Academic Controversy. Deliberation question: Should our democracy allow schools to punish students for off-campus cyberbullying?

Compulsory Voting (DDA)

Https://teachingcivics.org/lesson/voting-dda/.

This lesson is designed to promote the teaching and learning of democratic principles and the skills of civic deliberation. Students complete a reading (available in English, Spanish, and Audio-English) and engage in a Structured Academic Controversy. Deliberation question: Should voting be compulsory in our democracy?

Juvenile Justice (DDA)

Https://teachingcivics.org/lesson/juvenile-justice-dda/.

This lesson is designed to promote the teaching and learning of democratic principles and the skills of civic deliberation. Students complete a reading (available in English, Spanish, and Audio-English) and engage in a Structured Academic Controversy. Deliberation question: In our democracy, should violent juvenile offenders be punished as adults?

Freedom of Expression (DDA)

Https://teachingcivics.org/lesson/freedom-of-expression-dda/.

This lesson is designed to promote the teaching and learning of democratic principles and the skills of civic deliberation. Students complete a reading (available in English, Spanish, and Audio-English) and engage in a Structured Academic Controversy. Deliberation question: Should our democracy block Internet content to protect national security?

iCivics – “Counties Work” game

Https://teachingcivics.org/lesson/counties-work/.

In Counties Work, an online game from iCivics, students become elected officials and decide about the programs and services that affect everyone! Their choices shape the community, and citizen satisfaction determines whether they will get re-elected for a second term.

Facts on Congress

Https://teachingcivics.org/lesson/facts-on-congress/.

The Center on Congress has developed a series of brief, 60-second video segments aimed at middle-school students, but also appropriate for other age groups.

American Indian Sovereignty Curriculum

Https://teachingcivics.org/lesson/american-indian-sovereignty-curriculum/.

Students learn that American Indians have systems of tribal government that have powers, rights and responsibilities based on tribal constitutions agreed to by the people.

Why Government? (iCivics)

Https://teachingcivics.org/lesson/why-government-icivics/.

http://www.icivics.org/teachers/lesson-plans/why-government iCivics offers an off-line lesson on Locke and Hobbes ideas about the state of nature and natural rights.  The vocabulary building sections of the Read More

The U.S. Role in the World

Https://teachingcivics.org/lesson/3365-2/.

What role should the United States play in the world today and in coming years? What are the challenges before us? What issues are of most concern to us? What kind of world do we want in the 21st century? This lesson engages students in these questions. Students engage in active consideration of historical and current background material and are placed in the role of decision-makers as they explore divergent policy alternatives. After exploring divergent views, students deliberate together on the merits and tradeoffs of each. Finally, students express their own considered judgments on future policy direction.

Teaching About Trials

Https://teachingcivics.org/lesson/teaching-about-trials/.

The ideas shared in this article provide a range of classroom activities that can add interest, variety, and depth to middle and high school social studies classrooms.

Let’s Play Jeopardy! Electoral College

Https://teachingcivics.org/lesson/lets-play-jeopardy-electoral-college/.

A team game based on Jeopardy used to clarify and review the Electoral College. Students answer questions that are provided as part of the lesson, gaining points for their team.

Choosing an Impartial Jury

Https://teachingcivics.org/lesson/choosing-an-impartial-jury/.

Using the American Bar Association’s Goldilocks Mock Trial or a copy of the story of Goldilocks, students participate in a simulated voir dire or jury selection.

Dispute Resolution – Case of the Professional Tap Dancer

Https://teachingcivics.org/lesson/dispute-resolution-case-of-the-professional-tap-dancer/.

Students hear a simple story about two neighbors with conflicting interests. They brainstorm possible solutions to the conflict and discuss what rules could have existed to avoid the conflict and when those rules should have been made.

It’s My Life

Https://teachingcivics.org/lesson/its-my-life/.

In this discussion activity, students acknowledge how the law influences their lives, and how the Constitution provides a framework for such laws.

Who Doesn’t Count?

Https://teachingcivics.org/lesson/3176-2/.

This lesson explores who is counted by the U.S. Census, and why an accurate count is important for ensuring representation in government.

Reforming American Government for the 21st Century

Https://teachingcivics.org/lesson/reforming-american-government-for-the-21st-century/.

Participants consider the citizenship clause of the presidential requirements, and the use of federal referenda during this simulated constitutional convention. Amending the U.S. Constitution is explored as well. This summary handout from the National Constitution Center may be used to supplement the lesson.

The Bill of Rights Match Game

Https://teachingcivics.org/lesson/the-bill-of-rights-match-game/.

The object of the game is to read each statement and decide if the answer to the question at the end is “yes” or “no” based on information from the Bill of Rights.

Debating War and Peace in Washington Square Park

Https://teachingcivics.org/lesson/debating-war-and-peace-in-washington-square-park/.

“Here is a sampling of the comments written and posted around the arch at Washington Square Park in the days immediately following the destruction of the World Trade Center [9/11/2001]. Following the comments are suggestions about ways to use this primary source in social studies classes. Although the immediate sense of urgency to discuss the World Trade Center tragedy in classrooms may diminish in time, the Washington Square writings will long be relevant to social studies classes as they explore such topics as citizenship, civil liberty, prejudice, nationalism, immigration, terrorism, violence, and war.”

A Day in The Life

Https://teachingcivics.org/lesson/a-day-in-the-life/.

This activity describes 10 situations encountered in the daily life of an American teen. Take a look at each scenario, and then choose the related Supreme Court decision that directly impacts our rights and freedoms as citizens of the United States.

Supreme Court Landmark Case Timeline

Https://teachingcivics.org/lesson/supreme-court-landmark-case-timeline/.

In this activity, you will sort landmark Supreme Court cases into chronological order. After you have correctly placed all of the cards on the timeline, you will get more information and details about each of the cases, and links to additional resources related to the case.

Supreme Court Concentration

Https://teachingcivics.org/lesson/supreme-court-concentration/.

Learn about some of the most notable Supreme Court justices by matching the justices with their historic achievements and decisions!

With Liberty and Justice for All

Https://teachingcivics.org/lesson/with-liberty-and-justice-for-all/.

Students will reflect on their own ideas of liberty, and learn how to define and identify civil liberties. Through a historic case study involving the Pledge of Allegiance, they will analyze First Amendment rights in light of laws passed to increase citizenship, knowledge of our country, and patriotism.

The Power and Importance of Precedent in the Decisions of the Supreme Court

Https://teachingcivics.org/lesson/the-power-and-importance-of-precedent-in-the-decisions-of-the-supreme-court/.

Students will examine the role of precedent in Supreme Court decisions – why precedents are usually followed and what justices take into consideration when they overturn precedents.

How History Affects Supreme Court Decisions and Supreme Court Decisions Affect History: A Look at the Fourteenth Amendment

Https://teachingcivics.org/lesson/how-history-affects-supreme-court-decisions-and-supreme-court-decisions-affect-history-a-look-at-the-fourteenth-amendment/.

Students will analyze and compare important Supreme Court decisions involving the Fourteenth Amendment and civil rights. Students will also study how the Court applied the Fourteenth Amendment to questions involving the liberty of contract and protections for working people.

Constitution Guide

Https://teachingcivics.org/lesson/constitution-guide/.

The Constitution Guide provides a breakdown of the United States Constitution, section by section. Each section includes the actual language of the Constitution, and what it means in simplified language.

How a Bill Becomes a Federal Law

Https://teachingcivics.org/lesson/how-a-bill-becomes-law/.

Through this lesson, students will learn about the dynamic process of federal lawmaking and how it relates to them.

Justice For All in the Classroom

Https://teachingcivics.org/lesson/justice-for-all-in-the-classroom/.

In this lesson, students analyze the interplay of processes and procedures that courts use to seat an impartial jury and gain appreciation for the essential role of juries in the justice system.

Are the principles of the U.S. Constitution reflected in your school?

Https://teachingcivics.org/lesson/are-the-principles-of-the-u-s-constitution-reflected-in-your-school/.

In this deliberation activity, students will be able to compare and contrast specific aspects of their school system (including school policies and student government system) with the key principles found in the U.S. Constitution.

Students and the Supreme Court: A Lexicon of Laws

Https://teachingcivics.org/lesson/students-and-the-supreme-court-a-lexicon-of-laws/.

In this lesson, students will use primary and secondary sources to analyze Supreme Court opinions for thirteen landmark cases involving students.

Separation of Powers and the Judiciary

Https://teachingcivics.org/lesson/separation-of-powers-and-the-judiciary/.

In this lesson, students examine historical and contemporary examples of legal disputes over Constitutional powers that were decided by the Supreme Court.

The Making of a Law

Https://teachingcivics.org/lesson/the-making-of-a-law/.

Through this lesson, students will learn about the dynamic interconnections of people, principles, and process that are involved in making federal laws.

Jury Duty – Our Duty and Privilege

Https://teachingcivics.org/lesson/jury-duty-our-duty-and-privilege/.

In this lesson, students learn about the importance, history, and constitutional foundations of jury service

Judicial Fairness – Playground Bullies

Https://teachingcivics.org/lesson/judicial-fairness-playground-bullies/.

Through a role-playing activity, students learn about judicial fairness and bias.

Introduction to the Minnesota Judiciary

Https://teachingcivics.org/lesson/introduction-to-the-minnesota-judiciary/.

This introduction to the judiciary in Minnesota includes a handout of background information for students to study and a handout of questions to stimulate discussion and increase their understanding of the materials.

How a Bill Becomes Law in Minnesota

Https://teachingcivics.org/lesson/how-a-bill-becomes-law-in-minnesota/.

Reference material explaining the steps between a bill and a law from a specific Minnesota perspective. Includes the story of Minnesota teen Joe Gibson’s process in changing the law to allow 16 year-olds to donate blood with parental permission.

Make Your Case Game

Https://teachingcivics.org/lesson/make-your-case-game/.

Make Your Case is a courtroom trial simulation in which students control the action in a television-like trial. Students play the role of attorneys in a civil case involving a traffic accident between a bicyclist and a driver.

U.S. Constitution Scavenger Hunt

Https://teachingcivics.org/lesson/u-s-constitution-scavenger-hunt/.

Help students become familiar with the U.S. Constitution by hunting for specific citations within the document.

Jury Selection on Trial

Https://teachingcivics.org/lesson/jury-selection-on-trial/.

In this lesson, students learn about the process used for jury selection and how the role and responsibilities of government in civil and criminal jury trials are viewed by the Supreme Court.

Judicial Independence – Essential, Limited, Controversial

Https://teachingcivics.org/lesson/judicial-independence-essential-limited-controversial/.

In this lesson, students learn about the role of an independent judiciary in the United States. Through a cooperative learning jigsaw activity they focus on operational differences, essential functions, limited powers, and controversial issues.

Equal Justice Under Law

Https://teachingcivics.org/lesson/equal-justice-under-law/.

In this lesson, students explore the cause-and-effect relationships between historical events and the development of constitutional principles that protect the rights of all people in America today.

Key Constitutional Concepts – Creating a Constitution

Https://teachingcivics.org/lesson/key-constitutional-concepts-creating-a-constitution/.

To ensure engagement during the film, students are given the task of collecting a list of the many conflicts and compromises that went into the creation of a new American government. The lesson is completed with students reading Benjamin Franklin’s closing speech at the Constitutional Convention.

Actions That Changed the Law

Https://teachingcivics.org/lesson/actions-that-changed-the-law/.

Students gain insight into the lawmaking process, consider how statutory decisions made by the Supreme Court can prompt better laws, and learn about the rights and responsibilities they will have when they enter the workforce.

The Power of One Decision – Brown v. Board of Education

Https://teachingcivics.org/lesson/the-power-of-one-decision-brown-v-board-of-education/.

Through the lesson, students gain insight into decision-making at the Supreme Court, learn about the people behind the case, construct a persuasive argument, and evaluate the sig- nificance of Brown v. Board of Education.

Freedom of Speech: Finding the Limits

Https://teachingcivics.org/lesson/freedom-of-speech-finding-the-limits/.

In this lesson, students gain insight into the many challenges involved in defining and protecting free speech.

Media Law Presentation: Invasion of Privacy

Https://teachingcivics.org/lesson/invasion-of-privacy-law/.

This PowerPoint presentation examines each of the four different types of invasion of privacy and includes a number of true-to-life examples that will help reporters and photographers steer clear of the most common privacy trouble spots.

Media Law Presentation: Freedom of Information Law

Https://teachingcivics.org/lesson/freedom-of-information-law/.

This PowerPoint presentation is designed to explain what Freedom of Information law is and how it works.

Interactive Diagram of the Federal Court System

Https://teachingcivics.org/lesson/interactive-diagram-of-the-federal-court-system/.

This interactive diagram of the Federal Court System includes small videos of various judges presenting information about the Court.

Interactive Guide to the Sixth Amendment

Https://teachingcivics.org/lesson/interactive-guide-to-the-sixth-amendment/.

http://www.annenbergclassroom.org/page/interactive-guide-to-the-sixth-amendment

Constitutional Convention 1

Https://teachingcivics.org/lesson/constitutional-convention/.

As the Founding Fathers struggle to decide how the young nation will be governed, explore how very different men representing their states’ conflicting interests created a bicameral legislature and three branches of government.

iCivics – “LawCraft” game and “Extension Pack”

Https://teachingcivics.org/lesson/law-craft/.

Students play as a senator or representative from a state and political party they select. Then their challenge is to get Congress to pass a bill based on a hot topic from a constituent.

iCivics – “Court Quest” game

Https://teachingcivics.org/lesson/court-quest/.

In Court Quest students help citizens seeking justice from courts in the United States.

Media Law Presentation: Copyright Law

Https://teachingcivics.org/lesson/copyright-law/.

This presentation of approximately 45 minutes begins with a brief introduction of the history and goals behind copyright. It then explores some of the basics of copyright, including distinction from other intellectual property rights (patent, trademark), questions about copyright eligibility, duration, registration, obtaining copyright permissions and plagiarism. Finally, considerable time is spent discussing copyright law’s Fair Use Exemption.

The Role of Government- Federal Government and Fiscal Policy

Https://teachingcivics.org/lesson/the-role-of-government-federal-government-and-fiscal-policy/.

Students will visit “A Citizen’s Guide to the Federal Budget,” and use the federal government web site to obtain information which will help them understand basic information about the budget of the United States Government for the current fiscal year.

Tic Tac Taxes

Https://teachingcivics.org/lesson/tic-tac-taxes/.

This lesson will take you through the different types of taxes governments impose, and the goods and services the governments provide in return.

Is 12 an Important Number?

Https://teachingcivics.org/lesson/is-12-an-important-number/.

This interdisciplinary lesson considers the use of 12 members on a jury, and whether decreasing that number impacts the chance of a fair trial.

Constituion Costs

Https://teachingcivics.org/lesson/constituion-costs/.

This lesson will help you understand the government’s role in providing some protections and services to all our country’s citizens, and the reason we pay taxes to fund those protections and services.

Jury Deliberation

Https://teachingcivics.org/lesson/jury-deliberation/.

This lesson includes two activities to help students learn about jury deliberation.

Issues of Evidence – Sheppard Murder Trial

Https://teachingcivics.org/lesson/issues-of-evidence-sheppard-murder-trial/.

Students read selected background material on the Sheppard murder case and discuss the assigned readings in class. Activities include analyzing a political cartoon and a primary source document, writing and delivering a closing statement, and developing a timeline of the various court decisions made in the Sheppard case.

Voir Dire: A Simulation

Https://teachingcivics.org/lesson/voir-dire-a-simulation/.

This lesson includes hypothetical cases and materials to allow classroom teachers to simulate the voir dire process used in court rooms to choose jurors.

High Speed Police Chase – Search and Seizure

Https://teachingcivics.org/lesson/high-speed-police-chase-search-and-seizure/.

The case of Scott v. Harris asks where the responsibility lies in a chase that ends with 19-year-old Victor Harris becoming a quadriplegic in a wheelchair.

First Amendment and Social Media

Https://teachingcivics.org/lesson/first-amendment-and-social-media/.

This highly interactive program combines the vampire craze and social media to give high school students the opportunity to wrestle with a current issue by participating in a trial and jury deliberations.

Religion – Engel v. Vitale

Https://teachingcivics.org/lesson/religion-engel-v-vitale/.

This lesson contains materials for Engel v. Vitale, a Landmark Case. These materials can be used to lead students in a discussion of religion in public schools.

Free Speech and Flag Burning

Https://teachingcivics.org/lesson/free-speech-and-flag-burning/.

In Texas v. Johnson the Court decided that flag burning is symbolic speech protected by the First Amendment. If you were an Associate Justice serving on the Supreme Court, what legal arguments would you take into account in deciding Texas v. Johnson?

Freedom of the Press and School Newspapers

Https://teachingcivics.org/lesson/freedom-of-the-press-and-school-newspapers/.

In Hazelwood School District v. Kuhlmeier the Court ruled that the First Amendment rights of student journalists are not violated when school officials prevent the publication of certain articles in the school newspaper.

Freedom of Assembly – Cox v. New Hampshire

Https://teachingcivics.org/lesson/freedom-of-assembly-cox-v-new-hampshire/.

The First Amendment protects freedom of assembly. Includes materials to lead discussion or debate surrounding the Landmark Case of Cox v. New Hampshire.

Carey v. Musladin

Https://teachingcivics.org/lesson/balancing-free-speech-and-fair-trial-2/.

The case of Carey v. Musladin asks students to separate emotions from reason when they decide the following question: If the friends and family of a murder victim sit in the trial of the alleged murderer wearing buttons printed with a picture of the deceased, does that prejudice the jury and risk depriving the defendant of his Sixth Amendment right to an impartial jury?

Failure is Impossible – Woman Suffrage

Https://teachingcivics.org/lesson/failure-is-impossible-woman-suffrage/.

To dramatize the debate for woman suffrage, playwright Rosemary Knower was commissioned to write a narrative script, drawing on the Congressional Record, petitions to Congress, personal letters within the legislative records of the Government, and other archival sources such as newspaper editorials and articles, diaries and memoirs.

Memorial Day- Secondary

Https://teachingcivics.org/lesson/memorial-day-secondary/.

Students will define the different categories of memorials and begin to understand the intentions of the artists who design them. Students will also consider current international conflicts and use their findings to design a memorial.

President’s Day – Elementary

Https://teachingcivics.org/lesson/presidents-day-elementary/.

Students will learn about Abraham Lincoln and his role in shaping America by researching his life.

Tribal Sovereignty

Https://teachingcivics.org/lesson/tribal-sovereignty/.

Students will be asked to research the sovereignty issues facing a tribe that resides within their state border. Then, they will develop their own sovereign nation.

The American Presidency – grades 4-6

Https://teachingcivics.org/lesson/the-american-presidency-grades-4-6/.

This group of lessons was created as part of the permanent American Presidency – A Glorious Burden exhibit at the National Museum of American History.

The American Presidency – grades 7-9

Https://teachingcivics.org/lesson/the-american-presidency-grades-7-9/, the american presidency – grades 10-12, https://teachingcivics.org/lesson/the-american-presidency-grades-10-12/, the constitution and the economy, https://teachingcivics.org/lesson/the-constitution-and-the-economy/.

Students see how the U.S. Constitution supports those characteristics by reading relevant portions of the Constitution, and matching these provisions with the six characteristics of a market economy.

Titanic Mock Trial

Https://teachingcivics.org/lesson/titanic-mock-trial/.

Materials for a mock trial based on the sinking of the Titanic. The site includes information regarding the case of the Estate of Hans Jensen v. White Star Line.

https://teachingcivics.org/lesson/extending-suffrage-to-women/

In this interactive activity, students will see eleven different documents arguing both for and against voting rights for women. Their task is to put them in the order that they were created, making a list of the arguments that suffragists and anti-suffragists used to convince others of their opinions.

DocsTeach: We the People

Https://teachingcivics.org/lesson/docsteach-we-the-people/.

The two documents students will see are George Washington’s copy of a draft of the U.S. Constitution and the final, ratified version of the Constitution of the United States. They are to evaluate the difference in wording between the two by answering and discussing the provided questions.

The Constitution at Work

Https://teachingcivics.org/lesson/the-constitution-at-work/.

An interactive online learning activity in which students connect primary sources with sections of the Constitution and determine the big idea(s) found in the Constitution exemplified by each.

The Trial of Susan B. Anthony: The Woman Suffrage Movement, A Document-Based Question

Https://teachingcivics.org/lesson/the-trial-of-susan-b-anthony-the-woman-suffrage-movement-a-document-based-question/.

Students are asked to use primary source documents, knowledge of the period from 1865–1873, and knowledge of Susan B. Anthony to answer: To what extent did the trial of Susan B. Anthony advance the cause of suffrage for women?

The Trial of Susan B. Anthony: Interpreting the Fourteenth Amendment, A Simulation Activity

Https://teachingcivics.org/lesson/the-trial-of-susan-b-anthony-interpreting-the-fourteenth-amendment-a-simulation-activity/.

In order to examine the meaning of the Fourteenth Amendment and the suffragists’ arguments in favor of voting rights, students write scripts for and reenact a hearing before the House of Representatives Committee on the Judiciary as well as reenact a jury deliberation in the Susan B. Anthony trial.

Newspapers in the Digital Age

Https://teachingcivics.org/lesson/newspapers-in-the-digital-age/.

Students evaluate the most significant developments in news dissemination through individual ranking and small group consensus work. Students then construct an illustrated timeline that explains the historical significance of each development. Finally, students predict trends in journalism over the next 5 years.

Journalists and the Constitution

Https://teachingcivics.org/lesson/journalists-and-the-constitution/.

Students write an amicus brief in the case of a freelance journalist imprisoned for not turning over footage to the federal government.

Gerrymander Exercise

Https://teachingcivics.org/lesson/gerrymander-exercise/.

Working individually or in groups, students will develop legislative districts that will favor their assigned party.

A Burning Issue: A Structured Academic Controversy Concerning Flag Desecration

Https://teachingcivics.org/lesson/a-burning-issue-a-structured-academic-controversy-concerning-flag-desecration/.

Is a Constitutional Amendment required to protect the U.S. flag from desecration? Students present a compromise resolution after they debate, deliberate, and analyze primary source documents, including the majority and dissenting opinions from Texas v. Johnson.

What is an American? An Immigration Policy Seminar

Https://teachingcivics.org/lesson/what-is-an-american-an-immigration-policy-seminar/.

This lesson plan features four primary sources related to immigration legislation which provide the basis for a classroom activity in which students, working collaboratively, come up with their own immigration policy proposals.

Government Quiz Game – Minnesota House of Representatives

Https://teachingcivics.org/lesson/government-quiz-game-minnesota-house-of-representatives/.

State of Minnesota House of Representatives Public Information Office This is an internet quiz game with questions and multiple choice answers dealing with the MN Read More

Impact of Government

Https://teachingcivics.org/lesson/impact-of-government/.

Democracy Kids State and Federal laws impact our lives in many ways.  This website offers fun, interactive pop-ups that show how government affects our lives Read More

Getting Involved: Making a Difference – What Level of Government do you work with?

Https://teachingcivics.org/lesson/getting-involved-making-a-difference-what-level-of-government-do-you-work-with/.

Democracy Kids  This site gives you a brief introduction to the three levels of government and what issues they deal with.  It will also give Read More

To Keep and Bear Arms: An Individual or Collective Right?

Https://teachingcivics.org/lesson/to-keep-and-bear-arms-an-individual-or-collective-right/.

An individual or a collective right? This lesson asks students to examine landmark Supreme Court decisions and opposing interpretations of the Second Amendment in developing their own reasoned positions.

Budget Hero

Https://teachingcivics.org/lesson/budget-hero-american-public-media/.

American Public Media This is a great resource to help students understand the structural problems with the nation’s debt. Participants choose certain “badges that represent Read More

Federal Budget Allocation – CCIU – Representative Democracy in America

Https://teachingcivics.org/lesson/federal-budget-allocation-cciu-representative-democracy-in-america/.

Link: http://congress.indiana.edu/sites/default/files/modules/budget/budget.htm One of Congress’ major responsibilities is providing funds for federal programs. This activity allows you to try your hand at allocating the federal Read More

Public Criticisms of Congress – CCIU – Representative Democracy in America

Https://teachingcivics.org/lesson/public-criticisms-of-congress/.

Link: http://congress.indiana.edu/sites/default/files/modules/public_opinion/base.html In the Public Criticisms module, you will hear many of the common criticisms of Congress via “man on the street” videos. You will Read More

iCivics – “Represent Me!” game

Https://teachingcivics.org/lesson/represent-me/.

In Represent Me!, students work as legislators trying to meet the needs of their constituents by deciding what bills to sponsor in Congress. Students: Understand that Read More

iCivics – “Executive Command” game

Https://teachingcivics.org/lesson/executive-command/.

Objectives – Analyze the structure, functions, and processes of the executive branch Describe the various roles of the president: commander in chief, head diplomat, agenda Read More

iCivics “Responsibility Launcher” game

Https://teachingcivics.org/lesson/responsibility-launcher/.

In Responsibility Launcher, students can help remind citizens that their civic duties aren’t just responsibilities, they help get things done! Students: Describe ways an individual can Read More

Felon Voting

Https://teachingcivics.org/lesson/felon-voting/.

“Should felons be allowed to vote?” is the core question explored on this site, with arguments and support given both pro and con. The topic of felon voting is further explored pro-con by categories.

LegalWays: Search and Seizure

Https://teachingcivics.org/lesson/legalways-search-and-seizure/.

This lesson examines more closely the issues surrounding search and seizure. The warrant requirement is explained and exceptions are described in a student reading with guiding questions. The students are asked to apply their knowledge and understanding to five hypothetical cases in the “What do you think?” activity. Defense lawyers would be very helpful in this lesson because the students are likely to have very specific questions that require knowledge of search law. Although this lesson reflects Minnesota law, it is generally applicable to all states and can be adapted.

Which Founder Are You?

Https://teachingcivics.org/lesson/which-founder-are-you/.

Take an 11 question personality quiz to see which Founder you are most like!

Seize the Vote

Https://teachingcivics.org/lesson/seize-the-vote/.

This in an online interactive voting rights game which addresses historical and current suffrage issues.

Deliberating in a Democracy Judicial Elections

Https://teachingcivics.org/lesson/deliberating-in-a-democracy-judicial-elections/.

By Jennifer Bloom and Kate McBride Engage students in a Structured Academic Controversy in this lesson that focuses on developing deliberation skills using a proposed Read More

Deliberating in a Democracy Voter Identification

Https://teachingcivics.org/lesson/deliberating-in-a-democracy-voter-identification/.

Engage students in a Structured Academic Controversy in this lesson that focuses on developing deliberation skills using a proposed Minnesota Law that would require all Minnesota voters to have photo identification.

iCivics “Supreme Decision” game

Https://teachingcivics.org/lesson/supreme-decision/.

Is the t-shirt free speech? Help decide a Supreme Court case about a student’s 1st Amendment rights in school using the process of judicial reasoning and looking at the landmark Tinker v. Des Moines case.

Deliberating in a Democracy Raw Milk

Https://teachingcivics.org/lesson/deliberating-in-a-democracy-raw-milk/.

This lesson from the Deliberating in a Democracy Minnesota (DIDMN) project teaches deliberation skills that ensure that conflicting views can be heard, understood, and valued, and students will develop the ability to find solutions to important issues. Lesson includes a student reading on the pros and cons of regulation raw milk which is used by small groups as they increase their understanding of the issue.

Deliberating in a Democracy Ethanol

Https://teachingcivics.org/lesson/deliberating-in-a-democracy-ethanol/.

Engage students in a Structured Academic Controversy in this lesson that focuses on developing deliberation skills using the issue of ethanol (a critical question for Minnesota and the nation and world).

Deliberating in a Democracy Farm Subsidies

Https://teachingcivics.org/lesson/deliberating-in-a-democracy-farm-subsidies/.

This lesson from Deliberating in a Democracy Minnesota (DIDMN) project teaches deliberation skills that ensure that conflicting views can be heard, understood, and valued, and students will develop the ability to find solutions to important issues. Lesson includes a student reading on farm subsidies which is used by small groups as they increase their understanding of the issue.

iCivics – “Immigration Nation” game

Https://teachingcivics.org/lesson/immigration-nation-2/.

Objectives – Identify eligibility requirements for legal U.S. residence Use citizenship criteria to distinguish those who are already citizens from those who are not Describe Read More

Vote America!

Https://teachingcivics.org/lesson/vote-america-video/.

Vote America! educates students about suffrage. The struggles of the civil rights era, passage of the 1965 Voting Rights Act, and the 15th, 19th, and 26th amendments to the U.S. Constitution are chronicled in this video.

LegalWays: Juvenile Sentencing

Https://teachingcivics.org/lesson/legalways-juvenile-sentencing/.

The disposition of a case (sentencing) is the focus of this lesson from the LegalWays Curriculum. It includes a description of the process and the options open to the court. In the “You Decide” activity, students serve as the judge and determine what the sentence will be in a hypothetical case. They are asked to provide the reasons for their decision. The final activity has students participating in a “Youth Forum” to consider the effectiveness of the juvenile justice system. Suggested guiding questions are included. This forum provides an excellent opportunity to invite local juvenile justice stakeholders including prosecution and defense lawyers, judges, corrections employees, treatment professionals, victims, families, law enforcement, etc. The questions provided are adaptations of questions considered by policy makers and the Minnesota Supreme Court.

LegalWays: Juvenile Certification

Https://teachingcivics.org/lesson/legalways-juvenile-certification/.

In this lesson from the LegalWays curriculum, certification(the process of moving a juvenile from juvenile court to adult court) is described, including presumptive and non-presumptive certification. The activity “You Decide” asks students to decide whether cases would be presumptive or non-presumptive and to identify the factors that would be considered in the certification process. The “Case Study” asks them to determine whether a juvenile should be certified and to explain the reasons for the decision. In the final “You Decide” activity the students analyze four cases and decide if the juvenile stays in juvenile court, becomes an EJJ, or is certified to adult court. The students are asked to provide their reasons. This activity requires that the other lessons in the unit be completed first. Although the lesson is based on Minnesota law and procedure, most states have similar processes. The lesson can be adapted to the law of other states.

LegalWays: Extended Jurisdiction Juvenile

Https://teachingcivics.org/lesson/legalways-extended-jurisdiction-juvenile/.

This lesson from the LegalWays curriculum describes a process provided by Minnesota law that has the juvenile in both the juvenile system and adult system. It has been described as “a foot in each system.” How a juvenile becomes EJJ, what the court looks as in making its decision, and what happens if the juvenile does not complete the juvenile sentence are the topics of the lesson. The Questions guide the student through the information and the “You Decide” activities ask the students to apply what they have learned.

LegalWays: Juvenile Delinquency Process

Https://teachingcivics.org/lesson/legalways-juvenile-delinquency-process/.

In this lesson from the LegalWays curriculum the Steps in a Juvenile Delinquency case are described. This lesson enhances the lesson on the Juvenile Court in The Legal System unit. The student reading with guided questions and the “Ordering” activity help the students learn the procedure. The steps in the procedure can also be used in a “Human Continuum” activity. This lesson uses Minnesota law but can be adapted for other states.

LegalWays: Introduction to Juvenile Delinquency

Https://teachingcivics.org/lesson/legalways-introduction-to-juvenile-system/.

This lesson asks the students to think about the history and purpose of the juvenile system and to decide how they feel about specific issues currently facing the juvenile justice system. Lesson begins with a “What do you think?” activity. The “Juvenile Justice Poll” can be used with groups outside of the class and the answers can be tabulated and the results shared.

Teaching Strategy: Client Counseling Role Play

Https://teachingcivics.org/lesson/teaching-strategy-client-counseling-role-play/.

Teacher instructions for Client Counseling Role-Plays, a strategy that provide students with the opportunity to develop a deeper understanding of the experiences of both clients and their counselors, to develop interviewing skills, to practice communication skills, and to learn content in a more meaningful and effective way.

LegalWays: Termination of Parental Rights

Https://teachingcivics.org/lesson/legalways-termination-of-parental-rights/.

The reasons the court will use in terminating a parent’s rights are described and the steps are laid out in this lesson from the LegalWays curriculum. The “Case Study” presents a story of a baby and her mom and asks the students to decide if parental rights should be terminated and identify alternative steps that might be taken. Additional cases are considered in the “Mock Appellate Argument” activity. To conclude the lesson, the students are engaged in a “Mock Legislative Hearing” concerning a bill making it easier to terminate parental rights.

LegalWays: Child Abuse and Neglect

Https://teachingcivics.org/lesson/legalways-child-abuse-and-neglect/.

This lesson from LegalWays curriculum defines types of abuse, neglect, and endangerment and discusses mandated reporters and what happens when a report is made. Students use guiding questions and a matching activity to apply the law presented in a short student reading. The “You Decide” activity asks them to decide if a situation is neglect, endangerment, physical abuse, sexual abuse, or an accident. Many of the cases are actual stories. This lesson uses Minnesota law but can be easily adapted.

LegalWays: Harassment and Restraining Orders

Https://teachingcivics.org/lesson/legalways-harassment-and-restraining-orders/.

Harassment is defined and steps a victim of harassment should take are included in this lesson from the LegalWays curriculum. In the “You Decide” activity the students decide if situations fit the definition of harassment. The “Ordering” activity asks students to order the steps in getting a restraining order. This activity can also be done as a Human Continuum (see Strategy section). The final activity, another “You Decide” asks students to decide if cases would result in a restraining order or an order for protection. This activity requires that the students have already completed the lesson on Domestic Abuse and Order for Protection. Student use a short reading on the law and guiding lessons to understand the content. Minnesota law is use in this lesson, but lesson adaptation is easily done.

LegalWays: Domestic Abuse and Order for Protection

Https://teachingcivics.org/lesson/legalways-domestic-abuse-and-order-for-protection/.

This lesson from LegalWays describes domestic abuse and what can be done when a person is the victim of abuse. The procedure for getting an Order for Protection is included. The “Case Study” activity asks the students to apply their new knowledge to a hypothetical case. As a culminating activity, the students will apply their knowledge and learn more about the court system in the Mock Trial, which involves domestic abuse between a girlfriend and boyfriend. Lesson includes a student reading with guiding questions using Minnesota law. Lesson can be adapted.

LegalWays: Child Protection

Https://teachingcivics.org/lesson/legalways-child-protection/.

In this lesson from LegalWays curriculum, Child Protection is explained, both the process and the people. The lesson also suggests what a parent involved in a child protection matter should do. Students use guiding questions to review the student reading. The two case studies ask the students to play the role of child protection worker and respond to the case, making recommendations and developing the case plan. They are also asked to take the perspective of a mother whose child is now under the services of child protection. This lesson applies Minnesota law but can be easily adapted.

LegalWays: Runaways

Https://teachingcivics.org/lesson/legalways-runaways/.

This lesson from the LegalWays curriculum helps the students understand what will happen to them if they run away. The “Matching” activity asks them to match the terms with the definitions. The “Role-Play” activity has the students giving advice to young people contemplating running away. Although this activity reflects the procedures used in MInnesota, they are similar to procedures in other states and the student reading and guiding questions are easily adaptable.

LegalWays: Living Away From Home

Https://teachingcivics.org/lesson/legalways-living-away-from-home/.

This lesson from the LegalWays curriculum focuses on emancipation, which is a difficult area to understand because there is no specific Minnesota statute that lists the requirements and the procedure to become emancipated. This lesson describes emancipation and how it occurs using a student reading with guiding questions. In some states, the law provides specific procedure for emancipation.

LegalWays: Guardian Ad Litem & Child Intermediary

Https://teachingcivics.org/lesson/legalways-guardian-ad-litem-child-intermediary/.

This lesson from LegalWays curriculum tries to help students understand who the people in the juvenile justice system are and what they do. The lesson includes a student reading with guiding questions to explain the law. The “Your Turn” activity asks the students to create situations involving guardians ad litem and child intermediaries and to identify the responsibilities they have in each case. Although this uses Minnesota law, it can be adapted for other states.

LegalWays: Children in Foster Homes

Https://teachingcivics.org/lesson/legalways-children-in-foster-homes/.

Because of the importance of foster care in the lives of many young people, this lesson from the LegalWays curriculum looks at foster care from the perspective of a child in foster care, including a description of the specific rights that youth in foster care have. The Case Plan activity asks the students to analyze three cases looking at the reasons for the foster care, the attempts to correct the problems, the services that might help, and what needs to be done to return the child home. Lesson includes a student reading about the law including guiding questions. Although the lesson uses Minnesota law, it can be adapted.

LegalWays: Visitation and Child Support

Https://teachingcivics.org/lesson/legalways-visitation-and-child-support/.

By Jennifer Bloom and Sally Revak This lesson from the LegalWays curriculum describes the rights, the people involved, and the way visitation can be changed, Read More

LegalWays: Paternity and Child Custody

Https://teachingcivics.org/lesson/legalways-paternity-and-child-custody/.

This lesson from the LegalWays curriculum focuses on paternity, which is an important issue in the lives of teen parents. The reading about the law with the guiding questions and the Yes or No You Decide activity are designed to help the students understand the content of the law. The “Each One Teach One” is an effective way to teach and review the substance of the law in an interactive way. Although the reading reflects Minnesota law, the reading can be adapted easily.

LegalWays: Parenting

Https://teachingcivics.org/lesson/legalways-parenting/.

In this lesson from the LegalWays curriculum, students are encouraged to think about the rights and responsibilities of parenting. The responsibility to keep children safe is emphasized. Lesson includes a short student reading with guiding questions. The “What do you think?” activity requires that the students understand the rights and responsibilities that they would have as teen parents toward their children and the rights and responsibilities that their parents have over them. “Your Turn” asks students to brainstorm conflicts between parents and children and then craft solutions that would be acceptable to both sides. “Your Turn” could also be used in mediation simulation. Although the lesson reflects Minnesota law, adaptions could be easily made.

LegalWays: Juvenile Protection and Services

Https://teachingcivics.org/lesson/legalways-juvenile-protection-and-services/.

This lesson presents the steps in juvenile protection and services cases. Materials include a student reading with related ordering activity. Lesson is targeted at young people at risk of being in the juvenile protection system. This activity uses Minnesota law but can be adapted for your state law.

LegalWays: Conciliation Court

Https://teachingcivics.org/lesson/legalways-conciliation-court/.

By Jennifer Bloom and Sally Revak From Unit 1 of LegalWays, a curriculum designed to teach a variety of legal topics of interest to young Read More

LegalWays: Your Right to an Attorney

Https://teachingcivics.org/lesson/legalways-your-right-to-an-attorney/, founding documents treasure hunt, https://teachingcivics.org/lesson/founding-documents-treasure-hunt/.

Students are provided a handout with quotations from the English Bill of Rights, Magna Carta, Mayflower Compact, and Declaration of Independence. They are to identify the source of each quotation and paraphrase the passages using modern-day language.

LegalWays: Juvenile Court

Https://teachingcivics.org/lesson/legalways-juvenile-court/.

By Jennifer Bloom and Sally Revak, Learning Law and Democracy Foundation From Unit 1 of LegalWays, a curriculum designed to teach a variety of legal Read More

LegalWays: Sources of Law and the Courts

Https://teachingcivics.org/lesson/legalways-sources-of-law-and-the-courts/, the problem of spongebob roundpants mock trial script, https://teachingcivics.org/lesson/the-problem-of-spongebob-roundpants-mock-trial-script/.

This short scripted mock trial for grades 4-6 involves SpongeBob suing Abercrombie and Fish for pants that don’t fit. The roles of the people in the courtroom are described before students volunteer to play various parts. The scripted parts allow the trial to move quickly to jury deliberations during which the student jurors actually decide the verdict of the case.

From King to Constitution “Get Off our Backs!”

Https://teachingcivics.org/lesson/from-king-to-constitution-get-off-our-backs/.

Authors: iCivics Students learn how the American colonists became used to governing themselves and ultimately declared independence from Britain in order to establish their own Read More

Visitor from Outer Space

Https://teachingcivics.org/lesson/visitor-from-outer-space/.

Students are asked to evaluate and rank rights protected by the Bill of Rights in a hypothetical invasion by a visitor from outer space. Students complete the ranking individually and then work in small groups to come to consensus. Students apply prior knowledge about the meaning and importance of the rights and are inspired to learn more about these rights. Lesson can be used as an introductory or review activity.

No Vehicles in the Park

Https://teachingcivics.org/lesson/no-vehicles-in-the-park/.

This lesson engages students in the interpretation of a law. Working in groups, they decide whether citizens engaged in various activities violate the law “No Vehicles in the Park.” Students can roleplay judges deciding whether the law has been violated or citizens requesting variances from a city council which would exempt them from the law.

Claim Your Powers

Https://teachingcivics.org/lesson/claim-your-powers/.

This cooperative small group activity will involve students in a class competition. Groups are assigned one of the three branches of government and points are awarded when groups correctly claim the branches power and/or checks the branch has over other branches. Students will claim powers based on their reading and application of the first three articles of the Constitution to hypothetical situations. The constitutional themes presented are separation of powers and checks and balances.

Choosing a Judge

Https://teachingcivics.org/lesson/choosing-a-judge/.

Students explore the considerations that play a role in judicial selection and select the qualities they think should be considered in selecting a judge. Students will then act as governor as they select one judge from a list of candidates.

People in the Court

Https://teachingcivics.org/lesson/people-in-the-court/.

This lesson introduces students to the various people who appear in courtrooms including parties to the court action, court employees, and the public. In small groups, students analyze the interests and concerns of each person using a worksheet. Students are also introduced to the right to a fair trial guaranteed by the 6th Amendment to the U. S. Constitution and Article 1, Section 6 of the Minnesota Constitution.

Government Mindwalk

Https://teachingcivics.org/lesson/government-mindwalk/.

This lessons asks students to identify the various ways in which government is involved in their lives by imagining their daily activities and completing a worksheet with the activities, the rules or laws involved, the purpose or reasons, and whether the government action is appropriate.

Immigration Law: Deport or Not? You Decide

Https://teachingcivics.org/lesson/immigration-law-deport-or-not-you-decide/.

Author: Rebecca Swinney, University of Minnesota Law Student, Street Law Course 2010 This lesson introduces students to immigration law in the United States.  The lesson Read More

The Fourth Amendment and School Searches

Https://teachingcivics.org/lesson/the-fourth-amendment-and-school-searches/.

This lesson explores the Fourth Amendment protection against unreasonable searches and seizures through the lens of “School Searches.” Using role-play scenarios, individual and class opinion polls, and a PowerPoint overview of the relevant case law, students will explore their own views, and learn what the law says about reasonable expectations of “privacy” at school.

Fourth Amendment’s Protections in the Home

Https://teachingcivics.org/lesson/fourth-amendment%e2%80%99s-protections-in-the-home/.

In this lesson, students will be presented with a brief summary of the scope of the Fourth Amendment as it relates to the home. They will read the facts of the Supreme Court case California v. Greenwood and work in small groups to deliberate as the Supreme Court would. After reaching a decision in their groups, they will be provided with the Supreme Court’s reasoning and have an opportunity to compare their explanations with those of the Court. The lesson includes background information and relevant case summaries for the teacher.

Juvenile Sentencing

Https://teachingcivics.org/lesson/juvenile-sentencing/.

This lesson plan will aid students in understanding the goals of the juvenile justice system and the Eighth Amendment’s prohibition on cruel and unusual punishment by participating in a Mock Appellate Argument.

Juvenile Justice Introduction

Https://teachingcivics.org/lesson/juvenile-justice-introduction/.

This lesson aims to introduce students to the history of juvenile law in the United States, the differences between Juvenile and Criminal Law, and the different ways in which courts treat juvenile delinquency cases. The second day focuses on the Minnesota Juvenile Justice system. The lessons uses case studies of actual cases and student written reflections.

Understanding the Minnesota Judiciary: Impartiality and Elections

Https://teachingcivics.org/lesson/understanding-the-minnesota-judiciary-impartiality-and-elections/.

Abstract: Students will learn about judicial elections and impartiality through case studies on the exercise of First Amendment rights in judicial elections, limitations on corporate contributions, and procedures to protect impartiality. Strategies used include jigsaw of case studies and deliberation on proposed change to the Minnesota Constitution regarding judicial elections.

Understanding the Minnesota Judiciary: Judicial Decision Making

Https://teachingcivics.org/lesson/understanding-the-minnesota-judiciary-judicial-decision-making/.

Abstract: This lesson describes Minnesota’s different levels of courts differentiating them by structure, function, and decision making processes. The lesson includes a brief lecture/direct instruction component as well as a guided discussion activity. The direct instruction component is appropriate for any Civics course with a Judicial Branch unit focus. Due to its content, the lesson activity as written is most suitable for older high school students in Government or Civics classes.

Cameras in the Courtroom-Lesson Example

Https://teachingcivics.org/lesson/cameras-in-the-courtroom/.

In this lesson, students will examine the constitutional conflicts of allowing or disallowing cameras in courtrooms. The importance of this issue will be emphasized through a discussion about media literacy. Students will participate in a “Shuttle Debate,” where they will argue whether the state of Minnesota, which currently does not allow cameras in courtrooms, should change its policy.

Our extensive library of civics lesson plans makes it easy to find the right lesson at the right time for the right students. These lessons include materials developed by Learning Law and Democracy Foundation and lessons written by others, vetted and linked to their source.

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3 Strategies to Boost Civics Education

Teachers across the curriculum can promote civil discourse and share digital tools that help high school students develop the skills needed for citizenship.

Today’s students are engaging in civil discourse—constructive dialogue that seeks to advance the public interest—and activism well in advance of casting their first ballot. However, most of our current civic education practices fail to prepare students for a world where civil discourse begins the moment you have access to a smartphone and social media.

Socializing students for democracy doesn’t belong to one subject area: It belongs to all of us. Here are four strategies that you can use to foster those skills in your classroom.

Strategy 1: Practice Healthy Civil Discourse

Democracy is a system built upon civil discourse as the means to work out our differences peacefully, but evidence suggests that such discourse is on the decline. According to Pew Research , 45 percent of Americans report that they have stopped talking to someone as a result of their political views. When we avoid challenging conversations, we stop developing the skills needed to have them. This has been the trend in classrooms as teachers have steered away from controversial topics.

Here are some classroom strategies to foster civil discourse:

Civil discourse in action. Park districts, conservation districts, and city governments have hearings, and not all of them are contentious. Let them add to the conversation. Older students may participate in person, while younger students can craft a statement for their teacher to read. Being a part of that process makes each student more likely to do so in the future.

Use dialogues instead of debates. A dialogue is about identifying ambiguity, inviting inquiry, and discovering collective meaning. Dialogues invite an understanding of differences and honor silence in the process as opposed to trying to elevate one idea over another in often-heated discussions.

Engage in online discourse. Most Americans were never socialized in the norms of online communication, and so they may think of online discourse as doom-scrolling through Twitter. Instead, children can be prepared for civil online discourse by taking part in virtual civil discourse. Posting ideas to small-scale class chats in an LMS or providing feedback to students in schoolwide public forums is one way to make that real. Small-scale structured conversations can teach norms that protect students when they later engage in online conversations on their own.

Strategy 2: Use Exciting Resources That Enhance Engagement

Educators around the world have leveraged games, simulations, and student competitions to enhance student engagement. Why not employ these strategies for civics?

Here are some that we recommend:

• iCivics : Founded in 2009 by Justice Sandra Day O’Connor, this high-quality collection of civics resources features a variety of engaging games and simulations such as “Do I Have a Right,” “Cast Your Vote,” and “News Feed Defenders.”
• Games for Change : This collection of games focuses on engaging players in experiences related to social issues facing modern society. You can use the search filter to identify games aligned with civics, history, politics, conflict, empathy, and more.
• Informable : A mobile game created by the News Literacy Project , Informable helps students develop skills needed to effectively sort fact from fiction.

Students who enjoy civics may also enjoy participating in competitions. Some of these include the following:

• Generation Citizen’s Civics Day : Billed as a “science fair for civics,” Generation Citizen’s Civics Day competitions provide students with an opportunity to present their action projects to local community leaders and public officials.
• We the People Competition : This Center for Civic Education  program culminates with mock congressional hearing competitions that are organized at the local, state, and national levels.
• Kidizenship : This exciting new program organizes competitions every few months aimed at merging civic action and creative self-expression. Winners of contests such as “Sing Your Anthem” and “Make Your Speech” can also win cash prizes up to $1,000.

Students also need education in media literacy. How are misinformation and disinformation different? In what ways do news and social media amplify the spread of misinformation? What impact does this have on our democratic society and institutions? These questions should be a core component of civics instruction, since these issues play such a vital role in modern civic engagement.

Although these topics are not always easy to tackle, there are several high-quality resources that can help teachers navigate the complex world of news and information literacy:

• The Stanford History Education Group’s Civic Online Reasoning program offers free, research-based lessons and assessments grounded in three driving questions: Who’s behind the information? What’s the evidence? What do other sources say?
• The News Literacy Project has created Checkology , a series of free online modules aimed at enhancing news media literacy and featuring real-world examples and experts in the field.
• Newseum Ed has a free Media Literacy Booster Pack with student challenges around recognizing bias, filtering out fake news, and detecting propaganda.
• For fans of the author and videoblogger John Green, Crash Course has a new video series titled Navigating Digital Information .

Strategy 3: Integrate Authentic, ‘Action Civics’ Projects

Students should not just learn about how to be citizens; they should actually engage in the practices of democratic citizens. We can’t think of a better way to do this than immersing them in an action civics project. These projects have students examine local community issues, refine the topic, research public policy solutions, build consensus, reach out to community partners and representatives, and then engage in civic action to advocate for their policy proposal.

If you’re interested in implementing an established action civics program and curriculum, consider Generation Citizen or the Center for Civic Education’s Project Citizen . Other examples of action-civics-style programs include the Mikva Challenge and Earth Force .

These strategies call upon students to do something, participate, and engage with others. They focus on actively building skills rather than on the simple diffusion of facts. In this way, students gain a deeper understanding of what it takes to be a citizen and to engage in democratic processes. These skills will prepare today’s students for the task of taking ownership of our democracy.

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A New Roadmap for 21st Century History And Civic Education

Funded by the National Endowment for the Humanities and the U.S. Department of Education, Educating For American Democracy provides guidance for states and school districts with the goal of providing 60 million K-12 students with access to high-quality civic learning opportunities by 2030

WASHINGTON, D.C . — A team of more than 300 scholars, educators, and practitioners have released the Roadmap to Educating for American Democracy , an unprecedented, cross-ideological effort to build excellence in civic and history education for all K-12 students. The Roadmap , released against a backdrop of  political polarization and increasing inequality threatening the country’s civic strength, provides a framework for innovation and improvement in history and civics learning with the goal of supporting the development of all students into prepared, informed and engaged citizens.

The Educating for American Democracy (EAD)  project was funded by the National Endowment for the Humanities (NEH) and the U.S. Department of Education and was led by a team drawn from iCivics, Harvard University, Arizona State University, and Tufts University’s Tisch College of Civic Life and Center for Information and Research on Civic Learning & Engagement (CIRCLE). The Roadmap provides guidance to states and local school districts for the creation of the standards, curricula, and instructional materials necessary for excellence in civic learning for 21st century students.

The project brought together an ideologically, demographically, and professionally diverse national network of experts in civics, U.S. history, political science, and education to foster a shared national conversation about what is most important to teach in U.S. history and civics, why it should be taught, and how.

This effort comes after a 50-year erosion of civic education in K-12 schools—to the point that the federal government now spends only 5 cents per student per year on civics, and fewer than a quarter of American 8th graders score as proficient on the National Assessment of Educational Progress in civics.

“EAD lays the foundation for a major investment in history and civic education to address today's governance challenges. It answers what we should teach and why we should teach it,” iCivics Executive Director Louise Dubé said. “Educating for American Democracy is critical to our ability to sustain our unique American form of self-governance.”

The Roadmap offers guidance to states and local school districts, but is not a national curriculum

The Roadmap is not a national curriculum, but a robust framework with content guidance and advice about pedagogic strategies that states and local municipalities can use to guide improvement and innovation in their development of U.S. history and civic learning curricula, resources, and learning opportunities. The goal of the framework and advisory guidance is to support the development of students into prepared, informed, and engaged civic participants. The aspiration is that states and districts will take the Roadmap as a foundation for their own efforts to improve history and civic standards, and to support districts, schools, and educators in efforts to deepen and strengthen U.S. history and civic learning across all grade bands. The goal is to shape instructional programs that give 21st-century students the knowledge, skills, and dispositions necessary to participate effectively in a democratic society.

The Roadmap is supplemented by an implementation plan, with roles for each level of our federal system — local, state, tribal, territorial, and national. The goal is to give 60 million students access to high-quality civic learning opportunities and to create 100,000 schools that are “civic ready” by 2030.

The implementation plan urges that:

• Local school districts should develop Civic Learning Plans that include goals and progress toward civic excellence and ensure that every teacher has access to ongoing professional development.
• States should require local school districts to have Civic Learning Plans, adopt social studies standards that reflect EAD guidance, and support educator professional development. 
• Civil society organizations, including institutions of higher education, foundations, and civic education providers, should create instructional materials that reflect EAD guidance, offer professional development, and develop protocols for credentialing civic learning, including through the use of badges for students and seals for schools.
• The federal government should build a national data infrastructure for the teaching of history and civics and revise the National Assessment of Educational Progress (NAEP) framework for civics and history.

The recommendations are the result of a process that started in October of 2019, when the EAD team conducted a deep examination of the state of civic and history education across the country — which included educator listening sessions — as well as research in civics, history, political science, and pedagogy.

The EAD Roadmap , which was launched at a national online forum co-hosted by the Smithsonian Institution and the National Archives Foundation, is available for download at www.educatingforamericandemocracy.org . A Pedagogy Companion is also available, and suggests instructional principles for teaching the content of the Roadmap. 

“America’s current state of polarization and civic dysfunction is the byproduct of our failure to invest in civic education for many decades. We’ve forgotten how to listen to each other, how to reasonably disagree on issues, and why these civic virtues matter – because in both universities and schools we have neglected these priorities” said Paul Carrese, the director of The School of Civic & Economic Thought and Leadership at Arizona State University. “The Educating for American Democracy Roadmap reestablishes the importance of crucial civic knowledge about our constitutional democracy, along with the civic virtues that engaged citizens need.”

The Roadmap uses an inquiry-based approach, integrates civics and history, reflects diverse viewpoints, and provides educators with design principles for excellence in history and civic learning

The Roadmap and its Pedagogy Companion offer an inquiry-based vision for civics and history, with seven content themes that integrate history and political science, and that are organized by means of the questions to be pursued over the course of a K-12 education. The themes are designed to support disciplinary learning and to motivate the agency students need to sustain constitutional democracy.

The Roadmap also presents educators with design challenges that face all educators who enter into the work of delivering history and civic learning in the 21st century. Central to these is the need for civic education that gives the complete narrative of America’s plural, yet shared, story and a more complete and honest accounting of the past—both the good and the bad.

“Nothing could be more urgent and important at this point in the life of our constitutional democracy than rebuilding our civic strength via a significant re-investment in K-12 civic education,” Danielle Allen, James Bryant Conant University Professor at Harvard University, said.

The EAD’s Principal Investigators

Educating for American Democracy was led by The Edmond J. Safra Center for Ethics at Harvard University, The School of Civic & Economic Thought and Leadership at Arizona State University, Tufts University’s Center for Information & Research on Civic Learning (CIRCLE) and Engagement and Jonathan M. Tisch College of Civic Life, and iCivics —the country’s largest civic education provider.

The Corresponding Principal Investigators are Danielle Allen and Jane Kamensky from Harvard University, Paul Carrese from Arizona State University, Louise Dubé from iCivics, and Kei Kawashima-Ginsberg and Peter Levine from Tufts University, and Tammy Waller from the Arizona Department of Education.

For more information contact [email protected] .

National Endowment for the Humanities: Created in 1965 as an independent federal agency, the National Endowment for the Humanities supports research and learning in history, literature, philosophy, and other areas of the humanities by funding selected, peer-reviewed proposals from around the nation. Additional information about the National Endowment for the Humanities and its grant programs is available at: www.neh.gov

The School of Civic & Economic Thought and Leadership at Arizona State University blends a liberal arts education with civic education to prepare 21 st century leaders for American and international affairs, balancing study of classic ideas wit h outside-the-classroom learning experiences.  The School also provides civic education programs: its Civic Literacy Curriculum, (a comprehensive curriculum guide based off the U.S. Citizenship and Naturalization Test), the Arizona Constitution Project, and the Civic Discourse Project – a national-caliber speak ers program partnering with Arizona PBS to provide a space for civil discourse on pressing issues.   https://scetl.asu.edu/

The Edmond J. Safra Center for Ethics at Harvard University seeks to strengthen teaching and research about pressing ethical issues; to foster sound norms of ethical reasoning and civic discussion; and to share the work of our community in the public interest. The Center stands at the core of a well-established movement giving ethics a prominent place in the curriculum and on research agendas at Harvard and throughout the world. The Center's Democratic Knowledge Project is a K-16 civic education provider that seeks to identify and disseminate the bodies of knowledge, capacities, and skills that democratic citizens need in order to build and sustain healthy, thriving democracies. https://ethics.harvard.edu/

Tufts University’s Tisch College of Civic Life and Center for Information and Research on Civic Learning and Engagement (CIRCLE): The only university-wide college of its kind, the Jonathan M. Tisch College of Civic Life at Tufts University studies and promotes the civic and political engagement of young people at Tufts University, in our communities, and in our democracy. Peter Levine serves as Associate Dean of Academic Affairs. Tisch College’s Center for Information and Research on Civic Learning and Engagement (CIRCLE), directed by Kei Kawashima-Ginsberg, is a premier research center on young people’s civic education and engagement in the United States, especially those who are marginalized or disadvantaged in political life. CIRCLE’s scholarly research informs policy and practice for healthier youth development and a better democracy . https://tischcollege.tufts.edu/

iCivics: U.S. Supreme Court Justice Sandra Day O’Connor founded in 2009 to transform civic education and rebuild civic strength through digital games and lesson plans. It is the country’s largest provider of civic education content and is currently used by more than 120,500 educators and 7.6 million students annually. All of its games are free, nonpartisan, and available at www.icivics.org . 

U.S. Department of Education (ED) : ED’s mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. Find more at www.ed.gov

Pernicious Prejudice: Scholarly Approaches to Antisemitism and Islamophobia

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A Robust New Vision for K-12 Civic Education

A team of experts, including two from Tisch College, created an unprecedented roadmap to improving civic education for U.S. students

How do we teach students to be engaged citizens in their communities? And how can we teach them about government, history, and democracy when the United States is so politically divided? A landmark new cross-partisan report called The Roadmap to Educating for American Democracy (EAD) aims to answer those questions and more.

It’s a project with exceptionally ambitious goals: Give 60 million students access to high-quality civic learning opportunities, help 100,000 schools develop a civic learning plan with resources to support it, and prepare one million teachers to teach K-12 civics education.

The initiative is the result of a $1.1 million grant from the National Endowment for the Humanities and the U.S. Department of Education. It involved more than 300 people across the country — including teachers, scholars, students, historians, and leaders from private and public sectors who were professionally, demographically, and ideologically diverse — and was led by a team from Tufts University’s Jonathan M. Tisch College of Civic Life, Harvard University, Arizona State University, and iCivics.

“For the benefit of all students, EAD is challenging us to tackle what has been seen as a dichotomy of civic education. It's either civics or history, it's content or action, it's conservative or liberal. These dichotomies have divided our field for a long time and hindered progress for everyone, especially students who come into civic and public life unprepared because they lack the agency and/or the knowledge,” said Kei Kawashima-Ginsberg, director of the Center for Information and Research on Civic Learning and Engagement ( CIRCLE ) at Tisch College and one of seven principal investigators of the grant.

The EAD lays out a vision for the integration of history and civic education throughout grades K-12 by providing a content framework organized by major themes, such as civic participation, government and constitution, and “We the People.” It groups students into four grade bands (K–2, 3–5, 6–8, and 9–12) and offers general guidance to be used by national, state, tribal, and local leaders to assess current practices and standards and spur innovation. But the project is not a mandate or national curriculum.

“History and civics have been badly neglected for the last 50 years. One of many reasons for that is fear of controversy, as these are politically relevant subjects. Because we can't agree on what to teach, it's easier not to teach it at all. But civics doesn’t have to be so divisive,” said Peter Levine, the Lincoln Filene Professor of Citizenship and Public Affairs at Tisch College and a principal investigator on the grant.

Back to the Drawing Board

For the Roadmap , the team interviewed teachers of all grade levels across the U.S. and asked them flat out: What would it take for you to teach civics education, and what support do you need?

“We felt that we needed to deeply engage these key stakeholders who will drive this roadmap. It cannot be just an academic exercise of subject experts coming together to build these ideas and strengthen the content,” said Kawashima-Ginsberg. “We have to start with the commitment that all teachers see themselves as someone who can teach challenging and rigorous content, have conversations about contentious issues with students, and bring everyone to civic excellence.”

The roadmap, which provides support in the form of a pedagogical companion and a website with curated examples, designed instructional strategies around inquiry-based questions that can be applied to real life. For example, students may engage with any given inquiry by conducting research on a historical topic, adopting a project that would improve their school, or community, or engaging in an elaborate simulation of Congressional procedures.

To do any of this, teachers need support, training, and resources from school administrators, the community, and local and state leaders. In Massachusetts, that top-down support arrived in 2018 when the Department of Elementary and Secondary Education issued a major update to its History and Social Science Curriculum Framework that made civics a part of instruction at every grade level and integrated inquiry process in instruction, and a state law was passed that required every student in eighth grade and up to complete a non-partisan civics project. 

Early Leaders in Civics Education

There are only so many hours in the school day, and that time is already packed with curriculum to prepare students for standardized testing in English, math, and science, and classes that fulfill other requirements, such as physical education or foreign languages. How can schools make room for meaningful civics education that consists of more than just discussing elections every few years?

“I'll say it does take time. It's a commitment,” said Michael Neagle, a social studies teacher at Lowell High School, who helped launch a partnership between Lowell Public Schools and Generation Citizen to provide a 10-week civics experience for every eighth grader in Lowell Public Schools. Through Generation Citizen, students start to explore their civic identity by considering how they may have engaged in their community in the past and design a new group civics project.

“We go through a process of identifying problems and opportunities in our school, city, or state. We don't focus on national issues; we try to keep it closer to home,” he said. Students vote and build consensus on project topics to narrow dozens of ideas down to a few, which exposes students to the process of civil debate and compromise. Over the course of the project, students learn how local and state government works and how budgets are allocated, as well as how to conduct research, have conversations with elected officials, and partner with community organizations and government to create systemic change.

“Ultimately, it goes back to, what's the purpose of education? We want to have students who are critical thinkers who can engage in society,” Neagle said.

Students in Medford Public Schools also are ahead of the curve when it comes to civic education. A group called the Center for Citizenship and Social Responsibility (CCSR) helps students take on projects, both big and small, to make a difference in the community and the school system.

“At the Medford High School complex, there's a beautiful mural painted with flags of the world and a person's face, which is one of many projects have been done to beautify the campus and send messages of inclusivity,” said Dr. Marice Edouard-Vincent, Superintendent of Medford Public Schools. “Students also came up with the idea for a 3D crosswalk , which was an effective, low-cost way to add safety to an intersection on one of our school properties.”

The 3D crosswalks now are located at every elementary school entrance, so parents and buses slow down for students and staff walking toward the parking lot or bus. In addition, a group of CCSR third-grade students and high school students launched a project to create a headstone in Medford's historic Salem Street Burying Ground, where they learned enslaved people were buried without grave markers. They did research, learned about history, and worked with city officials to erect a monument that honors the more than 50 people buried there.

“This is real-life, real-time, experiential learning in action, where students can make clear connections between civics or history,” Edouard-Vincent said. “The changes happening with civic education are going to prepare our kids to better navigate and function in society, as well as understand government politics and how citizens interact and live within a community.”

The COVID-19 pandemic struck right as Medford schools fully implemented the new civic education framework for K-12 students, which made things tricky, but student-driven projects have continued nonetheless, said Nicole Chiesa, A00, Director of Humanities for Medford Public Schools. This year, for example, a team of eighth graders found through their research that morale was low amid virtual school, and they’re working to create more meaningful connections between their school, families, and community to boost mental health.

 Also, Chiesa said, a group of seventh grade students are involved with the Global Scholars program , where they are assigned an issue that they investigate with other students around the world. This year, they’re looking at water reuse and sustainable cities. They think about what sustainability looks like both in Medford and abroad, as some of the students they communicate with live in developing nations, and they come to understand how different people live.

“The heart of a civics challenge is going beyond researching and taking action — not just saying, ‘Here’s an issue.’ But instead, ‘What am I going to do to fix it?’” said Chiesa.

In both Lowell and Medford, students seem to enjoy these interdisciplinary lessons on civics, history, current events, and community. This is something that Levine discovered, as well, while speaking with students as he and his colleagues created the roadmap.

“I think there's a lot of evidence that students actually want civics,” said Levine. “In fact, a bunch of students sued the state of Rhode Island for better civic education. It's not a hard sell; it's more like they're dealing with a social political context they think is important and hard, and they would like to learn about it.”

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CIVITAS: A Framework for Civic Education

CIVITAS , a comprehensive K-12 model for civic education, sets forth in detail the civic knowledge, skills, dispositions, and commitments necessary for effective citizenship in the 21st century. Developed over three years with contributions from more than 40 scholars across the country, as well as guidance from dozens of educators and teachers, CIVITAS outlines a program of civic competence and responsibility among young people and encourages their participation in the political and civic life of their communities and the nation. Presented in clear, easy-to-use format, CIVITAS is a valuable resource. Major topics are civic virtue, civic participation, and civic knowledge and skills. CIVITAS is designed for 

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Civics Duty

• Posted November 8, 2023
• By Andrew Bauld
• K-12 School Leadership
• K-12 System Leadership
• Moral, Civic, and Ethical Education
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There’s a sign in Rebecca Park’s classroom that reads, “History is part of you, and you are part of history.” 

For some teachers, that message might be nothing more than an inspirational quote for students, quickly read and just as quickly forgotten. But for Park, Ed.M.’17, a 12th-grade humanities teacher, it speaks to her deeper philosophy when it comes to teaching social studies, one that was instilled in her as a member of the founding cohort of the Harvard Teacher Fellows Program. 

“For me, my job is to prepare students to be civically engaged, to be motivated to be engaged with both community activism and more traditional things like voting,” Park says. “But also, to deeply believe we can’t move forward without understanding the past. You can’t understand yourself if you don’t understand the past.” 

Park is lucky. For the last six years she’s taught at Leaders, a small Outward Bound high school in Brooklyn, New York, that emphasizes community- based and project-based learning, and so she’s been able to bring history and civics to life for her students beyond just dates and facts in a textbook.

Students have interviewed political candidates. They’ve written policy papers on issues that directly impact them. They’ve read classic novels to learn about the past and make connections to current events. 

But what’s happening is Park’s classroom is far from the norm in most American schools, where time for social studies has steadily been shrinking for years, pushed aside to focus on math and English language arts. In some states, new laws are making it illegal to even teach certain subjects related to history and civics. 

Coupled with COVID-related learning loss, it’s no wonder that the latest report from the National Assessment of Educational Progress (NAEP) had a bleak assessment: American students are failing in social studies. naep, often referred to as the Nation’s Report Card, saw eighth-grade civics and history scores sink to new lows, with just 13% of students demonstrating proficiency in history, and 22% in civics. 

“I think right now, many Americans rightly worry about the future of our democracy and our ability to work together as a nation to solve collective problems,” says Professor Martin West , who is also a member of the National Assessment Governing Board, which oversees the Nation’s Report Card. “Ensuring that students have a solid foundation in history and civics is not the only thing we need to address those concerns, but it strikes me as an essential prerequisite for strengthening American democracy.” 

In an opinion piece for the Boston Globe , West wrote that the “ongoing erosion of student’s history and civics knowledge should sound alarm bells across the country.” 

But at a time when civic engagement has become increasingly polarized and toxic, and many educators are faced with restrictions on what they can even teach, will schools be able to heed that warning? 

Not Just COVID’s Fault 

In 2022, the average NAEP eighth-grade U.S. history score decreased by five points compared to 2018 and by nine points compared to 2014. Average scores also dropped across racial and ethnic groups, compared to four years before. And while scores dropped, the percentage of students who fell below the naep’s “basic” achievement level increased, rising from 34% in 2018 to 40% in 2022. 

Even in high-performing districts, the gaps in student knowledge when it comes to history are shocking, educators say. Spike Sommers, Ed.M.’22, found that out firsthand this past year, his first teaching eighth-grade social studies in Brookline Public Schools, a high-achieving district less than four miles from Harvard. 

During a discussion about the Thirteenth Amendment, Sommers asked his students to imagine what life was like at the time for Black Americans in the 19th century. He quickly realized that was too advanced a question for many students, who he said, “had no idea what the Civil War was, or they conflated it with the American Revolution, or thought Martin Luther King Jr., was involved with it. I realized I couldn’t assume students had a historical basis for the things we were talking about.” 

It’s not just scores and knowledge that have slipped. Compared to 2018, this year also marked a decline in the percentage of eighth-grade students who reported taking a class mainly focused on U.S. history, while elementary teachers report they lack the support to teach social studies well. 

To understand how we got to this point, it helps to know the history of social studies education in this country. 

There’s no doubt that the pandemic had an adverse effect on student performance in history and civics scores in 2022, but, West says, “it would be a mistake to reduce the issue to the pandemic alone." While civic scores fell for the first time since the naep test began in 1998, history scores have been falling for nearly a decade and fell by a similar amount between 2014 and 2018. 

“Over a much longer period, we know that there have been pretty substantial declines in instructional time elementary school teachers report devoting to history, social studies, [and] civic content, and that’s a consequence in part to an accountability system that focuses almost entirely on students’ math and reading achievement,” West says. 

Researchers began to observe what they call the “social studies squeeze” in 2007, a result of the No Child Left Behind Act (NCLB), which required, by law, that states test students in reading and math, but not in other content areas. Without the pressure of high-stakes testing, schools slowly began reducing their emphasis on instructional time for other subjects, including social studies. 

“I think right now, many Americans rightly worry about the future of our democracy and our ability to work together as a nation to solve collective problems. Ensuring that students have a solid foundation in history and civics … strikes me as an essential prerequisite for strengthening American democracy.” Professor Martin West

“We know when you don’t test, the time investment shrinks,” says Professor Danielle Allen , director of the Democratic Knowledge Project (DKP), an initiative of Harvard’s Edmond & Lily Safra Center for Ethics. But, she adds, this de-emphasis goes back even further than NCLB. 

“We have a 70-year story of disinvestment” in civics and history, she says, a trend that began during World War II with an increased investment in stem research, and has continued to today, with the federal government spending a little more than $50 per student for stem versus five cents for civics, according to research from the Campaign for the Civic Mission of Schools. 

Those sidelining actions now echo across the latest naep scores, where students are unable to answer some of the most basic questions related to the foundations of the American political system or the historic events that have gotten us to where we are today. But, even if these low naep scores do serve as a wakeup call, that warning is coming at possibly the worst time. 

“When we need more robust civic education with young people to help foster the democratic attitudes to safeguard democracy is at the very time when teachers feel under threat if they attempt to do so,” says Professor Meira Levinson , whose forthcoming book, Civic Contestation in Global Education , will be out in 2024. 

Since 2021, 18 states have imposed bans on certain classroom discussion topics, including race and gender. Some have gone even farther. In 2021, Texas passed legislation to not only block teaching lessons about racism or sexism, but also included a provision that outlawed assignments involving communication between students and federal, state, or local officials. 

These limitations are restricting what teachers can teach, especially when it comes to social studies. A recent report by the rand Corporation, Walking on Eggshells, found that one in four teachers changed their curriculum or instruction because of state and district restrictions. In July of this year, the Florida State Board of Education approved new social studies standards that included language about how “slaves developed skills which, in some instances, could be applied for their personal benefit.” Not only are students receiving a censored version of history, but they are also losing out on the chance to discuss controversial topics, a critical component in the development of their civic skills. 

“Whatever we are doing in our schools, it is insufficient to meet the very real and high stakes demands of the current moment where we need more informed, more engaged, more skillful citizens with the right kinds of dispositions, not toward violence but toward using non-violent tools, to try and collectively identify real problems together,” Levinson says. 

Experts have some solutions. End-of-year history and civics tests might improve results, as “research shows teachers spend more time on social studies in states that include the subject in their testing programs,” according to West. Infrastructure — meaning the policies that support teachers' instructional practices and student learning — for social studies is also severely lacking in most states and at the district level, according to another rand report. Creating more consistent frameworks and providing more support, including teacher evaluation and professional development, could go a long way in holding schools more accountable for student achievement in social studies. 

But in addition to these more traditional interventions, educators and experts are also beginning to rethink what civics and history education can look like in 21st-century classrooms, and some promising changes are taking place right here in Massachusetts. 

Leading the Change 

It’s fitting that the birthplace of the American Revolution might serve as a model for turning the tide of failing social studies instruction. 

In 2018, the Massachusetts Board of Elementary and Secondary Education revised its history and social science standards, placing a greater emphasis on civics and introducing a new yearlong eighth-grade civics course. The legislation also passed a law that requires all students in eighth grade and high school to lead a schoolbased civics project. 

West believes the state can be an example for the rest of the country in how to prepare students to better understand history and become active civic participants. It’s a good start to reversing decades of neglect when it comes to teaching history and civics, but, unfortunately, it’s targeted primarily at improving grades. There’s still a deep disillusionment amongst young people and how they feel about American democracy that extends beyond the classroom. 

According to the Democratic Knowledge Project, fewer than 30% of people under 40 believe it is essential to live in a democracy, while 1 in 4 young people believe choosing leaders through free elections is unimportant. 

But Allen and the project’s staff are trying to change that attitude. One of the group’s many initiatives includes an eighth-grade civics curriculum called “Civic Engagement in Our Democracy.” Co-created by the DKP along with eighth-grade educators in Cambridge Public Schools in 2019, the curriculum has since been piloted by dozens of educators around Massachusetts. In 2021, the Massachusetts Department of Elementary and Secondary Education recognized the curriculum as one of just four year-long civics curriculum that met state standards.

“To have that civic identity is to figure out what you value, and connect that to the many roles in being part of a civic society, like voting, holding elected office, and working on local committees, and also with those outside civic institutions, like protests,” says Allen. “Our hope is to help young people reclaim one of those civic roles for themselves and reclaim an ownership stake in our democracy.” 

Through project-based activities and projects, students learn about history while also developing their civic identity by reflecting on their own personal values to better understand the potential civic roles available to them. 

Audrey Koble teaches eighth-grade English and civics at Brooke Roslindale Charter School in Boston. She piloted the DKP curriculum last year and says the work around student identity was powerful. 

“It made it clear that you have to understand yourself to understand how a government can work for you,” Koble says. 

That initial work laid the foundation for students to create impactful civic-minded projects at the end of the school year. Students attended local government board meetings and spoke with local political and business leaders, including Boston Mayor Michelle Wu and New England Patriots owner Robert Kraft. And their projects reflected ideas for real problems facing students, like one in which students proposed a new mbta subway route to address a lack of service between the Orange Line and the Green Line. 

Koble says thanks to the curriculum and their final projects, she feels confident her students are headed to high school with a stronger understanding of themselves and their place in their democracy. “They know some politicians are out there with their best interests in mind, and that they have the ability to reach out to them,” Koble says. “I didn’t understand that until well into my 20s, and for them to understand that at 13 and 14 years old is incredible.” 

Spike Sommers also piloted the  DKP curriculum at his school in Brookline, and despite needing to fill in some gaps for students, he found the curriculum very powerful, especially in the way that it “used the social studies to make the civics understandable and contextualized, while the social studies really came alive because you see how relevant it is today.” 

One unit, in particular, highlighted that relationship, where students learned about Prince Hall, a Black abolitionist leader in Boston who began a petition campaign to end slavery in 1773. Using his writings as primary sources, students went on to write their own petitions, from adding more gender-neutral bathrooms at their school to changing the school start time. 

That’s not to say the curriculum or the new framework are perfect. Sommers found the end-of-year civics project particularly challenging. Even with supports built into the DKP curriculum, Sommers says students often felt overwhelmed with leading a project on their own, and even he felt buried at times trying to keep track of more than 80 unique projects, the quality of which varied widely from student to student. 

Civics Education That Works 

Lecturer Eric Soto-Shed recognizes the challenges of bringing impactful civics learning into classrooms. Although he’s encouraged by the work at both the state level and by organizations like the DKP, he’s working to help make it easier for teachers to assess civics skills and competencies and make sure students across classrooms can have consistent, meaningful experiences. 

Along with Jack Schneider, an education professor at the University of Massachusetts-Amherst, Soto-Shed is working on a research project to identify what exactly it looks like to be an engaged citizen and to codify those skills into resources to support students and teachers . 

“If we want to put curriculum into the classroom, we first need to identify the civic thinking actions we want students to do,” Soto-Shed says. “There’s a lot of good curriculum out there and research informed by philosophy and theory, but Jack and I were interested in the cognitive moves that engaged citizens do when they are participating in some kind of civic action.” 

“When we need more robust civic education with young people to help foster the democratic attitudes to safeguard democracy is at the very time when teachers feel under threat if they attempt to do so.” Professor Meira Levinson

Taking inspiration from the Reading Like a Historian curriculum developed by the Stanford History Education Group, which taught students how to approach history through the same skills as professional historians, Soto-Shed is planning to do the same for civics. 

In a recent research paper called Teaching Students to be Skilled Citizens , Soto-Shed and his co-authors surveyed 100 experts, including professors, elected officials, and nonprofit civic leaders, along with 500 regular citizens to come up with some main areas of civic involvement, including politically engaged activities like voting and activism, and a broader category called neighborliness, which covers interpersonal tasks like volunteering, helping others, and communicating across differences. 

Soto-Shed says by identifying how people engage in these tasks, he hopes it will be easier for schools to integrate civics learning. “What we’re hoping to do with our research is help schools and states and districts be intentional about the civic skills we really need to care about, what the tasks are for students to demonstrate those skills, and how they can be taught,” he says. 

And by identifying the tasks, he also thinks it will allow districts to build those civic competencies into many different parts of the curriculum through interdisciplinary lessons and activities. 

“Look at volunteering, or neighborliness, those are things that can cut across curriculum,” Soto-Shed says. “I think part of the challenge is that civics is broadly defined and can live in many different parts of the curriculum, so having concrete tasks for where and how and when they are taught will help districts be more systematic about it.” 

West also believes that getting creative about how to fit in civics during the school day can be another solution to improving civics learning. 

“I think it’s a mistake to think about instructional time in schools as a zero-sum game where different subjects need to compete for time,” West says. One of the most obvious ways is by incorporating history and civics content into English language arts classes. 

Rebecca Park does that with her students in Brooklyn. During a unit on New York City, Park had her students read A Tree Grows in Brooklyn . At the same time, they researched the historical setting of the novel to learn more about political corruption, poverty, and women’s rights, and how those issues impacted the literary characters. For another project, students read Arthur Miller’s The Crucible and connected past moral panics with today’s controversies over issues like critical race theory. 

Interdisciplinary projects like these don’t just benefit history learning, either. Studies, including one conducted recently by Professor James Kim called Models of Reading Engagement, show that increasing background knowledge in social studies and science also improves student reading comprehension. 

Another way teachers can make civics more exciting for students is by making it more accessible. While learning about the Constitution and the presidency are important, they can also feel very distant for students, especially eighth-graders. But learning about local government and the impact it has on their lives can feel much more relevant to students. Plus, it’s a lot easier to get a local politician to speak with students than say the president of the United States. 

During the 2021 New York City Council election, Park took advantage of online learning to virtually invite nearly a dozen candidates to speak with her class. In preparation, students created rubrics about the qualities that would make the best council member and used them to interview each candidate. 

“We have to balance the fundamentals they need to know with giving them an access point to make them curious to access more information rather than just starting with Article 1 of the Constitution,” says Park. “I think it’s important that civic curriculum starts with local government or local activism to give kids the motivations to get through the drier stuff.” 

But teaching for student engagement doesn’t mean sacrificing learning the fundamentals of history or civics. Soto-Shed says even when teachers give students the freedom to choose any action project they want, they can still learn about and show their understanding of policies and systems of democracy by justifying their project choices. 

“If a student wants to organize a protest, have them talk about why a referendum might not work, or if they want to do a social media campaign, who in the government do they think really needs to hear it,” Soto-Shed says. “Justify the action and really draw on the knowledge of the issue and of the system. That can be a powerful way to make sure students are learning the nuts and bolts while also being engaged in passionate work.”

Andrew Bauld, Ed.M.’16, is a writer based in New York City. His last piece for Ed. was on what’s lost when colleges compete .

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A Cry for Help: Civic Education in Today’s America

  by patrick o’connor | april 18, 2021.

There is a “deep flaw” in our nation’s education policies. “American democracy is in peril.” These are two statements made by U.S. District Court Judge William Smith in his decision to reluctantly dismiss a class action brought on behalf of Rhode Island students to establish public education as a right under the U.S. Constitution. The plaintiffs’ argument in Cook (A.C.) v. Raimondo , [1] is that the Constitution contains an implied right to an education that adequately prepares students to become capable citizens and participate in democracy. The lawsuit claims that, as a result of their failure to provide this necessary basic education, state officials, including then-Governor Gina Raimondo, have violated the Equal Protection Clause of the Fourteenth Amendment.

The largest obstacle for the Cook plaintiffs is the U.S. Supreme Court’s 1973 holding in San Antonio Independent School District v. Rodriguez . [2] In Rodriguez , the Court declared that the Constitution does not guarantee equality of education. The Rodriguez case involved a challenge to the school district funding system in Texas. Because the funding system was primarily based on local property taxes, it resulted in significant disparities and state funding failed to equalize per-pupil expenditures. In ruling that education was not a “fundamental interest,” the Supreme Court rejected the claim that the funding system must pass a strict scrutiny standard of review. [3] The Rodriguez decision seems to have foreclosed any educational equity challenges in federal courts. In his order dismissing the Cook case, Judge Smith noted that the “arc of the law in this area is clear.”

Dissenting opinions in Rodriguez by Justices Thurgood Marshall and William Brennan argued that there is an implied right to education in the Constitution because education is fundamental to the exercise of other constitutional rights—namely the First Amendment right to freedom of expression—and the fundamental interest in voting. The plaintiffs in Cook invoke this reasoning by arguing that students require an adequate education to “function productively as civic participants capable of voting, serving on a jury, understanding economic, social, and political systems sufficiently to make informed choices, and to participate effectively in civic activities.” [4]

It remains to be seen how the Cook plaintiffs will fare on their appeal to the First Circuit, but there is undoubtedly a need for a newfound priority on civic education by the States in the spirit of Cook and Justice Marshall’s dissent. As Judge Smith wrote, Cook is “a cry for help from a generation of young people who are destined to inherit a country which we—the generation currently in charge—are not stewarding well,” while concluding that “[h]opefully, others who have the power to address this need will respond appropriately.”

The State of Civic Education

In the United States, the federal government funds STEM education at an annual rate of $50 per student. Civics and history? Five cents. And the disparity is not because the latter contains little room for improvement. That three out of five Americans adults cannot name the three branches of government is concerning. And that only one-third could pass the civics test for naturalization generates many thoughts.

One reaction to this clear need for more civic education is the nearly twenty states that have implemented a civics test as a requirement for high school graduation—usually in the form of multiple-choice questions taken from the USCIS naturalization test . While necessary, traditional civics knowledge is certainly not a sufficient condition for generating an informed citizenry and building a strong democracy. Something more is needed: perfect scores on civics exams may do little to stem the trends of asymmetric partisanship and hyper-polarization, virulent discourse, “Big Lies,” and political discussions often void of substantive policy issues—by voters and candidates, alike. More worrying than citizens forgetting the specific First Amendment freedoms is a declining trust in government and a lack of engagement in civic life —or that the Economist Intelligence Unit rates the United States as a “ flawed democracy ,” largely as a result of low ratings in the “functioning of government” and “political culture” parameters.

Civic education must teach students how government works. But it should also engage students in their community and help all students feel equipped to participate in civic life—ideals not achievable solely by fact-based multiple-choice testing. To that end, the Brown Center on Education Policy at the Brookings Institution has recommended ten proven practices that are critical for high-quality civic education—with only one relating to curriculum content.

In a recently released report , titled “A Roadmap to Educating for American Democracy,” the Educating for American Democracy Initiative calls for a shift from “ breadth to depth ” in civic and history K-12 education with an emphasis on a shared and ideologically pluralist national conversation. This roadmap is neither content-neutral nor fact-based: rather, it seeks to promote student inquiry through conceptual “driving questions” and interpersonal civic engagement. Principles such as “civic friendship” and “reflective patriotism” attempt to promote honest, productive engagement and a reasonable assessment of history, respectively.

A model for civic education, and an approach for incorporating contentious topics, can be found in Germany ’s nonpartisan Federal Agency for Civic Education . Germany established regional civic education offices to facilitate “citizenship education” and provide information on a range of topics. A principle of the German model is that those topics that are most “political” should be the topics most protected from political interference in the school curriculum.

A Recent Example

Massachusetts, as the first state to require middle school and high school students to complete a civics project as part of its curriculum, has taken a positive step towards achieving deeper, community-focused civic education. The Massachusetts bill , An Act to Promote Civic Engagement, passed in 2018, bolsters the teaching of traditional civics topics, such as the founding documents, but it moves beyond book learning to promote the development of skills required of capable citizens.

The bill, with its focus on student-led projects, implements the “ action civics ” idea. Action civics is an approach by which students identify an issue that impacts their community and then develop an action plan to address the problem. At its root, action civics takes a participatory view of democracy and identifies that students learn best by doing. Action civics is one of the Brown Center’s proven practices and the primary catalyst of the civic learning approach proffered by Generation Citizen , which was part of the coalition supporting the Massachusetts bill. The action civics approach aligns civic learning with the broad push for the development of “21st Century Skills” in K-12 education . Examples include neighborhood sanitation in New York City, as well as Anaheim middle school students improving the quality of water in school drinking fountains .

Subsequent to the passage of the bill by the state legislature, the Massachusetts Department of Elementary and Secondary Education (DESE) released a guidebook which included examples of potential civics project topics for schools, such as youth vaping, transportation, and local police accountability. While implementation primarily occurs at the local level, state support is evident, and necessary, as there will likely be pushback regarding topics some deem too “political.” Other elements of the 2018 bill include the creation of a Civics Project Trust Fund, and competitions at the middle school (statewide civics challenge) and high school (voter registration) levels.

A recent report by DESE and another in-depth report issued by the Office of State Rep. Andres X. Vargas, provide key takeaways and suggested recommendations about the initial status of the Massachusetts civic education legislation. [5] Common findings, among teachers and students, included a broad interest and belief in the importance of civic learning, but varied levels of awareness of the new civic education standards. Unsurprisingly, and understandably, the COVID-19 pandemic has had implications on the implementation and current priority level of civic education. Recommendations for improvement centered around more professional development; increased involvement/support at the school administration level; equitable distribution of programmatic resources; the incorporation of more democratic classroom practices; and the development of holistic, portfolio-based assessment. Additionally, a recommended idea is a “civics seal” award for exemplary school districts to incentivize high-quality civic learning programs.

After completing an action civics project, nearly all surveyed students felt more knowledgeable about the purposes of government and more aware of the ways they could participate in civic society. Students also reported a feeling of greater connection to their school and community after completing a project. Importantly, there were strong findings that students felt more capable of distinguishing opinion from fact and more confident in engaging in civil discussion with those with whom they disagree. Teacher responses about their students also reflected these sentiments. Additionally, many teachers were cautiously optimistic about a renewed priority on civics and social studies, including the development of a statewide assessment, as this would lead to more (1) resources and support on the one hand, but on the other, (2) potential pressure to “teach to the test” combined with (3) a tension between standardization and authentic, student-led civic learning. The recommended portfolio assessment may help alleviate this pressure.

Democracy Requires Civic Education

Young people are becoming more civically engaged, according to traditional measures such as voting : estimates show that up to 56% of eligible voters, ages 18-29, voted in the 2020 presidential election, an increase of about ten percentage points from 2016. Youth advocates and organizers are also increasingly involved in issues that they care most about, including climate change, gun control, and racial justice. The COVID-19 experience is also likely to have generational impact . In an increasingly complex world, there is a clear need to provide a quality civic education to all students.

As students advance in school, they become increasingly “ bored out of their minds .” The correct antithesis for boredom in schools should not be fun but rather authentic engagement. More traditional approaches to civic learning will do little to alleviate the feeling held by many students that school is utterly disconnected from their life. It is much easier to endure difficult assignments and aspects of life when there is a broader purpose behind one’s work. A civic education that connects to students’ lives can encourage them to explore their own ideas, find out how they can uniquely contribute to their community and, in the process, provide a greater context to the rest of their academic learning.

Over a century ago, John Dewey noted the familiar notion that for a government by way of popular suffrage to be legitimate, it must rest upon the internal authority of an educated populace. Dewey goes beyond that explanation for the importance of education to a democracy, describing democracy as “ more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience .” Civic education is a necessary component of what should be goals of quality education: furthering the self-actualization process, strengthening democratic participation, and increasing social mobility.

Despite rejecting education as a fundamental right in Rodriguez , the Supreme Court has consistently valued its importance, emphasizing that education provides “fundamental values necessary for the maintenance of a democratic political system” and “the very foundation of good citizenship.” [6] And Justice Sandra Day O’Connor, the last member of the Supreme Court to have served in a state legislature, founded iCivics , a nonprofit dedicated to providing high-quality, engaging civic learning for students. Nearly two-thirds of state high courts have stated that preparation for a “capable citizenry” is a primary purpose of the education clause of their state constitutions. It seems, in light of judicial reliance on the political process to find solutions , that any principled constitutional theory should include the right to an education adequate enough to exercise one’s constitutional rights and participate in civic society.

The current energy around reimagining civic education is indicative of the state of our nation. Across the country, numerous sectors and institutions recognize that something must be done to prepare students to think critically, improve our political climate, and bring truth to the aphorism that democracy is a verb. However, the what and how remain contentious along ideological lines —prompting the question of whether we disagree on our views of history and civic ideals because of our politics, or vice versa. Difficult conversations and challenges remain. Nevertheless, the momentum is encouraging, but it is also incumbent on everyone to realize that we are all teaching the youth and that they are always watching. We should keep the following in mind:

No written word, no spoken plea can teach our youth what they should be. Nor all the books on all the shelves, it’s what the teachers are themselves.

Schools are ubiquitous and underutilized assets. Time will tell if the generation(s) currently in charge can get out of their own way and strive to educate the youth “ not for the existing state of affairs but so as to make possible a future better humanity .” To paraphrase Horace Mann—as the kids are now, so will America soon be.

Patrick O’Connor is a 1L at Harvard Law School.

For more information on civic education:

https://generationcitizen.org/

https://www.icivics.org/

https://circle.tufts.edu/our-research/equitable-k12-civic-learning

https://www.civiced.org/

https://www.civxnow.org/

https://www.educatingforamericandemocracy.org/

[1] 2020 WL 6042105, C.A. No. 18-645 WES

[2] 411 U.S. 1 (1973).

[3] As a result of Rodriguez , education equity advocacy has been focused on state legislatures and litigated in state courts. Judge Jeffrey Sutton of the Sixth Circuit observes that the Rodriguez decision may have been a net positive as it resulted in school funding reform at the state-level, as opposed to a national approach. Today, all states now have some form of education funding equalization legislation, and the Supreme Court of Texas ruled that the system of school funding at issue in Rodriguez was unconstitutional under the Texas Constitution. Much inequity remains , particularly along racial lines. For a critical history of the case and the effects of inequality on students, see “The Enduring Legacy of Rodriguez : Creating New Pathways to Equal Education Opportunity” (Charles J. Ogletree, Jr. & Kimberly Jenkins Robinson eds., 2015).

[4] In addition to the Equal Protection claim, Cook implicates Article IV, Section 4 of the Constitution (guaranteeing to every state “a republican form of government”). In a 2018 law review article , Professor Derek Black notes that during Reconstruction, the U.S. government used the guarantee of republican government in Article IV to force Southern states to guarantee public education in their state constitution as a condition of approval for acceptance back into the Union, and continued to do so even after ratification of the Fourteenth Amendment. Professor Black argues that this creates a stronger substantive argument to establish a fundamental right to education than that of the Equal Protection claim.

[5] Note: The author previously worked as a fellow for Representative Vargas on matters unrelated to civic education.

[6] Plyler v. Doe , 457 U.S. 202, 221 (1982); Brown v. Board of Education , 347 U.S. 483, 493 (1954).

The need for civic education in 21st-century schools

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Rebecca winthrop rebecca winthrop director - center for universal education , senior fellow - global economy and development @rebeccawinthrop.

June 4, 2020

• 15 min read

Americans’ participation in civic life is essential to sustaining our democratic form of government. Without it, a government of the people, by the people, and for the people will not last. Of increasing concern to many is the declining levels of civic engagement across the country, a trend that started several decades ago. Today, we see evidence of this in the limited civic knowledge of the American public, 1 in 4 of whom, according to a 2016 survey led by Annenberg Public Policy Center, are unable to name the three branches of government. It is not only knowledge about how the government works that is lacking—confidence in our leadership is also extremely low. According to the Pew Research Center , which tracks public trust in government, as of March 2019, only an unnerving 17 percent trust the government in Washington to do the right thing. We also see this lack of engagement in civic behaviors, with Americans’ reduced participation in community organizations and lackluster participation in elections , especially among young voters. 1

Many reasons undoubtedly contribute to this decline in civic engagement: from political dysfunction to an actively polarized media to the growing mobility of Americans and even the technological transformation of leisure , as posited by Robert D. Putnam. Of particular concern is the rise of what Matthew N. Atwell, John Bridgeland, and Peter Levine call “civic deserts,” namely places where there are few to no opportunities for people to “meet, discuss issues, or address problems.” They estimate that 60 percent of all rural youth live in civic deserts along with 30 percent of urban and suburban Americans. Given the decline of participation in religious organizations and unions, which a large proportion of Americans consistently engaged in over the course of the 20th century, it is clear that new forms of civic networks are needed in communities.

As one of the few social institutions present in virtually every community across America, schools can and should play an important role in catalyzing increased civic engagement. They can do this by helping young people develop and practice the knowledge, beliefs, and behaviors needed to participate in civic life. Schools can also directly provide opportunities for civic engagement as a local institution that can connect young and old people alike across the community. To do this, civic learning needs to be part and parcel of the current movement across many schools in America to equip young people with 21st-century skills.

To date however, civic education experts argue that civic learning is on the margins of young people’s school experience. The 2018 Brown Center Report on American Education examined the status of civic education and found that while reading and math scores have improved in recent years, there has not been the commensurate increase in eighth grade civics knowledge. While 42 states and the District of Columbia require at least one course related to civics, few states prioritize the range of strategies, such as service learning which is only included in the standards for 11 states, that is required for an effective civic education experience. The study also found that high school social studies teachers are some of the least supported teachers in schools and report teaching larger numbers of students and taking on more non-teaching responsibilities like coaching school sports than other teachers. Student experience reinforces this view that civic learning is not a central concern of schools. Seventy percent of 12th graders say they have never written a letter to give an opinion or solve a problem and 30 percent say they have never taken part in a debate—all important parts of a quality civic learning.

The origins of civic education

The fact that children today across the country wake up in the morning and go to school five days a week for most of the year has everything to do with civic education. The idea of a shared school experience where all young people in America receive a standard quality education is inextricably linked to the development of the United States as a national entity and the development of citizens who had the skills and knowledge to engage in a democracy.

In the early 1800s, as the country struggled to navigate what it meant to be a democratic republic, school as we know it did not exist as a distinguishing feature of childhood. Even almost midway into the century—in 1840—only 40 percent of the population ages 5 to 19 attended school. 2 For those who did attend, what they learned while at school was widely variable depending on the institution they attended and the instructor they had. Several education leaders began advocating for a more cohesive school system, one in which all young people could attend and receive similar instruction regardless of economic status, institution, or location. Chief among these leaders was Horace Mann, often referred to as the “father of American education,” who argued that free, standardized, and universal schooling was essential to the grand American experiment of self-governance. In an 1848 report he wrote: “It may be an easy thing to make a Republic; but it is a very laborious thing to make Republicans; and woe to the republic that rests upon no better foundations than ignorance, selfishness, and passion.”

The rise of reading, math, and science

The Common Schools Movement that Mann helped establish and design was the foundation of our current American education system. Despite the fact that the core of our education system was built upon the belief that schooling institutions have a central role to play in preparing American youth to be civically engaged, this goal has been pushed to the margins over time as other educational objectives have moved to the forefront. Reading, math, and science have always been essential elements of a child’s educational experience, but many educationalists argue that these subjects were elevated above all others after the country’s “Sputnik moment.” In 1957, the Soviet Union’s launch of Sputnik, the first space satellite, made waves across the U.S. as Americans perceived they were falling behind academically and scientifically. A wave of reforms including in math, science, and engineering education followed. Improving students poor reading and math skills received particular attention over the last several decades including in President George W. Bush’s No Child Left Behind Act. A focus on ensuring American students get strong STEM (science, technology, engineering, and math) skills continues to be an ongoing concern, as highlighted by President Obama’s 2013 Educate to Innovate plan focused on improving American students performance in STEM subjects.

The case for incorporating 21st-century skills

Civic learning experts, however, are not the only ones concerned about the perceived narrow focus on reading, math, and science in American schools. In recent years, there has been a growing movement for schools to help students develop “21st-century skills” alongside academic competencies, driven in large part by frequent reports of employers unsatisfied with the skills of recent school graduates. Business leaders point out that they not only need employees who are smart and competent in math and reading and writing, they also need people who can lead teams, communicate effectively to partners, come up with new ways to solve problems, and effectively navigate an increasingly digital world. With the rise of automation , there is an increasing premium on non-routine and higher order thinking skills across both blue collar and white collar jobs. A recent study of trends in the U.S. labor market shows that social skills that are increasingly in demand 3 and many employers are struggling to find people with the sets of skills they need.

Advances in the science of learning have bolstered the 21st-century skills movement. Learning scientists argue that young people master math, reading, and science much better if they have an educational experience that develops their social and emotional learning competencies—like self-awareness and relationship skills which are the foundation of later workplace skills—and puts academic learning in a larger, more meaningful context. One framework, among many, that articulates the breadth of skills and competencies young people need to succeed in a fast-changing world comes from learning scientists Kathy Hirsh-Pasek and Roberta Golinkoff. Their “6 Cs” framework , a variation on the prior “4 Cs” framework, is widely used and argues that schools should focus on helping young people develop not just academically, but as people. As all learning is fundamentally social, students must learn to collaborate , laying an important foundation for communication —an essential prerequisite for mastering the academic content in school that provides the specific topics around which students can practice critical thinking and creative innovation , and which ultimately will help develop the confidence to take risks and iterate on failures.

This movement for 21st-century skills has powerful allies and growing momentum even while the movement itself is comprised of an eclectic collection of organizations spread across the country with a wide range of interests and multiple missions for their work. However, a central thread is that the standardized approach to education, the legacy of Horace Mann’s Common Schools movement, is holding back student learning. Teacher-led instruction, for example, will never be sufficient for helping students learn to collaborate with each other or create new things. Active and experiential learning is required, which is harder to standardize as the specifics must be adapted to the particular communities and learners.

Civic learning as an essential 21st-century skill

This focus on mastering academic subjects through a teaching and learning approach that develops 21st-century skills is important but brings with it a worldview that focuses on the development of the individual child to the exclusion of the political. After all, one could argue that the leaders of the terrorist organization ISIS display excellence in key 21st-century skills such as collaboration, creativity, confidence, and navigating the digital world. Their ability to work together to bring in new recruits, largely through on-line strategies, and pull off terrorist attacks with relatively limited resources takes a great deal of ingenuity, teamwork, perseverance, and problem solving. Of course, the goals of Islamic extremists and their methods of inflicting violence on civilians are morally unacceptable in almost any corner of the globe, but creative innovation they have in abundance.

What the 21st-century skills movement is missing is an explicit focus on social values. Schools always impart values, whether intentionally or not. From the content in the curriculum to the language of instruction to the way in which teachers interact with students, ideas around what is good and what is bad are constantly being modeled and taught. While a number of competencies that are regularly included in 21st-century skills frameworks, like the ability to work with others, have implicit values such as respect for others’ perspectives, they do not explicitly impart strong norms and values about society. Of course, as long as there has been public education there has been heated debate about whose values should be privileged, especially in relation to deeply held religious and cultural beliefs. From the teaching of evolution and creationism to transgender bathrooms, debates on values in public schools can be contentious.

In a democracy, however, the values that are at the core of civic learning are different. They are foundational to helping young people develop the dispositions needed to actively engage in civic life and maintain the norms by which Americans debate and decide their differences. The very nature of developing and sustaining a social norm means that a shared or common experience across all schools is needed. While civic learning has been essential throughout American history, in this age of growing polarization and rising civic deserts, it should be considered an essential component of a 21st-century education.

Civic learning defined

The term civic learning evokes for most Americans their high school civics class in which they learned about the U.S. Constitution, the three branches of government, and how a bill becomes a law. This knowledge and information is essential—after all how can young people be expected to actively participate in democracy if they are unaware of the basic rules of the game?—but it is by no means sufficient. There is an emerging consensus across the many scholars and organizations that work on civic learning that imparting knowledge must be paired with developing civic attitudes and behaviors. For example, CivXNow , a bipartisan coalition of over one hundred actors including academic and research institutions, learning providers, and philanthropic organizations, argues that civic education must include a focus on:

• Civic knowledge and skills: where youth gain an understanding of the processes of government, prevalent political ideologies, civic and constitutional rights, and the history and heritage of the above.
• Civic values and dispositions: where youth gain an appreciation for civil discourse, free speech, and engaging with those whose perspectives differ from their own.
• Civic behaviors: where students develop the civic agency and confidence to vote, volunteer, attend public meetings, and engage with their communities.

There is also emerging evidence suggesting a correlation between high quality civic learning programs and increased civic engagement from students. As the 2011 Guardian of Democracy: The Civic Mission of Schools report highlights, students who receive high quality civic education are more likely to “understand public issues, view political engagement as a means of addressing communal challenges, and participate in civic activities.” The outcomes are equally as influential on civic equality, as there is evidence to suggest that poor, minority, rural, and urban students who receive high-quality civics education perform better than their counterparts.

Civic learning delivered

The crucial question is how to deliver high-quality civic learning across American schools. Researchers in civic learning have reviewed a wide range of approaches and the evidence surrounding their effectiveness. Experts identified a menu of six specific approaches , which was later updated to ten, that if implemented well has been demonstrated to advance civic learning. These range from teaching young people about civics to creating learning opportunities for practicing civic behaviors.

Classroom instruction, including discussing current events and developing media literacy skills, is needed for developing civic knowledge and skills, whether it is delivered as a stand-alone course or lessons integrated into other subjects. Many in the civics education community are advocating for more time devoted to civics from the elementary grades through high school and the corresponding teacher professional development and support required to make this a reality.

However, for developing civic dispositions, values, and behaviors, the promising practices identified by the civic learning experts are very similar to those required to develop 21st-century skills in part because many of the competencies in question are essentially the same. For example, strong communication skills contribute to the ability of students to speak up at meetings and strong collaboration skills enable them to effectively work with others in their community. Indeed, the Center for Educational Equity at Teachers College notes that “civic and political values are a subset of the values that young people should learn, and there are no sharp lines separating the civic/political domain from others.”

Hence, the range of teaching and learning experiences needed to develop civic behaviors and needed for 21st-century skills are similar. They include experiential learning approaches, such as service learning where students work on a community project alongside organizations or extracurricular activities where students learn to work together in teams. Experiential learning can also include simulations of democratic procedures or, better yet, direct engagement in school governance and school climate initiatives. In communities where there is limited opportunities for civic engagement, schools can themselves model civic values by becoming the place where community members gather and connect with each other.

Uniting the 21st-century skills and civic learning movements

A movement for 21st-century skills that does not include in a meaningful way the cultivation of democratic values is incomplete and will not prepare young people to thrive in today’s world. Given what is at stake in terms of civic engagement in America, uniting the powerful push for 21st-century skills with the less well-resourced but equally important movement for civic learning could prove to be an important strategy for helping schools fill the civic desert vacuum and renew the social norms that underpin our democratic form of government. In the words of Chief Justice John Roberts, “Civic education, like all education, is a continuing enterprise and conversation. Each generation has an obligation to pass on to the next, not only a fully functioning government responsive to the needs of the people, but the tools to understand and improve it.”

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Community Engagement

29 Civic Engagement Project Ideas To Bring Meaningful Change 10 min read

Civic engagement projects bring people together, inspire meaningful changes in the communities and make this world a better place to live in.

Here are examples of what you can do in terms of civic engagement as your next social change project.

Civic Engagement Project Ideas That Will Make This World Better

Let’s look at all the project ideas one by one.

Community Clean-Up Campaign

What’s better than running a community clean-up project that could make your society free from all the debris and unwanted material?

Irrespective of the place where we live, there is something to clean in every community.

So running this project will surely bring positive change around you.

For this purpose, engage community members in cleaning up local parks, streets, and public areas by organizing regular clean-up events, providing necessary equipment, and promoting environmental stewardship.

You can do this by mobilizing volunteers, collaborating with local authorities, and raising awareness about the importance of a clean environment.

This way, you can beautify public spaces, instill a sense of pride, and foster a cleaner and healthier community.

Neighborhood Watch Program

If your community is crime-driven, the best thing you can do is to have a community engagement project in the neighborhood watch niche.

You can do this by forming neighborhood watch groups, organizing regular meetings, and collaborating with local law enforcement.

This is a great initiative to bring safety back to your neighborhood, and it helps in community-led policing as well.

A successful neighborhood watch project will help in reducing crime rates, improving safety perception, and strengthening community bonds.

Public Awareness Campaign on Environmental Conservation

We don’t have any planet B that will help this civilization sustain itself in case of any environmental mishap. This means that conserving the environment should be one of the most exciting civic engagement projects that you could run.

Raise awareness about environmental issues and promote sustainable practices. 

Launch a campaign through various mediums to educate and inspire action regarding climate change.

Also, you can do this by developing informative materials, organizing workshops, and engaging with schools and community organizations.

Some of the sub-project ideas in this regard are:

Energy Conservation Initiative to reduce carbon footprints around you.

Recycling and Waste Reduction Campaign to Make the Planet Sustainable.

Community Garden Initiative

Establishing a communal garden to promote sustainable food production and community bonding is one of the best things that you can do to make your community self-sufficient.

Provide gardening plots, facilitate knowledge sharing, and encourage participation from all age groups to make a community garden that offers benefits to its residents for years to come.

For this project, secure a suitable location, organize gardening workshops, and foster a sense of ownership among participants so that everyone can play their part in making the community garden a success.

Youth Mentorship Program

No one is more dangerous than a misguided youth. So what about having a youth mentorship community program that could help young people in choosing the direction of their lives?

This can be done by empowering young individuals through mentoring and guidance. For this purpose, connect experienced community members with youth for academic, career, and personal development.

You can also recruit mentors, establish mentor-mentee matches, and organize regular check-ins and workshops to make your project successful.

A sub-project in this niche could be a community mentorship for entrepreneurship, where you could tell aspiring entrepreneurs about everything they need to know about the business.

Public Art Installation Project

Public art is a great way to get important messages across in your community. The effectiveness of public art installation drives makes it an effective community engagement project idea.

Beautify public spaces and spark conversation through art installations in your community. 

Collaborate with local artists, select suitable locations, and create thought-provoking art pieces.

For this project, you will need to seek permission from relevant stakeholders, engage the community in the artistic process, and organize art unveiling events.

This community engagement project is a great way to spark dialogue on social issues.

Community Dialogue Sessions

Starting a community dialogue about the persisting issues of your society is a great community engagement project.

While this is a challenging task to do, it is surely a worthy assignment.

Facilitate open discussions and promote community engagement on local issues. Create spaces for residents to voice their opinions, share ideas, and collaborate on solutions.

Arrange regular dialogue sessions, provide a supportive environment, and encourage diverse perspectives.

This project will help in strengthened community bonds, increase understanding of local issues, and inform decision-making.

Education Initiatives for Underserved Students

Not everyone is born with equal privileges in this world. So trying to reduce their differences can be the best civic engagement project idea.

Provide educational support and resources to students in need. Offer tutoring, mentorship, and educational workshops to enhance learning opportunities. This can also be done by partnering with schools and community centers, recruiting volunteers, and developing tailored education programs.

This project will improve academic performance, increase educational equity, and empower the youth of your community.

Voter Registration Drive

This is perhaps the most important civic project idea that you could run around you. Everyone over the voting age has a right to vote.

And when you are in the election season, you can help people register to vote.

By collaborating with election authorities, you can set up registration booths, reach out to eligible voters, and provide necessary information regarding voter registration.

One thing that you can do here to make your cause go viral is to use the internet and utilizing social media to help your voting registration cause.

Civic Education Workshops for New Citizens

If your community has a lot of immigrants, launching this project can be your best bet.

Provide educational workshops for new citizens on civic rights, responsibilities, and government structures.

Cover topics such as voting, civic participation, and community engagement.

Partnering with immigration centers, developing interactive workshops, and providing multilingual resources can be a helpful ways to execute this project.

Community Emergency Response Team

Every community faces some sort of emergency. What if you train some of your community members who can be useful resources during these emergencies?

For this project, train community members in emergency response techniques to assist during crises.

Provide training in first aid, CPR, disaster response, and community evacuation plans.

Collaborate with local emergency services, recruit and train volunteers, and conduct regular drills.

Community Book Drive

Printed books have definitely got a hard toll with the advent of the internet. But underserved schools, libraries, or community centers are always in need of books.

Organize book collection drives, sort and categorize donations, and coordinate distribution among all the entities which need books.

Creating reading spaces in community areas is also a great way to carry this project further.

Public Health Campaign: Mental Health Awareness

Let’s be realistic. Nobody talks about mental care. But you can do with the great civic engagement idea of public health awareness campaign.

Raise awareness about mental health and reduce the stigma associated with mental health challenges.

Organize workshops, panel discussions, and events to promote understanding and support.

Partnering with mental health organizations, inviting guest speakers, and providing resources for support is the way to go for this project.

Community Technology Hub

The world is changing so fast that communities that do not adopt technology will be left far behind. That is why you can have a great community engagement project by launching a community technology hub that could drive technological innovation around you.

For this, you can create a technology hub to provide access to computers, the internet, and digital literacy programs.

Establish a space with computers, offer technology workshops, and provide mentorship.

Partner with libraries or community centers, secure computer donations and recruit tech-savvy volunteers.

This project will help you in having increased digital inclusion, improve access to online resources, and enhance job prospects.

One of the great community project ideas in this regard is arranging a civic hackathon with which you can promote social justice in societies.

Invite programmers, designers, and activists to collaborate on projects addressing social injustices.

Define problem statements, provide mentoring, and offer resources for developing projects that could be useful in averting social injustices.

Community Cultural Exchange

If your and your neighborhood communities have different types of cultures or values, having a community cultural exchange program is also a good project idea.

Facilitate cultural exchanges between different communities to foster understanding and appreciation of different cultures.

Organize cultural festivals, food fairs, and artistic collaborations to celebrate diversity.

Engage with community leaders, promote intercultural dialogue, and facilitate exchange programs.

This project will result in strengthened community bonds, reduced prejudice and stereotypes, and enriched cultural experiences.

A sub-program in this niche could be the community language exchange program.

Intergenerational Fitness Program

Create a fitness program that brings together different generations to promote health and well-being.

Offer fitness classes, organize intergenerational sports events, and provide health education.

This can be done by collaborating with fitness instructors, engaging senior centers and youth organizations, and creating a welcoming environment for all.

Improved physical fitness of community members, enhanced social connections, and bridging the generation gap are some of the positives of this project idea.

Civic Tech Challenge

Host a civic tech challenge to encourage the development of innovative technological solutions for community issues.

Invite individuals or teams to create tech solutions addressing specific civic challenges.

Define challenge themes, provide resources and mentorship, and host a showcase event.

This project will foster technological innovation, address community problems through technology, and empower tech enthusiasts.

Community Resilience Initiative

No one is immune to natural disasters in today’s world. But what if you prepare a team of individuals before any unfortunate disaster strikes your community?

Doesn’t it intrigue you?

Establish a community resilience program to prepare for and respond to natural disasters and emergencies.

Conduct disaster preparedness workshops, develop community emergency plans, and establish communication networks.

Community Film and Documentary Project

Taking your mic and hitting the streets to talk about unheard stories is getting popular day by day.

So what about producing community-focused films or documentaries that highlight local stories, issues, and aspirations?

Engage filmmakers, capture community narratives, and screen films at community events.

This civic engagement project idea will help you in the amplification of community voices, increased awareness of local issues, and community empowerment through storytelling.

Intercultural Community Cookbook

This civic idea is yet another innovative project, especially for cooking lovers. Create a community cookbook that celebrates diverse cultures and culinary traditions.

Collect recipes from community members, share stories behind the dishes, and compile them into a cookbook.

Organize recipe collection events, collaborate with local restaurants, and host a cookbook launch event.

Community Heritage Preservation

Saving the existing heritage is one of the best things you can do. And what if you turn it into a community engagement project?

Preserve and celebrate local heritage by documenting stories, traditions, and historical landmarks.

Conduct oral history interviews, create digital archives, and organize heritage tours or exhibitions.

Engage community members as volunteers, partner with historical societies or museums, and secure funding or grants.

Community Sports Mentorship

In this community engagement project, you can launch a drive to increase awareness about sports [participation.

Pair experienced athletes or coaches with aspiring young athletes to provide mentorship and training.

Offer sports clinics, organize friendly competitions, and provide access to training facilities.

Collaborate with local sports clubs or organizations, recruit mentors, and facilitate mentor-mentee matches to get the best results.

Community Public Speaking Workshops

Most of us struggle with public speaking at some point in our lives.

So, launching a community engagement project with a special focus on public speaking is a great way to tackle this challenge.

This project empowers community members with effective public speaking skills and confidence.

Offer workshops on public speaking techniques, storytelling, and presentation skills.

Collaborate with Toastmasters or public speaking experts, host practice sessions, and provide feedback and coaching.

Community Tech Repair and Support Hub

Establish a hub where community members can access tech support and learn basic tech repair skills.

Provide assistance with computer repairs, software troubleshooting, and smartphone training.

Steps to Take: Recruit tech-savvy volunteers, secure a space for the hub, and offer workshops on tech literacy.

This project idea will help in increased digital inclusion, reduced e-waste, and improved access to technology resources.

Community Legal Education Workshops

Every citizen deserves to be informed about the laws of the places they are living in.

This is a great initiative, as most people do not know about their constitutional rights.

You can offer educational workshops to empower community members with basic legal knowledge.

Cover all the topics related to the Constitution in detail so that people can know their rights.

Collaborate with legal professionals or organizations, develop educational materials and host workshops.

Community Public Transportation Advocacy

Promoting public transportation is the need of the hour. And to accomplish this task, a civic project will be extremely effective.

Advocate for improved public transportation services and accessibility in the community.

Raise awareness about transportation needs, engage with local officials, and collaborate with transit agencies.

Organize town hall meetings, collect public input, and develop advocacy campaigns.

Community Street Market

Organize a community street market where local artisans, small businesses, and entrepreneurs can showcase and sell their products.

Coordinate vendor spaces, promote the market to the community, and create a vibrant marketplace atmosphere.

Secure a suitable location, engage local businesses, and collaborate with market organizers or associations.

This civic engagement project idea will create support for local businesses, economic growth, and community gathering space.

Community Science Fair

Launching a community science fair will also help you in bringing positive change in your surroundings.

Organize a science fair to promote scientific exploration, curiosity, and innovation within the community.

Encourage participants to showcase their scientific projects, conduct demonstrations, and engage in interactive activities.

Collaborate with schools or educational institutions, secure a venue, and recruit judges or mentors.

Community Social Impact Investment Fund

Establish a fund to provide financial support for local social enterprises or community development initiatives.

Seek contributions from community members, identify impactful projects, and offer financial assistance or grants.

Develop a fund management strategy, engage local businesses, and promote the fund within the community.

Final Words

A community engagement project can bring meaningful change to the palace you are living in. Remember, each project, no matter how big or small, has the potential to make a purposeful impact and inspire others to take action.

While there are many benefits of running a community engagement program, there are a lot of challenges as well that you need to address in order to make your project successful.

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Project Citizen Shows Significant Impact on Teachers and Students

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Georgetown University’s Civic Education Research Lab and the Center for Civic Education Host March Civic Engagement Conference to Discuss Findings

Washington, D.C. – The Project Citizen Research Program (PCRP), led by CERL Director and Georgetown University Professor Dr. Diana Owen, found that participants in the Project Citizen teacher professional development and curriculum improved significantly in the areas of civic knowledge, disposition, skills, and engagement as well as civic-related SEL competencies and STEM skills. Results were compared to those of participants in concurring traditional civics programs. Read the final PCRP report . More than 100 civic educators, researchers, and policymakers from across the country attended the Educating Students for Civic Engagement conference at Georgetown University on March 13-14 to discuss the impact of the Center for Civic Education’s Project Citizen on teachers and students. 

Presentations by prominent educators and scholars, panels, and roundtables discussed the implications of the PCRP findings for furthering democratic civic engagement, best practices in research and implementation of K-12 civic education programs, innovative civic engagement practices, next steps and new directions in civics research, and broader implementation of Project Citizen. Project Citizen students from Alexandria City Public Schools in Virginia and Northwest High School in Germantown, Maryland presented and discussed their civic engagement projects with conference participants during lunch on March 13.

PCRP followed 180 schools, 196 teachers, 2,590 middle school students, and 2,785 high school students over the course of three academic years from 2020-23. Of note, the first two years of the study, during the COVID pandemic, included virtual learning. Students worked as a class to research and develop proposals for solving a policy problem in their school or community which they presented to stakeholders. PCRP was funded by a grant from the Institute of Education Sciences, U.S. Department of Education.  To read more about the conference, including presentation slides and videos, visit the Center for Civic Education PCRP conference page . Below summarizes the findings for each of the Project Citizen research focus areas.

Civic Knowledge

Middle and high school students who were taught the Center for Civic Education’s Project Citizen curriculum had significant gains in their knowledge about American democracy, the U.S. Constitution, government institutions, and the public policy process. The civic knowledge scores of Project Citizen middle school students improved by 44% in year 1, 76% in year 2, and 66% in year 3 of the study. The civic knowledge scores of high school students increased by 27% in year 1, 56% in year 2, and 32% in year 3 of the study. Civic knowledge gains were significantly greater for middle and high school Project Citizen students than students who took a traditional civics class.

Teachers who took part in the Center for Civic Education’s Project Citizen professional development program reported that their participation greatly advanced their civic content knowledge. The program gave teachers the opportunity to learn from scholars and mentor teachers with expertise in American government and the policy process. Teachers had access to materials, resources, and webinars to supplement and enhance their civic content knowledge. Project Citizen teachers’ knowledge of American democracy, the U.S. Constitution, government institutions, and the public policy process increased by 8% in year 1, 15% in year 2, and 21% in year 3. Project Citizen teachers’ civic knowledge significantly exceeded that of teachers instructing traditional civics classes who had not received the Center’s professional development program. 

Civic Dispositions

Middle and high school students gained a greater sense of civic responsibility related to keeping informed about government and politics, paying attention to issues, and engaging actively in their community after participating in Project Citizen. 

High school Project Citizen students’ scores on a civic responsibility index increased by 4% in year 1, 11% in year 2, and 17% in year 3. These gains were greater than for students in the control group.

Students became more interested in pursuing a career in government and possibly running for office one day after their experience with Project Citizen. The findings were more pronounced for high school students for whom government service is a more proximate option than for middle school students. High school Project Citizen students’ interest in future government service increased by 8% in cohort 1, 20% in cohort 2, and 24% in cohort 3. The rise in interest in government service was greater for the Project Citizen students than for those in the control group.

Civic dispositions are public and private traits, attitudes, and “habits of the heart” that are consistent with the common good and central to the functioning of a healthy democracy. While teachers desire to have their students become good global citizens, civic dispositions typically are given little attention in the classroom. The Project Citizen teacher professional development program focused on the development of students’ civic dispositions through classroom instruction. After participating in the PCRP, teachers were more inclined to highlight civic dispositions in their lessons. The percentage of Project Citizen teachers who emphasized developing dispositions to become involved in community affairs a great deal increased over the course of the study from 21% to 46% in year 1, from 21% to 58% in year 2, and from 17% to 32% in year 3. Control group teachers placed limited emphasis on civic dispositions on the pretest and posttest for all study cohorts.

Civic Skills

Project Citizen students felt more prepared to participate in their communities and public life after taking part in the program. They had a better understanding of policy issues facing the country, they felt able to work on solving a problem in their community, and they could identify the official or branch of government to contact about a community problem. Middle school Project Citizen students’ civic skills increased by 8% in Year 1, 13% in Year 2, and 6% in Year 3. There were no significant differences in control group students’ civic skills from pretest to posttest. High school Project Citizen students’ civic skills increased by 7% in Year 1, 10% in Year 2, and 9% in Year 3. The increases were greater than for the control group.

Project Citizen teachers were much more likely to emphasize the skills needed for democratic engagement in their classes after the professional development program. The number of teachers who focused a great deal on civic skills increased from 40% to 73% in Year 1, from 57% to 71% in Year 2, and from 22% to 47% in Year 3. Control group teachers did not place as much emphasis on civic skills.

Project Citizen teachers were much more likely to integrate activities that convey civic skills into the lessons. These skills include having students work actively in their school or community to solve a problem, develop an action plan for dealing with an issue, contact public officials, and post information about a community issue on social media or a blog. Teachers’ integration of activities that convey civic skills into their lessons increased by 156% in Year 1, 136% in Year 2, and 99% in Year 3. Teachers in the control group were less likely to use civic activities in their classrooms during the study period.

Civic Engagement (Duty to Vote)

Middle and high school students had a strong sense of their duty to vote at the outset of the study. Project Citizen students’ sense of their responsibility to exercise their right to vote in an election increased significantly after receiving the curriculum. The percentage of middle school students who considered voting a “top priority” rose from 28% to 39% in year 1 of Project Citizen and 36% in years 2 and 3. High school students’ commitment to voting as a “top priority” increased from 45% to 52% in year 1, and from 37% to 39% in years 2 and 3. The percentage of high school students who did not consider voting to be much of a responsibility declined from 20% to 16% in cohort 1, from 28% to 21% in cohort 2, and from 29% to 22% in cohort 3. Middle and high school students in the control group’s sense of their voting duty remained stable after a traditional civics class.

After participating in Project Citizen, middle and high school students were more likely to indicate that they would turn out to vote in elections if they had the opportunity. The percentage of middle school Project Citizen students responding that they would be very likely to vote rose from 56% to 63% in year 1, from 50% to 53% in year 2, and from 44% to 52% in year 3. For high school Project Citizen students, the likelihood of voting increased from 69% to 72% in year 1, from 63% to 69% in year 2, and from 66% to 76% in year 3 of the study. Middle and high school students in the control group were less likely to turn out to vote given the opportunity than the Project Citizen students.

Project Citizen teachers became more confident in their ability to get their students to engage civically after participating in the professional development program. The percentage of Project Citizen teachers who felt very effective in encouraging their students to engage in elections increased from 51% to 70% in cohort 1, from 55% to 71% in cohort 2, and from 47% to 54% in cohort 3. Control group teachers’ effectiveness in encouraging students to engage in elections increased slightly or declined over the study period.

SEL-Related Competencies 

Project Citizen students gained civics-related SEL skills during the program. They felt better able to solve problems, work collaboratively, and express their views. Middle and high school students’ ability to express their views in front of others, contact local news outlets and government officials, and use social media to publicize a community problem increased significantly after Project Citizen. Middle school students’ scores on an index of civic expression skills increased by 9% in Year 1, 11% in Year 2, and 13% in Year 3. High school students’ scores improved by 7% in Year 1, 8% in Year 2, and 8% in Year 3.

77% of teachers felt that Project Citizen contributed to their students’ acquisition of SEL competencies. Teachers gained a greater sense of self-efficacy from their participation in Project Citizen. Their perceptions of their ability to convey civic knowledge, promote student self-care and self-management, develop students’ relationship skills, promote respectful classroom discourse, encourage student civic engagement, and provide educational resources to others improved significantly. Teachers’ self-efficacy improved by 15% in Year 1, 9% in Year 2, and 7% in Year 3. Control teachers’ sense of their ability to convey SEL competencies to students declined in each academic year.

STEM Skills

Project Citizen students were encouraged to use science, technology, and math skills when researching a problem in their community/school and developing policy solutions. Students were able to make the connection between STEM and their civics classes after participating in Project Citizen. The effects were not apparent for control group students. Students’ use of science, technology, and math skills was measured on an index before and after their Project Citizen or traditional civics class. The difference in middle school students’ belief that they could use STEM skills to address community problems improved by 7% in Year 1 and 6% in Years 2 and 3. High school students’ STEM index scores increased by 8% in Year 1, 9% in Year 2, and 6% in Year 3.

Project Citizen teachers were more inclined to have their students use STEM skills after the professional development program. The percentage of Project Citizen teachers who had students use STEM skills doubled from 25% on the pretest to 50% on the posttest. There was no change for the control group. 42% of Project Citizen teachers indicated that they were very prepared to incorporate STEM into the civics curriculum after participating in PCRP compared to 3% pre-program.

The Civic Education Project® (CEP), an international non-profit 501(c)(3) organization, has supported grassroots efforts to promote pluralism and international standards in social science education in transitioning countries since 1991.

Middle East – Hashemite Kingdom of Jordan

CEP is now working to bring its programs to the Middle East beginning with a pilot project in the Hashemite Kingdom of Jordan. CEP recognizes that Jordan is prioritizing educational reform and the development of the job skills necessary for Jordanians to compete successfully in the local and global workforce. CEP envisions a successful partnership with Jordanian universities in which CEP can provide high-quality educational resources that will develop Jordan’s human capital and universities. In addition, interaction among CEP Visiting Faculty Fellows and local colleagues at partner universities ensures that international academics develop a greater appreciation of and sensitivity to the Middle East.

Civil Society Policy Forum: Spring Meetings 2024

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The Civil Society Policy Forum will be held in Washington, DC, from April 17-19.

The CSPF sessions will be livestreamed below, or on the IMF Civil Society Page . 

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The Civil Society Policy Forum (CSPF) has become an integral part of the World Bank -International Monetary Fund Spring and Annual Meetings, providing an open space for Civil Society Organizations from all over the world (CSOs)* to dialogue and exchange views with World Bank Group and IMF staff, their peers, government delegations, and other stakeholders on a wide range of topics.

Find the preliminary schedule here .

The call for proposals for the Spring Meetings 2024 Civil Society Policy Forum (CSPF) closed on February 21, 2024.

The registrations for the Spring Meetings closed on April 4, 2024.

For additional information about the Spring and Annual Meetings and CSPF, please see the  Frequently Asked Questions document .

Subscribe to the  World Bank Civil Society Newsletter  for updates.

*CSOs include non-governmental organizations, community groups, labor unions, indigenous peoples movements, faith-based organizations, professional associations, foundations, think tanks, charitable organizations, and other not-for-profit organizations.  Representatives from the private sector, academia or governmental bodies must apply for accreditation through the "Guests" or other respective registration category as clarified on the main Spring Meetings website.

The CSPF Working Group members are elected every two years by CSOs who have attended Spring and Annual Meetings in the past.  The current CSPF Working Group members are serving a term that runs from January 1, 2022 for two years.

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Russians exiled back to the kitchen

The kremlin is trying to create a paternalistic relationship between the state and its citizens.

On July 28, Russia designated the National Endowment for Democracy, a Washington-based nonprofit, which has supported human rights and civil society groups in the country, as “undesirable” and banned it .

The clampdown is reminiscent of life before the fall of communism. In the Soviet era, the kitchen was considered a safe place to congregate, speak freely and exchange ideas away from prying neighbors and without fear of reprisal. The ongoing crackdown on pro-democracy groups may force Russians back into the kitchen.

Relations between the Russian government and the people are strained amid a growing sense of mistrust. Local nongovernmental organizations are being deemed “foreign agents” and their international sponsors are seen as “undesirable.”

“The activities of the foundation present a threat to the constitutional order, national defense and security,” the Prosecutor General’s office said in the statement announcing NED’s ban. But what exactly are these activities that pose such a grave threat to Russia? 

I am grateful to NED, which over the last decade has supported my work at the Civic Assistance Committee (CAC) and Memorial Human Rights Center. Both centers provide legal and social assistance to refugees, asylum seekers and migrants. NED has also provided partial support to CAC’s Education Project, which aims to prepare migrants for exams in Russian language and history and to improve access to education for the children of migrants. Learning the national language and adapting to a new society poses no threat to Russia. And the Russian courts have affirmed that children of migrants should have unfettered access to education.

On June 15, a District Court in Tver, Russia, ruled in favor of two children who had been excluded from school because they were undocumented, arguing the schools’ mandate is to educate children, not to check their immigration status. On Aug. 10, the Ministry of Education finally concurred that schools must enroll children regardless of their immigration status. (Both suits were brought by CAC on behalf of the plaintiffs.)

At the same time, we are also fighting the government’s proposed eviction of CAC’s center for adaptation and education of refugee children from its premises in Moscow.

NED has sustained our education work for many years. But without funding, we will have to rely on volunteers to continue this work. NED has also provided funding for CAC’s anticorruption project, which produced expert analysis on existing and draft laws’ potential for corruption. Russian enemies would probably want to see corruption spread across the country, but NED has supported efforts to fight it using Russia’s own anti-corruption law. Had the project’s recommendations threatened Russia’s national security interests, CAC would not have received a state-funded presidential grant to pursue the same goals.

At the root of the current crackdown is control. Russian authorities wish to create a paternalistic relationship between the government and its citizens. As in the Soviet times, they want to ensure that the people are dependent on those in power. If citizens see the state as feeding them and caring for them, they will come to recognize its ability to give or take away those benefits at will.

He who pays the piper, orders the tune, Russian President Vladimir Putin and other government officials have repeatedly said regarding foreign funding of human rights groups. The recent clamp down on local NGOs and their foreign backers is simply an extension of this logic. In other words, Russian authorities believe that if foreign organizations are financing the activities of Russian nonprofits, the financiers control the content and the outcome of the projects. Perhaps their view of Russian civil society’s autonomy is rooted in the authorities own behavior. Putin’s administration finances organizations that engage in pro-government propaganda, such as Nashi and the anti-Maidan movement.

It is disingenuous and disheartening to suggest that foreign actors would buy off Russian human rights activists for 30 pieces of silver. I come from a family with a long history of serving Russia and its people. My grandfather, Peter Gannushkin, was a famous psychiatrist, who lectured in Europe and could have easily emigrated after the revolution. But he chose to stay and dedicated his life to treating patients and teaching students, irrespective of political positions.

My grandmother’s brother, Evgenii Klumov, was also a doctor and went to treat chronic diseases in Belarus under difficult conditions during World War II. He remained in his post during the German occupation and helped the partisans, risking his life. Toward the wars end, the retreating Germans shot him and his wife after he refused to flee with them. In February 1944, he was posthumously awarded the order “Hero of the Soviet Union,” the highest honor bestowed by the Soviet state. My father built Tupolev airplanes and was awarded a government prize. The rest of my family did not receive such honors, but they too taught, treated, built and defended this country.

This is true for many of my colleagues within the Russian human rights community. Ultimately, the state’s harassment and intimidation will not stop our work. We will have to restructure some aspects of our advocacy, but we will endure. Some Russians may go back to the kitchen and work there. We cannot. Right now 60 migrants and asylum seekers, who need urgent services, are waiting for me in the corridor. And they will not fit in my kitchen. 

Svetlana Gannushkina is a mathematician and human rights activist in Russia. She is chair of the Civic Assistance Committee, director of Memorial's Migration Rights Network and has been nominated for the Nobel Peace Prize.

The views expressed in this article are the author's own and do not necessarily reflect Al Jazeera America's editorial policy.

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