Civics In Real Life

by Mary Ellen Daneels, Civics Instructional Specialist
The Illinois civics course requirements at both middle and high school require the use of current and societal issue discussions around essential questions facing our communities. Engaging students in these civic inquiries allow students to explore enduring issues that “we the people” have grappled with over the history of our constitutional republic and see themselves as having a role in making a “more perfect union.”

The Lou Frey Institute (LFI) at the University of Central Florida recently joined the Illinois Civics Hub at the DuPage Regional Office of Education to connect educators with virtual resources that can be used to address current events from a civics lens. Civics in Real Life is a weekly series which uses civics concepts to explore timely topics in a one-page, student-friendly, image-rich text. This includes hyperlinks to related content and a closing activity that encourages reflection and engagement. The webinar session explored ways in which this resource can be integrated into both face to face and virtual instruction while also discussing the use of the LFI free Civics360 content platform as a means of building foundational knowledge through a virtual resource.

View a recording of the webinar on the Illinois Civics Webinar Archive.

We asked a few of our regional Civics Instructional Coaches to review the Civics In Real Life resources and share some of the offerings that resonate with their work.
  • Jason M. Artman from Mendota liked the Filibuster resource. “This is a great connection between current events and a legislative issue. There have been a few filibusters in recent years that caught some students' attention. When that came up, I used an episode of The West Wing (Season 2) to demonstrate why someone would filibuster and how those rules can play out.”
  • Tracy Freeman from Normal shared the entry on Vaccine Passports: “This is a fascinating discussion. I will use this in Civics as well as AP Government to discuss the issue of federalism. I also am interested in using this for a discussion on the right to privacy. I think this would be a great discussion for a moot court or a town hall.
  • Bonnie Laughlin-Schultz from Charleston remarked, “The topic of Statehood and DC statehood would be a great connection in the US history classroom, both in early America (as decisions are made about how to bring in new territories as states) as well as in late 19th century coverage of statehood in the West. I think historicizing statehood, particularly given how long it has been since new states have been added (when in 19th c. America, new states were a given) is really important.”
The Lou Frey Institute is just one of several civic learning partners the Illinois Civics Hub collaborates with to support implementation of the Illinois civics course requirements in middle and high school. This summer, the Illinois Civics Hub is offering free professional development that educators can participate in online- both in person and on demand. Visit the Professional Development Calendar to register for opportunities to learn from the Stanford History Education Group, the Bill of Rights Institute, iCivics, the Chicago History Museum, the American Bar Association, the Illinois Holocaust Museum, the National Archives and Dr. Steven D. Schwinn from the John Marshall Law School at UIC.

What are you doing to engage your student with “civics in real life?” Please comment below. Together we can prepare all students for college, career and civic life.

Comments

Post a Comment

Popular posts from this blog

Let's Talk About the "Required" Constitution Test

Image
by Mary Ellen Daneels, Lead Teacher Mentor As I have traveled around the state of Illinois to support implementation of the high school civics requirement and pending middle school civics legislation , one of the biggest concerns I have heard is, “How will we have time to prepare students for the required Constitution test? I will never have time to cover all 200 questions on the test if I have to make time for student-centered inquiry, discussions, simulations, and service learning!” The Illinois State Board of Education states: American patriotism and the principles of representative government, as enunciated in the American Declaration of Independence, the Constitution of the United States of America and the Constitution of the State of Illinois, and the proper use and display of the American flag, shall be taught in all public schools and other educational institutions supported or maintained in whole or in part by public funds. No student shall receive a certificate
Read more

Resources to Respond to Tragedy and Violence

Image
by Mary Ellen Daneels, Civics Instructional Specialist All educators are civics teachers. Teachers send messages to students about power, justice, and representation by the content we select, the way we engage student voice, the norms we employ, and the stories included in our classroom. We have a responsibility to prioritize our students’ lived experiences, putting Maslow before Bloom , to inform the essential questions we address in our curriculum. When violence or tragedy occurs, classrooms provide a safe venue for students to process, ask questions and be given context to understand current events as they happen. While current events unfold, it is not the time to debate policy. Educators will not have all of the answers to the questions students pose. Teachers can create a classroom space where we can be present, listen, and create a safe environment for our students to do the same. Start with Reflection Your students may be wrestling with a range of emotions. We cannot assum
Read more

Where Do We Go from Here? Resources to Help Classrooms Process the 2020 Election

Image
by Mary Ellen Daneels, Civics Instructional Specialist While the 2020 election season draws to a close, IllinoisCivics.org is committed to helping classrooms prepare for what comes next after a contentious and polarized election season. Students will need help processing the election results and their impact on current and societal issues their communities face around justice, power, equity, and safety. As all educators are civics teachers, we have a responsibility to prioritize our students’ lived experiences, putting Maslow before Bloom , to inform the essential questions we address in our curriculum. Educators will not have all of the answers to the questions students pose, but we can create a classroom space where we can be present, listen, and create a safe environment for our students to do the same. Here are a number of ideas and resources to support this work beyond the 2020 election. Start with Reflection Your students may be wrestling with a range of emotions post-electio
Read more