Privacy Policy

Privacy Policy Privacy Policy

EDUCATING FOR AMERICAN DEMOCRACY:

Educating for American Democracy, a project of iCivics, is committed to respecting the privacy rights of all visitors to and users of our website at EducatingforAmericanDemocracy.org. The following privacy policy (the “Privacy Policy”) applies when you visit the Website, when you fill out a contact form, or otherwise share your personal information with the Educating for American Democracy Project (collectively, our “Services”). Please read this Privacy Policy carefully as we wish to help you better understand the information we gather, how we use it, how we disclose it, and your options regarding our use of, and your ability to correct, this information. This Privacy Policy may be modified from time to time, so it is advisable to review it frequently. All changes will be posted here. By accessing, using or visiting the Website, you agree to be bound by all the terms and conditions of this Privacy Policy as posted at the time of your access, use or visit. If you do not agree with this Privacy Policy, please stop using this Website. 

what personal information we collect, how we collect it and how we use it

Our Services allow visitors and members to learn about and interact with the Educating for American Democracy Project. The Educating for American Democracy Project collects personal information about you such as your name, email address, and state of residence only if you voluntarily submit it to us by filling out a contact form or a form to download the Roadmap and Report. We automatically collect other information relating to your visit to our Website, such as your IP address, the server into which your computer is logged on, your browser type, operating system, browser language, and service provider (collectively, “automatically collected information”). We may store and use information that you provide or that we automatically collect to keep you updated about our work, analyze usage of the Website, improve our content, layout, and services, to comply with law, for litigation purposes, for archival and back-up purposes, and for purposes consistent with our mission. We may also use automatically collected information to improve our marketing and promotional efforts. 

If you receive communications from us, it is because we believe you may be interested in the events and activities of the Educating for American Democracy Project. If you prefer not to receive promotional e-mail messages or other communications from us, please reply to the e-mail message with “remove” in the subject line or write to us at EAD@iCivics.org asking to have your email address removed from our mailing list.

disclosure of your information to third parties

The Educating for American Democracy Project does not sell your information to third parties. We reserve the right to employ companies to assist us with functions such as sending postal mail and e-mail, modeling our data, and to perform various administrative tasks. These companies may have access to personal information about you, but only to the extent needed to perform their functions. In case the Educating for American Democracy Project or one of our affiliates is acquired, we may transfer personal information to the successor. Please be advised that we may disclose personal information about you to the government or to third parties pursuant to law enforcement inquiries, court orders, subpoenas and similar requests, or when we otherwise believe in good faith that such disclosure is necessary or appropriate in connection with any activity that violates the law or may expose us to liability. 

accessing, editing, and deleting your personal information

If you would like to request deletion of your account, please email us at EAD@iCivics.org. The Educating for American Democracy Project may delete the accounts of users who have not signed into the Website for 12 months. 

security

The Educating for American Democracy Project regularly assesses and adjusts the safeguards it uses to protect your information. You should be aware, however, that “perfect security” does not exist; third parties may unlawfully intercept or access the Website, our systems or transmissions or private communications and the Educating for American Democracy Project makes no representation, warranty or guarantee that our Services are protected from viruses, breaches, attacks, security threats or other vulnerabilities (collectively, “Incidents”) or that your information will always be secure. You hereby acknowledge that we are not responsible for any Incidents, and you hereby release us from any and all claims arising out of or related to any Incident. 

cookies

Cookies are small text files that a website transfers to a website visitor’s hard disk or browser for added functionality, or for tracking website usage. We use cookies in a limited capacity (e.g., cookies “expire” at the end of your user session). Our cookies do not capture or store any personal information about you, or any data about your past usage of our Website. We use information captured by cookies only for de-identified statistical analysis, and to tailor our communications with the public.

NOTE TO PARENTS AND CHILDREN

The Educating for American Democracy Project welcomes children to learn more about our organization and about the educational issues presented on our Website, and we are particularly respectful of the privacy of our young users. We encourage parents to monitor their children’s use of the Internet and to help us protect their privacy by instructing them never to provide personal information on this Website or any of our Services without permission. We do not attempt to extract unnecessary information from our users, regardless of age. Parents and guardians are encouraged to monitor the personal information their children provide on the Website. 

contact information

If you have questions about our collection, use or disclosure of personal information, you may write to us at EAD@iCivics.org or at the address below.

mailing address

iCivics, Inc. is a 501(c)(3) tax-exempt nonprofit located at 1035 Cambridge Street, Suite 21B, Cambridge, MA 02141.

governing law

You agree that your use of this Privacy Policy and any disputes relating thereto shall be governed in all respects by the laws of the State of New York. Any dispute relating to this Privacy Policy shall be resolved solely in the state or federal courts located in Manhattan, New York. This Privacy Policy was last updated on August 20, 2021.

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We the People

This theme explores the idea of “the people” as a political concept–not just a group of people who share a landscape but a group of people who share political ideals and institutions.

Read more about the theme in:

The Roadmap
The Resource Library
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Institutional & Social Transformation

This theme explores how social arrangements and conflicts have combined with political institutions to shape American life from the earliest colonial period to the present, investigates which moments of change have most defined the country, and builds understanding of how American political institutions and society changes.

Read more about the theme in:

The Roadmap
The Resource Library
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Contemporary Debates & Possibilities

This theme explores the contemporary terrain of civic participation and civic agency, investigating how historical narratives shape current political arguments, how values and information shape policy arguments, and how the American people continues to renew or remake itself in pursuit of fulfillment of the promise of constitutional democracy.

Read more about the theme in:

The Roadmap
The Resource Library
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Civic Participation

This theme explores the relationship between self-government and civic participation, drawing on the discipline of history to explore how citizens’ active engagement has mattered for American society and on the discipline of civics to explore the principles, values, habits, and skills that support productive engagement in a healthy, resilient constitutional democracy. This theme focuses attention on the overarching goal of engaging young people as civic participants and preparing them to assume that role successfully.

Read more about the theme in:

The Roadmap
The Resource Library
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Our Changing landscapes

This theme begins from the recognition that American civic experience is tied to a particular place, and explores the history of how the United States has come to develop the physical and geographical shape it has, the complex experiences of harm and benefit which that history has delivered to different portions of the American population, and the civics questions of how political communities form in the first place, become connected to specific places, and develop membership rules. The theme also takes up the question of our contemporary responsibility to the natural world.

Read more about the theme in:

The Roadmap
The Resource Library
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A New Government & Constitution

This theme explores the institutional history of the United States as well as the theoretical underpinnings of constitutional design.

Read more about the theme in:

The Roadmap
The Resource Library
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A People in the World

This theme explores the place of the U.S. and the American people in a global context, investigating key historical events in international affairs,and building understanding of the principles, values, and laws at stake in debates about America’s role in the world.

Read more about the theme in:

The Roadmap
The Resource Library
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The Seven Themes

The Seven Themes provide the organizational  framework for the Roadmap. They map out the knowledge, skills, and dispositions that students should be able to explore in order to be engaged in informed, authentic, and healthy civic participation. Importantly, they are neither standards nor curriculum, but rather a starting point for the design of standards, curricula, resources, and lessons. 

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Driving questions provide a glimpse into the types of inquiries that teachers can write and develop in support of in-depth civic learning. Think of them as a  starting point in your curricular design.

Learn more about inquiry-based learning in  the Pedagogy Companion.

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Sample guiding questions are designed to foster classroom discussion, and can be starting points for one or multiple lessons. It is important to note that the sample guiding questions provided in the Roadmap are NOT an exhaustive list of questions. There are many other great topics and questions that can be explored.

Learn more about inquiry-based learning in the Pedagogy Companion.

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The Seven Themes

The Seven Themes provide the organizational  framework for the Roadmap. They map out the knowledge, skills, and dispositions that students should be able to explore in order to be engaged in informed, authentic, and healthy civic participation. Importantly, they are neither standards nor curriculum, but rather a starting point for the design of standards, curricula, resources, and lessons. 

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The Five Design Challenges

America’s constitutional politics are rife with tensions and complexities. Our Design Challenges, which are arranged alongside our Themes, identify and clarify the most significant tensions that writers of standards, curricula, texts, lessons, and assessments will grapple with. In proactively recognizing and acknowledging these challenges, educators will help students better understand the complicated issues that arise in American history and civics.

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Motivating Agency, Sustaining the Republic

  • How can we help students understand the full context for their roles as civic participants without creating paralysis or a sense of the insignificance of their own agency in relation to the magnitude of our society, the globe, and shared challenges?
  • How can we help students become engaged citizens who also sustain civil disagreement, civic friendship, and thus American constitutional democracy?
  • How can we help students pursue civic action that is authentic, responsible, and informed?
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America’s Plural Yet Shared Story

  • How can we integrate the perspectives of Americans from all different backgrounds when narrating a history of the U.S. and explicating the content of the philosophical foundations of American constitutional democracy?
  • How can we do so consistently across all historical periods and conceptual content?
  • How can this more plural and more complete story of our history and foundations also be a common story, the shared inheritance of all Americans?
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Simultaneously Celebrating & Critiquing Compromise

  • How do we simultaneously teach the value and the danger of compromise for a free, diverse, and self-governing people?
  • How do we help students make sense of the paradox that Americans continuously disagree about the ideal shape of self-government but also agree to preserve shared institutions?
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Civic Honesty, Reflective Patriotism

  • How can we offer an account of U.S. constitutional democracy that is simultaneously honest about the wrongs of the past without falling into cynicism, and appreciative of the founding of the United States without tipping into adulation?
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Balancing the Concrete & the Abstract

  • How can we support instructors in helping students move between concrete, narrative, and chronological learning and thematic and abstract or conceptual learning?
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Each theme is supported by key concepts that map out the knowledge, skills, and dispositions students should be able to explore in order to be engaged in informed, authentic, and healthy civic participation. They are vertically spiraled and developed to apply to K—5 and 6—12. Importantly, they are not standards, but rather offer a vision for the integration of history and civics throughout grades K—12.

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Helping Students Participate

  • How can I learn to understand my role as a citizen even if I’m not old enough to take part in government? How can I get excited to solve challenges that seem too big to fix?
  • How can I learn how to work together with people whose opinions are different from my own?
  • How can I be inspired to want to take civic actions on my own?
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America’s Shared Story

  • How can I learn about the role of my culture and other cultures in American history?
  • How can I see that America’s story is shared by all?
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Thinking About Compromise

  • How can teachers teach the good and bad sides of compromise?
  • How can I make sense of Americans who believe in one government but disagree about what it should do?
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Honest Patriotism

  • How can I learn an honest story about America that admits failure and celebrates praise?
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Balancing Time & Theme

  • How can teachers help me connect historical events over time and themes?
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The Six Pedagogical Principles

 EAD teacher draws on six pedagogical principles that are connected sequentially.

Six Core Pedagogical Principles are part of our Pedagogy Companion. The Pedagogical Principles are designed to focus educators’ effort on techniques that best support the learning and development of student agency required of history and civic education.

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This resource aligns with the core pedagogical principle of:

EAD teachers commit to learn about and teach full and multifaceted historical and civic narratives. They appreciate student diversity and assume all students’ capacity for learning complex and rigorous content. EAD teachers focus on inclusion and equity in both content and approach as they spiral instruction across grade bands, increasing complexity and depth about relevant history and contemporary issues.

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This resource aligns with the core pedagogical principle of:

Growth Mindset and Capacity Building

EAD teachers have a growth mindset for themselves and their students, meaning that they engage in continuous self-reflection and cultivate self-knowledge. They learn and adopt content as well as practices that help all learners of diverse backgrounds reach excellence. EAD teachers need continuous and rigorous professional development (PD) and access to professional learning communities (PLCs) that offer peer support and mentoring opportunities, especially about content, pedagogical approaches, and instruction-embedded assessments.

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This resource aligns with the core pedagogical principle of:

Building an EAD-Ready Classroom and School

EAD teachers cultivate and sustain a learning environment by partnering with administrators, students, and families to conduct deep inquiry about the multifaceted stories of American constitutional democracy. They set expectations that all students know they belong and contribute to the classroom community. Students establish ownership and responsibility for their learning through mutual respect and an inclusive culture that enables students to engage courageously in rigorous discussion.

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This resource aligns with the core pedagogical principle of:

Inquiry as the Primary Mode for Learning

EAD teachers not only use the EAD Roadmap inquiry prompts as entry points to teaching full and complex content, but also cultivate students’ capacity to develop their own deep and critical inquiries about American history, civic life, and their identities and communities. They embrace these rigorous inquiries as a way to advance students’ historical and civic knowledge, and to connect that knowledge to themselves and their communities. They also help students cultivate empathy across differences and inquisitiveness to ask difficult questions, which are core to historical understanding and constructive civic participation.

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This resource aligns with the core pedagogical principle of:

Practice of Constitutional Democracy and Student Agency

EAD teachers use their content knowledge and classroom leadership to model our constitutional principle of “We the People” through democratic practices and promoting civic responsibilities, civil rights, and civic friendship in their classrooms. EAD teachers deepen students’ grasp of content and concepts by creating student opportunities to engage with real-world events and problem-solving about issues in their communities by taking informed action to create a more perfect union.

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This resource aligns with the core pedagogical principle of:

Assess, Reflect, and Improve

EAD teachers use assessments as a tool to ensure all students understand civics content and concepts and apply civics skills and agency. Students have the opportunity to reflect on their learning and give feedback to their teachers in higher-order thinking exercises that enhance as well as measure learning. EAD teachers analyze and utilize feedback and assessment for self-reflection and improving instruction.

X
This resource aligns with the core pedagogical principle of:
EAD teachers commit to learn about and teach full and multifaceted historical and civic narratives. They appreciate student diversity and assume all students’ capacity for learning complex and rigorous content. EAD teachers focus on inclusion and equity in both content and approach as they spiral instruction across grade bands, increasing complexity and depth about relevant history and contemporary issues.

X
This resource aligns with the core pedagogical principle of:

Growth Mindset and Capacity Building

EAD teachers have a growth mindset for themselves and their students, meaning that they engage in continuous self-reflection and cultivate self-knowledge. They learn and adopt content as well as practices that help all learners of diverse backgrounds reach excellence. EAD teachers need continuous and rigorous professional development (PD) and access to professional learning communities (PLCs) that offer peer support and mentoring opportunities, especially about content, pedagogical approaches, and instruction-embedded assessments.

X
This resource aligns with the core pedagogical principle of:

Building an EAD-Ready Classroom and School

EAD teachers cultivate and sustain a learning environment by partnering with administrators, students, and families to conduct deep inquiry about the multifaceted stories of American constitutional democracy. They set expectations that all students know they belong and contribute to the classroom community. Students establish ownership and responsibility for their learning through mutual respect and an inclusive culture that enables students to engage courageously in rigorous discussion.

X
This resource aligns with the core pedagogical principle of:

Inquiry as the Primary Mode for Learning

EAD teachers not only use the EAD Roadmap inquiry prompts as entry points to teaching full and complex content, but also cultivate students’ capacity to develop their own deep and critical inquiries about American history, civic life, and their identities and communities. They embrace these rigorous inquiries as a way to advance students’ historical and civic knowledge, and to connect that knowledge to themselves and their communities. They also help students cultivate empathy across differences and inquisitiveness to ask difficult questions, which are core to historical understanding and constructive civic participation.

X
This resource aligns with the core pedagogical principle of:

Practice of Constitutional Democracy and Student Agency

EAD teachers use their content knowledge and classroom leadership to model our constitutional principle of “We the People” through democratic practices and promoting civic responsibilities, civil rights, and civic friendship in their classrooms. EAD teachers deepen students’ grasp of content and concepts by creating student opportunities to engage with real-world events and problem-solving about issues in their communities by taking informed action to create a more perfect union.

X
This resource aligns with the core pedagogical principle of:

Assess, Reflect, and Improve

EAD teachers use assessments as a tool to ensure all students understand civics content and concepts and apply civics skills and agency. Students have the opportunity to reflect on their learning and give feedback to their teachers in higher-order thinking exercises that enhance as well as measure learning. EAD teachers analyze and utilize feedback and assessment for self-reflection and improving instruction.

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