Before I started this experience with the EAD Taskforce, I thought it was a far-fetched notion to incorporate American democracy and civics education into the 6th grade Social Studies/World History curriculum, which is what I teach. Using the content and subject matter of the curriculum, the only option I ever saw to incorporate Civic standards in my teaching was to compare our government and civic responsibilities today to those of the ancient civilizations students are learning.

Our school, a charter in Surprise, Arizona, offers many electives to our middle school students.  There are Houses, and this class falls under the House of Civics; this class offers students a chance to find an issue or problem within their community.  Ultimately students chose to investigate their school community and determine if the school uses too much plastic.

How do you bring civics to life while making it accessible to young elementary students? Limited literacy skills can get in the way of studying important ideas about the privileges and obligations of being a citizen of our community, state, and nation. However, when you’re tasked with ensuring that students learn all standards, the desire to deliver on this promise pushes you to find a way. By combining the EAD inquiry framework with primary source documents, a team of us discovered one answer to this dilemma that has the potential to help you too!

The most meaningful EAD lesson I have done so far has been exploring the theme of Our Changing Landscape with 3rd-grade students across my district. The lesson was designed with inquiry and civics at heart. Having gone through the CPTL training on the EAD Roadmap this spring, I have a clear picture of not only how to begin implementing civics education into almost every lesson but also understand the importance of doing so. Using inquiry as an essential element of the lesson engages students to want to know more and personalizes civics learning for each student.

Tammy Morrow is a founding faculty member of Great Hearts Anthem, a Liberal Arts charter school, where she reads and discusses classical literature, philosophy, and American political oratory with high school students. She began her teaching career over 30 years ago and has worked in administration for several years as well.

Alondra Salazar is a first-generation American educator who began working in education in 2010. She has been a front office secretary, McKinney-Vento Liaison, teacher, Social Studies Instructional Coach, and most recently, Student Culture Coordinator. She has an undergraduate degree in Social Studies and a Master’s in history; her passion is helping students identify what they are learning; this is her motivator for advocating for Social Studies education.