May 19, 2025 • 41 mins
Democracy begins in kindergarten. While most people think civic education starts in high school government class, our panel of passionate elementary educators reveals how young children are already practicing citizenship daily through classroom voting, community service, and learning about their responsibilities to one another.
These elementary teachers—representing second, third, and fifth grades from schools across Arizona and Kentucky—share innovative ways they incorporate civic learning despite packed schedules dominated by tested subjects. Rather than treating civics as "one more thing," they seamlessly integrate democratic principles into reading, writing, and even math lessons. When students vote on classroom rewards or graph their favorite ice cream flavors, they're experiencing democracy firsthand in ways that connect to their immediate lives.
The conversation explores how classroom activities like recycling programs, buddy systems with younger grades, and school community service projects teach children that their voices and actions matter. As one teacher explains, "We want them to be leaders...that help and don't just see someone struggling." Through age-appropriate activities, students develop the vocabulary, background knowledge, and sense of shared responsibility that will prepare them for more advanced civic learning later.
What emerges is a powerful reminder that elementary classrooms aren't just places where children learn academic foundations—they're civic laboratories where future citizens first discover their voices and responsibilities within a community larger than themselves. As one teacher succinctly states, "America doesn't work unless we want it to," highlighting why civic education must begin with our youngest learners.
Ready to help your elementary students become engaged citizens? Listen now to discover practical activities and cross-curricular strategies that make civic learning accessible and meaningful for K-5 classrooms.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Liz Evans (00:00):
Welcome back everyone .
This is actually the seasoncloser I can't believe we're
saying this of this wonderfuljust string of podcasts we've
had, and I am so excited becauseelementary school teachers have
my heart.
My original degree is in earlychildhood education.
(00:20):
I did my student teaching inkindergarten.
My career took a different path, but I absolutely adore
elementary school teachers.
They are fun, they are magical,and I was always really
appreciative, as the eighthgrade teacher who got those kids
from elementary school, howmuch my students talked about
their elementary teachers.
(00:42):
And really, what we're lookingat, too, is the introduction of
civic education in elementaryschool, because what we're
looking at, too, is theintroduction of civic education
in elementary school, becausewhat we don't want is kids
coming to junior, high and highschool and that's the first time
they've ever gotten civicinstruction.
So I have worked with someincredible teachers on the
curriculum to make it so thatthe civics isn't just another
(01:03):
thing to do.
It's something that can beinterwoven.
All of these lessons areincredibly amazing, but I have
three incredible teacher expertswith me today and I am going to
have them introduce themselves.
So, brandy, I will start withyou.
Brandy Beam (01:18):
Yes, my name is Brandy Beam and I teach fifth
grade social studies in a ruraltown in Kentucky teach fifth
grade social studies in a ruraltown in Kentucky.
Haley Smith (01:30):
My name is Haley Smith.
I teach second grade in Arizonaover in technically it's Mesa,
but I'm part of the Queen CreekSchool District and I've taught
second grade now for going onnine years and it's only ever
been second grade.
Chelsea Reynolds (01:42):
So it's a fun thing and my name is Chelsea
Reynolds.
I'm a third grade teacher inthe Mesa area and this is my
sixth year teaching.
I've had experience teachingsecond, third and fourth grade,
but mostly third grade.
Liz Evans (01:57):
Amazing.
So our first question so civiceducation really often starts
later in a student's academicjourney?
Because the truth of the matteris elementary school teachers,
especially when it comes totesting.
I know in the state of Arizonathey start testing in third
grade.
The testing is ELA, it is math,it is science, and elementary
(02:19):
school teachers only have somuch time in their day.
Teachers only have so much timein their day.
But building civic knowledgeearly is crucial.
Why do you think civics belongsin elementary school and how
can it be made age appropriateand engaging for our younger
learners?
And Haley, I'm going to startwith you.
Haley Smith (02:37):
Perfect.
I think when I was reading thisquestion, I was really thinking
of all the hands-on stuff thatyou can do with civics, literacy
, and how many projects honestlyyou can do and how you can make
it, even though it seems likewe don't have a ton of time
throughout our day.
What I normally do is I switchback and forth between social
(02:59):
studies and science, so I'mstill always doing one or the
other throughout the year and sotherefore, I have time to do it
and to do it well, so I don'tfeel like I'm rushing all the
time.
I also do it cross curricular,so I'm doing it like I'll teach
a democracy lesson while we'redoing something with reading, or
(03:20):
even like it's easy to do likevoting.
We're doing graphing right nowand you can throw it in with
math and, honestly, even whenyou feel like you're struggling
and you can't get it like taughtin the day, I feel like there's
always time to tie it intosomething else, to make it.
So you have those at least.
Even if it doesn't seem likeyou're hitting it every day, at
(03:44):
least you're having some momentswhere you're constantly doing
something tied to civics.
Chelsea Reynolds (03:51):
And I would say just kind of going off of
Haley's answer, I agree.
I think it's helpful if you tryto find ways to integrate the
social studies and civicscurriculum into your other
subjects, just so that you canmake more time for it in the day
.
I also think how to make it moreage appropriate for younger
students and engaging, I think,just the kind of activities that
(04:14):
you are doing.
So I know in older grades it'smore at least when I was in
school it's more often thatyou're like reading an article
together and annotating it,maybe writing an essay about it.
I think the way to make it moreengaging for younger students
in my experience has been morelike putting more movement into
the lesson.
So instead of just sitting inone spot reading an article,
(04:35):
maybe we read a little bit of ittogether and then the students
walk around and talk about whatthey read, Also incorporating
like projects or artwork.
So the students have to like ifwe're learning a subject about
civics, then they can make aposter or make a mural or
something like that.
That lets them be creative atthe same time.
So I think those are some waysto make it more age appropriate
(04:57):
for the younger students.
Brandy Beam (05:01):
When I think about making civics age appropriate,
something that and this mayactually answer a different
question that we get into butit's really easy to work on the
local level, you know, becausewe have the local, the state and
the national level.
But if you're working at alocal level with the kids in
their school, it makes it morerelevant to them, they can make
(05:23):
more connections.
So something that we've done inmy schools, we started a
recycling program.
Easy enough, civic duty.
You're helping out your schooland your community and they get
really excited about it.
Something else that we do asfifth graders is we go down and
we help the preschoolers.
So it doesn't just have to be afifth grade thing, it can be,
(05:44):
you know, that can be fourthgrade and third grade.
So even younger age,kindergarten, first grade, they
can help recycling.
They can put the bucket in thehallway, they can pick up trash
on the playground.
So I think you know thinkingcivically minded should start
very early and it can be veryeasy to integrate that with just
helping around the school.
Liz Evans (06:08):
That's perfect.
And that does kind of tie inwith our next question, because
I think sometimes too, peoplethink of civics so narrowly and
it's like, no, it is so muchbigger.
It is being a part of acommunity, your school community
.
It's recycling, it's studentcouncil, it's you know, things
that maybe are more student-ledwithin the school.
(06:28):
So what are some of yourfavorite civic lessons or
activities for elementarystudents?
And definitely feel free to useone of the lessons that you
created, because we want to knowhow do you help them connect to
the bigger concepts likedemocracy, rights and
responsibilities, because I meanteaching kindergartners about
democracy.
(06:49):
They're going to it's going togo over their head because it's
not relevant to them right now,but how can we use these lessons
to kind of connect it to theirown lives and make it relevant?
And, chelsea, I'm going tostart with you.
Chelsea Reynolds (07:03):
Thank you.
Okay, when I think of thisquestion, what comes to mind
first is thinking about like atthe beginning of the year is a
lot of times where it falls whenwe're talking about like the
voting, the citizen rights, justkind of like those different
things that we do in a democracy.
So one lesson I like to do a lotwhen it's time to teach those
(07:26):
topics is having like a classelection so we learn about it,
like on the scope of what doesit mean for the like state
government and the federalgovernment.
But then how can we kind oflike create this like fake
election scenario in our ownclassroom about something that
is relevant to them?
So we've voted on things likewhat is the best lunch food that
(07:48):
should be added to thecafeteria, what's the best sport
that you know we should add tolike the PE curriculum, or
playing at recess.
So I think just kind of likesimulating those civics like
activities but on a level thatis more relevant to them, like
you mentioned, is a great waythat I enjoy teaching civics and
I think it's again moreengaging for them.
(08:10):
So that's just what comes tomind for that question.
Brandy Beam (08:17):
When I think about think rights and
responsibilities and some of thecivics lessons and things like
that, I think of doing skits,looking at a lot of primary
resources, you know, and there'slots of strategies to just look
at a picture, ask questionsabout the picture, even for the
(08:37):
younger students you know,protesting, pictures of
protesting why would somebodyprotest?
And thinking about, is it okayto speak up?
Because when you're young andfifth grade and under, you may
not think that it's OK to stateyour opinion.
And then we talk about how wedo use our opinion in an
appropriate manner.
So we might talk about in myclassroom a topic they obviously
(09:00):
see some of the news.
We're very respectful to eachother I'm very fortunate this
year to have a group that is andthen we talk.
We try to talk about how couldyou state your opinion on this
topic in a way where people willlisten to you, and I think
that's extremely important rightnow in today's environment.
Also, looking some of thelessons, like creating a flag
(09:21):
you know, one of the questionsis about our, about our American
flag and the stars and thestripes and things and what that
flag does.
It creates a community andcohesiveness.
And then have them design theirown flag for even their table,
the class and things like that.
So I know somebody mentionedart.
So yeah, if you have skitsacting out some things that in
(09:43):
history and bringing it to theirlevel, I think that you can
make anything accessible.
Haley Smith (09:52):
Yeah, and kind of going off of what you guys have
both said.
It's, I think, like voting.
Like I always have, we voteconstantly in my class for like
what our goals are, that we'reworking towards.
So we have like rewards and ourgoals are that we're working
towards.
So we have like rewards andthings like that that we're
working towards.
So that's fostering thatcommunity in our classroom.
And then we have goals for,like grade levels in our school
(10:14):
and things like that that theyget to vote on, they get to do
like tying to the studentgovernment.
Stuff is always really nicebecause even in second grade
they feel like they don't alwayshave a voice.
And it's like you guys do we,you get to make so many choices
and like we want you to use yourvoice.
And I know at my school we have, we use leader in me and so we
(10:36):
use like the habits and we areconstantly encouraging them to
like be those leaders that wewant and to have that community
around us all the time.
So we're constantly trying tolike build that together and I
think it's so it's easy to do itin your classroom, but then
it's like it's so much fun whenyou get to do it with other
(10:57):
grade levels, like we have abuddy classroom that's in third
grade.
So then they get to see whatthose guys are doing and just
building that culture and thatcommunity and tying it in with
everything that we're likeworking on, and like they get to
vote on so much stuff.
And they get to vote on likewhat are we going to do at
recess?
Or like just even fun stuff,like graphing right now I know I
(11:20):
said that earlier, but likewe're doing graphing right now.
So we get to like vote and weget to be like okay, like what's
your favorite ice cream flavor?
And then it's like voting onthat and tying it into other
things too.
So I think that's always reallycool and it's just cool for
them to feel like like they havea say and their voice matters
and all of that as well.
Liz Evans (11:40):
I love all of this because what you're talking
about is making civics relevantto their lives right now.
It doesn't matter how old theyare.
Right, we all have choices.
We have ways to talk to eachother and, brandy, I love that
you talked about you know thenews comes into your classroom
Like it is what it is.
Parents are watching, you knowthey're they're getting to it,
(12:01):
but learning how to berespectful and stating opinions
isn't something that starts injunior high.
It's something that starts inkindergarten and earlier, and I
love the leader in me schools.
My niece is a part of one andit's so cool.
I got to go to special person'sday one year, which, as an
(12:22):
auntie, is so fun because it'susually reserved for
grandparents, but I got to goone year and it was amazing to
see the shared set of values inthis school community and how
each of the grades are part ofit.
And I think one of the thingsthat you know is a huge
misconception is that, well,elementary school kids, they're
(12:44):
just too little and it just itdoesn't matter right now because
people think civics and theythink these big topics that they
talk about in high school andit's like no, what all of the
things that you're saying and itjust makes my heart so happy to
go into elementary schools andto hear from elementary teachers
and it's like no, we're doingthis, we're putting it into math
or we're even talking about it.
(13:06):
How you know, let's vote onwhat the next sport in PE is
going to be right.
It doesn't just have to be thissmall 20 minute thing that we
do every other day because wehave to mix it with science.
Oh, I love these conversations.
They just make me so happy.
So many again think of civics asvoting and as government or you
(13:27):
know, like you said, Brandy,talking about current events,
which current events are kind ofcrazy lately, it's a lot.
But it's also about communityinvolvement and we kind of
talked about, like these buddysystems, recycling, things like
that.
But if I'm a new elementaryschool teacher, how can I
(13:48):
encourage civic engagement andresponsibility in my classroom,
even if it's in a small way,both inside and outside of my
classroom?
So, brandy, I'll start with you.
Yeah.
Brandy Beam (13:59):
Uh, yeah, uh, I was thinking specifically something
um, a lot of people atChristmas choose to do, you know
, a few different things andthat would be an easy
integration.
Uh, one year we made dog treatsfor the local dog shelter, um,
and because of that they broughtin a puppy.
They had, um, and and sharedthat with with my class when we
(14:20):
and when we donated the treats,um, because that's usually a
time of the year that you havesome downtime and you can work
in some of that.
So again, that's the communityresponsibility.
Also, we went shopping atWalmart.
I know every school can't dothat, doesn't have the ability
to do that, but we werefortunate enough that a local
(14:43):
business and school paid for ourbus trip to Walmart and we did
buy some Christmas gifts for anangel tree, and again, I know
Christmas.
You know some schools don'tparticipate in that and that's
great, but again, these are justsome options.
Something that is really easy todo is I know that some schools,
(15:03):
since COVID, they eat in theirrooms and grab and go a lot in
the morning, so we were justwatching them out of uneaten
food or unopened food, utensilsand things that were getting
thrown away.
So a couple of my kids thatweren't even on the recycling
team said hey, can we stand bythe trash cans in the hallway
and get this unused food?
(15:24):
And I was like that is anexcellent idea.
So some of it goes back to thecafeteria.
Some things they can reuse,some things can't be really
reused so they just get put on ashare table.
Also, for Earth Day is a reallyeasy way to integrate the
different grade levels too.
You know, I know a lot of timespeople will make pictures and
(15:47):
things.
But if you just take it onestep further to actually I got a
local nursery to donate a tree.
You know we're going to go outand plant a tree tomorrow and
get free trees from your local4-H or extension office.
I know sometimes the forestryservice in the state will donate
some of those too.
(16:08):
So all the kids are going toget a tree to take home.
Trying to think some otherthings, those are just some of
the, I think, the easy ways thata lot of the kids can get
behind.
And I think if you say you know, you somehow say this is a
responsibility, you know we'reall in this together and go
(16:29):
ahead and start using that wordcivic, because I think back to
education, my education.
I don't know that.
I even heard that word tillhigh school even, and so I try
to throw it around all the time.
And so I try to throw it aroundall the time.
Haley Smith (16:47):
Yeah, I also think like like that's so amazing that
your school does all that.
That's so cool.
Sorry, I'm like that's awesome.
I like you get to plant a treeand everything tomorrow so cool.
I think also like for my school,we try to have a lot of like
community too, because where myschool is, it's also like in a
neighborhood.
So we are constantly trying tolike work with members of the
(17:10):
community to like because wewant them in there.
We want them to like see allthe cool stuff that we're
getting to do and to like haveour students show off too and be
like look like.
Other people want to see whatyou guys are doing, what you're
working on.
Like it's not just me wantingyou to like do this stuff all
the time.
They also.
There's so many people that are,I mean, they're blown away by
(17:33):
what these kids can do becausethey are, they work so hard and
they just like.
Just having that communityinvolvement is a huge difference
.
I feel like in like the livesof these kids because they do
get to see like it's not just meby myself Like the things I do,
the things I say, they matter,and other people are like
(17:54):
looking and listening.
I also think it's really funwhen you can tie in like upper
grades and lower grades so thatlike it really feels like your
school's coming together andworking together towards
whatever kind of goal that youhave.
I think that's like a huge thingalso.
That can really help kids justrealize, like what some of their
(18:16):
responsibilities as a citizenare and stuff like that too,
because I think sometimes I evenhave to remind my own where I'm
like we're not just thinking ofus, we're thinking of like
outside of us, which for asecond grader, can be hard to do
sometimes.
But like I think when you givethem those opportunities, you
just get to see like how trulyamazing like kids are and how
(18:38):
much like we like I think peoplethink like elementary kids
they're so little they can't doso how much like we like I think
people think like elementarykids they're so little they
can't do so much of this stuff.
But in reality, if you givethem the opportunity and you set
that expectation, then theywill meet you where you like
want them to be.
You just have to be a teacherthat like is clear with what you
(19:00):
want and your expectations andlike just showing them also like
it's going to take hard work,but like this, stuff is worth it
and stuff like that too.
Chelsea Reynolds (19:08):
I think that really it makes a huge impact,
even on the little ones um andfor me, I think, how can
teachers encourage civicengagement and responsibility
inside and outside the classroom?
I think about um, and I know alot of schools like have this in
common we my school is a PBISschool, so we have three
expectations like part of ourPBIS system that all the
(19:31):
students are expected to likeadhere to.
And then we have, like thismatrix that explains the
different like behaviors andwhat it would look like if they
were meeting those three likeexpectations.
So it's be respectful, beresponsible, be safe.
So, especially at the beginningof the year, every classroom
really focuses on like, whatdoes that look like, what does
(19:52):
that sound like?
And also, why is it importantthat all of us are following
these expectations?
So, instead of just saying like, oh, we need to be quiet in the
hallway, well, why are we beingquiet in the hallway?
Who are we being respectful of?
Or why is it important thatwe're not interrupting the other
classroom?
So I think creating that likeshared responsibility in the
(20:12):
school between all of thestudents and staff, so that they
all kind of like have ownershipover why we have these rules,
and that kind of relates back tolike in real life, you know,
when they have civicresponsibilities and you know
all that stuff when they'readults.
I feel like it kind of sets themup for that, and then also it's
(20:35):
like a separate idea.
But I also think one of thefield trips we take our students
on is going to the statecapitol, and when we go to the
state capitol we get to see,like where are the laws made, we
get to hear about the historyof, like how Arizona became a
state, and so I think if you canlike, take the kids out into
the world to let them see theirlocal government like for
(20:56):
themselves, or if you can likesomehow bring it in like with
pictures or with speakers oranything like that, I think that
also I've noticed with mystudents after we learn about
the state government and then weactually go see the physical
building.
It's very impactful for themand they're like oh, this is a
real place, you know.
So I think those are bothreally good ways to encourage
(21:18):
civic engagement andresponsibility for elementary
students.
Liz Evans (21:22):
I do have to say, anytime I have to go downtown
and because I'll go speak at thelegislature, I go early because
I love the Arizona CapitolMuseum, because it's so cool and
I just feel like such a nerd,like taking pictures, but it is
fun for kids to see that.
And you know, brandy, youbrought up a good point.
Like everything is communityspecific, so you get to do
(21:45):
things in your community thatmaybe my community doesn't do.
And that's amazing because itis the diversity of communities
and what each community needsand getting the community
involved, right, like they, thecommunity wants to be involved.
They love it.
I have been invited to schoolsin the greater Phoenix area
(22:07):
because they'll have like aleader in me day or they'll have
something, and I'm like heck,yeah, I absolutely want to go to
this school, I want to be apart of it.
So getting involved with yourcommunity.
And I love the Earth Daybecause that shows them, yes,
we're citizens of our school andof our classroom, but we're
also global citizens.
(22:28):
So this one tree maybe youdon't think it makes a
difference, but it does.
And the why?
Why are we doing this?
I?
That is so important, right, itis because I think, especially
with kids and I can say this forjunior, high and high school
kids is I mean, they live in afishbowl.
(22:48):
They're thinking aboutthemselves because that's the
way their brains work.
That's not a bad thing.
But them understanding why wedo things, why we walk quietly
in the hallway is the same thinglike in neighborhoods, why we
go 25 miles an hour, and it'snot because, well, I just don't
want to.
It's because I want mycommunity to be safe.
(23:09):
When I'm out walking my dog, Idon't want people speeding and
everything you said all of you.
One of the things I noticed isthat you weren't talking about
sitting and getting right.
They're not going to just sitthere and listen to your lessons
.
They're doing stuff, they'retalking.
They're not going to just sitthere and listen to your lessons
.
They're doing stuff, they'retalking.
They're getting the schoolinvolved and I I mean I think
(23:31):
that more civics is happening inelementary schools than people
even realize.
But it's not called civics,it's called community
responsibility or all of theseother things.
But at the end of the day.
So again, I'm a new teacher, I'mlooking at all my lesson
planning and I am like there'sso many competing priorities,
(23:54):
there's testing, there's so manythings that elementary school
teachers have to do and theyhave a limited amount of time to
do it.
We don't have, you know,unlimited hours.
How can civics be integratedinto subjects?
And, haley, you kind of touchedon this with math, but reading,
(24:15):
math and science.
If I'm a brand new teacher ormaybe I'm just a teacher who's
never done this, because I justsaw it as one more thing how can
we integrate it into subjectsto make sure that kids are
getting this vital informationand this foundation to really
set them up for success?
And, haley, I'm going to startwith you.
Haley Smith (24:33):
Perfect.
I think like, honestly, thebest thing to do is to find
things that you can docross-curricular, because then
you are making sure that you'regetting all of it in.
And at least with the youngersI know that they can, like I,
the way I integrate a lot of itinto mine is I try to find like
(24:57):
a read aloud that I know isgoing to tie into it, so I have
that during reading time.
Or I will find like books forthem to look at and to read,
even if they are just doing likethey finished early, so they
can go and grab a book from thelibrary.
I'll have some set up that haveto do with like what we're
going, like what's going on inthe world or a specific civics
(25:18):
topic, so that they can look atit and even if it's just like in
that time, at least they'regetting that exposure to it.
And I also try to do it a lotwith writing and you can also
then incorporate the readingwith the writing and if you're
really lucky, sometimes you canget math into it, depending on
what it is.
But I think like the easiestway for elementary would be like
(25:43):
finding really meaningful textand being able to tie it into
like your reading time and yourwriting time, because I do a lot
of my like.
The reading stuff that I pullfrom is mostly having to do with
civic stuff, because then theyare always being exposed to it
(26:04):
like every single day, and soI'll tie it to my reading and my
writing time and I can alsomake it so that we can do like
carousels or jigsaws to make itmore interesting and just make
it so it's as hands-on as I canget it to be for them, so that
they aren't just sitting therelistening to me describe what
(26:26):
democracy is to them over andover again, because they have
nothing to tie that to.
So I also have to give them thebackground knowledge prior to
any of it, because they I meanit's awesome if they got it in
first in kinder, and I hope thatthey did, but not all of them
have.
So I also am, as a second gradeteacher, responsible for
(26:46):
building that foundation forthem and that vocabulary for
them to then also be able totake it forward.
And they're not going to beable to sit there and listen to
me talk about these like hugewords that they have no tie to
if I don't give them somethingto anchor it to, so that they
can then hold on to it and keepbuilding that in the future.
Chelsea Reynolds (27:14):
I would completely agree with what Haley
said.
I think reading is probably oneof the best subjects I've also
found to integrate socialstudies with, just because, like
she said, you can find a lot ofgood texts, both like realistic
fiction and nonfiction,depending on what standards
you're trying to teach inreading.
So it's a great way to get yourreading curriculum in.
(27:36):
But then you can also be havingthese discussions and learning
about these topics that arerelated more to civics and
social studies.
And then I would say, in thirdgrade we definitely integrate
pretty much all of our socialstudies and civics with writing,
just because it's kind of likea natural connection in my
opinion, because you have to.
(27:56):
In third grade we're doing alot of like text-based writing.
So we will read something andresearch it and then we'll have
to write about it.
So usually the things we willread and research will end up
being our social studies andscience standards, so that we
can get both in and then I thinkeven taking it one step further
.
So like, for example, at thebeginning of the year we talk
(28:18):
about citizenship and civicresponsibilities and then we do
a writing where they have to.
It's like an informationalwriting, where they have to
explain like what are somedifferent civic responsibilities
that like a US citizen wouldhave?
And then we have a project thatthe kids will do like a STEM
project, where the setup is likeoh, we have a student at our
(28:39):
school who's like a new citizenin the country, like what are
some things that they would needto know about civic
responsibilities of a US citizen?
Know about civicresponsibilities of a US citizen
?
And then the kids have likecreative freedom to think of
what kind of project they wantto make.
So a lot of kids will makeposters, but some of them will
make brochures.
(29:00):
Some of them I've had kids makelike books.
They've made like a banner,like a flag banner with
different facts on it.
So I think that's kind of howmaybe you could tie it into more
like science stem, but it'smostly.
I think that's kind of howmaybe you could tie it into more
like science STEM, but it'smostly.
I think reading.
Writing is definitely a strongconnection with civics is what I
would tell like a new teacherwho is trying to find time to
teach it.
Brandy Beam (29:20):
So I like this question because I think, from
an elementary perspective, thatis just the ever-present
question how do we fit this in,how do we fit that in?
How do we fit more and more?
I know that a lot of the upperelementaries are given, you know
(29:41):
, 20 minutes for social studies,or in fourth grade, because in
my state it's not a testedsubject, and then in fifth grade
there's not much sciencebecause science is not tested in
the fifth grade.
So, just listening to theothers oh, definitely reading.
Our school's kind of taken onthe project of trying to find
(30:03):
text to ensure that all of ourstandards are integrated into
the reading, and so we didn'twant to put that on any one
teacher.
We want to help them.
So instead of asking ourteachers okay, you know, what
program do you need?
Do you need this program?
You know, for example, there'sgreat, a lot of great websites
(30:24):
out there that you can integrate, but what we were hearing over
and over was we just don't havetime even to do that.
So we're going to attempt againto find, like some I can't
remember if it was Haley orChelsea mentioned some really
rich texts that, yes, if youwork this in, it covers, you
know, standard XYZ, somethingelse that I think it's school
(30:48):
buy-in.
But there's so many nationaldays, right Like Veterans Day.
Your school could just do aVeterans Day program and that
leads into the discussion of youknow how some people serve
their country and you knowthat's a pretty high level of
selflessness.
Also, bringing in speakers ifthere's a special day going on,
(31:14):
you know, bringing in the mayor,making that more tangible for
the students.
You know, hey, here's theperson you can't vote yet, but
you will.
You do have power right now,just not in this way yet.
So, bringing in some speakers,and then I yeah, I think I'd
(31:36):
written down days of the year.
But those are just some of thethings that I thought about.
Liz Evans (31:42):
And until I like this is the hill I will die on,
although I don't think I need to.
Every kid in every levelbenefits from being read to and
that is something in mybachelor's degree that I really
stuck to and I used to readchildren's books to my AP
government kids in their senioryear and they loved it Because
it is.
You know, our favorite one isGrace for President, where it
(32:05):
talks about the electoralcollege and it really simplifies
it.
But at the same time, likereading and writing are such a
natural fit, I feel like ingeneral, for everything you can
read and write in math and inscience and in social studies,
and it is so natural and youknow, informational writing is
natural in this space andfinding, I think sometimes what
(32:29):
happens is people are like, well, the Declaration of
Independence is too hard forthird graders, you know, to read
.
Okay, well, we can take littleparts of it and tell a story
with it and have kids getcreative with it.
We can talk about Veterans Dayor Martin Luther King Day.
We can talk about why somestates celebrate certain
holidays and some don't.
(32:50):
I learned, like five years agothat not every state celebrates
President's Day because of someCivil War beef.
But for some reason I justthought Arizona was the center
of the universe in our nationand if we do it, everybody else
doesn't.
But there are so manyopportunities to have these
(33:12):
conversations and speakers.
Again, people love going intoclassrooms and talking.
One of the things that mycolleague Jeff does here in
Arizona is matches veterans withclassrooms and these veterans
love.
They're the ultimate primarysource right, and kids love
interacting with them becausethey don't know people who've
(33:36):
served.
Maybe when I was in a long timeago, when I was in elementary
school, junior high and highschool, that was kind of the
Vietnam era and Korea wherethose veterans would come in and
even early on in my teaching,desert Storm, like there were
things like that.
But it almost feels kind of faraway for some kids because
(33:57):
there hasn't been a quote,unquote war that they can really
tie things to and I thinksometimes too they don't realize
like not all veterans fought ina war.
There's so many things that youcan do in the services or if
you want to be mayor, if youwant to be on city council, it
just ties it in so nicely.
So for our final question,because you are the experts and
(34:23):
I genuinely think teachers arethe experts in their classroom
and their content and their kids.
So if you could tell parents,school leaders, anyone listening
, one thing about why civics andelementary school matters, what
would it be?
And Chelsea, I will start withyou.
Chelsea Reynolds (34:43):
I would say, why does civics and elementary
school matter?
I would say it starting inelementary school and teaching
the kids these things like civicresponsibilities, community
engagement.
I think it helps create like alevel of shared responsibility
and it kind of starts thatjourney of the kids being more
(35:05):
involved in their community andjust taking pride in the
community I guess that they're apart of and contributing in a
positive way.
So if they understand, kind ofgoing back to what we talked
about before if they understandkind of like the why behind
things, like the why behind whythis is the way it is in the
country or why we have theselaws or why we have these rights
(35:27):
, I think that just helps bringit down to their level a little
bit more, make it more realworld for them.
And then I think if you startwith that when they're younger,
then they can continue to growand develop that as they grow up
and then it will create, youknow, students who when they
graduate, hopefully they canfeel like they're more part of
their community and like theyhave a say in their community
(35:50):
and that they have.
We all have this sharedresponsibility to keep it safe
and to keep it healthy and allthat stuff.
So that's what I would say isit creates that like level of
shared responsibility.
Brandy Beam (36:07):
I would probably simply say America doesn't work
unless we want it to.
We need to teach civics youngso that that we do have that
shared responsibility.
It's going to take everybody tokeep it going and I think we're
learning that it's easy to taketake things for granted, that
(36:29):
that things are going to gosmoothly, but everybody needs to
be knowledgeable enough to umto make it happen, to make it
work.
Haley Smith (36:43):
Yeah, and just going off of what both of you
guys have said, I think itreally like the path forward to
like a stronger country, astronger state, a stronger
community all starts within ourclassrooms, really, because
we're teaching the future tobuild strong communities and
(37:10):
like having democracy and theimportance of all of these
things all the time.
Then they're just taking thatforward with them and they're
all just going to have, they'reall just going to be little
leaders, and that's what we wantthem to be.
We want them to be leaders.
We want them to want to be agood member of their community
that helps and doesn't just seesomeone struggling.
(37:34):
That they are given the toolsthat they need to be able to
help themselves and to helpothers, even as small as, like
some of our kids are.
That they get to go forward andfeel like they're making the
world a better place.
Place even just little by little, and working together is the
(37:54):
only way that we can achievethat.
Like that's why I tell my kidsall the time I'm just like you
guys are our future and we, likewe're all here to help you, to
give you these tools and, like I, want to live in a world filled
with nice people who are lovingand kind.
We don't need to be mean peoplelike.
So the words we say and thethings we do really do matter,
(38:16):
and that starts when they'rereally little.
So I think that's like a hugepart of it and that's like super
important and it starts withteachers like you.
Liz Evans (38:28):
Um, civics is successful.
Elementary school kids aresuccessful because they have
teachers like you.
So thank you, brandy, chelseaand Haley so much for your time,
for all of the amazing lessonsthat you created and for
everything you do for civiceducation.
Welcome back everyone .
This is actually the seasoncloser I can't believe we're
saying this of this wonderfuljust string of podcasts we've
had, and I am so excited becauseelementary school teachers have
my heart.
My original degree is in earlychildhood education.
(00:20):
I did my student teaching inkindergarten.
My career took a different path, but I absolutely adore
elementary school teachers.
They are fun, they are magical,and I was always really
appreciative, as the eighthgrade teacher who got those kids
from elementary school, howmuch my students talked about
their elementary teachers.
(00:42):
And really, what we're lookingat, too, is the introduction of
civic education in elementaryschool, because what we're
looking at, too, is theintroduction of civic education
in elementary school, becausewhat we don't want is kids
coming to junior, high and highschool and that's the first time
they've ever gotten civicinstruction.
So I have worked with someincredible teachers on the
curriculum to make it so thatthe civics isn't just another
(01:03):
thing to do.
It's something that can beinterwoven.
All of these lessons areincredibly amazing, but I have
three incredible teacher expertswith me today and I am going to
have them introduce themselves.
So, brandy, I will start withyou.
Brandy Beam (01:18):
Yes, my name is Brandy Beam and I teach fifth
grade social studies in a ruraltown in Kentucky teach fifth
grade social studies in a ruraltown in Kentucky.
Haley Smith (01:30):
My name is Haley Smith.
I teach second grade in Arizonaover in technically it's Mesa,
but I'm part of the Queen CreekSchool District and I've taught
second grade now for going onnine years and it's only ever
been second grade.
Chelsea Reynolds (01:42):
So it's a fun thing and my name is Chelsea
Reynolds.
I'm a third grade teacher inthe Mesa area and this is my
sixth year teaching.
I've had experience teachingsecond, third and fourth grade,
but mostly third grade.
Liz Evans (01:57):
Amazing.
So our first question so civiceducation really often starts
later in a student's academicjourney?
Because the truth of the matteris elementary school teachers,
especially when it comes totesting.
I know in the state of Arizonathey start testing in third
grade.
The testing is ELA, it is math,it is science, and elementary
(02:19):
school teachers only have somuch time in their day.
Teachers only have so much timein their day.
But building civic knowledgeearly is crucial.
Why do you think civics belongsin elementary school and how
can it be made age appropriateand engaging for our younger
learners?
And Haley, I'm going to startwith you.
Haley Smith (02:37):
Perfect.
I think when I was reading thisquestion, I was really thinking
of all the hands-on stuff thatyou can do with civics, literacy
, and how many projects honestlyyou can do and how you can make
it, even though it seems likewe don't have a ton of time
throughout our day.
What I normally do is I switchback and forth between social
(02:59):
studies and science, so I'mstill always doing one or the
other throughout the year and sotherefore, I have time to do it
and to do it well, so I don'tfeel like I'm rushing all the
time.
I also do it cross curricular,so I'm doing it like I'll teach
a democracy lesson while we'redoing something with reading, or
(03:20):
even like it's easy to do likevoting.
We're doing graphing right nowand you can throw it in with
math and, honestly, even whenyou feel like you're struggling
and you can't get it like taughtin the day, I feel like there's
always time to tie it intosomething else, to make it.
So you have those at least.
Even if it doesn't seem likeyou're hitting it every day, at
(03:44):
least you're having some momentswhere you're constantly doing
something tied to civics.
Chelsea Reynolds (03:51):
And I would say just kind of going off of
Haley's answer, I agree.
I think it's helpful if you tryto find ways to integrate the
social studies and civicscurriculum into your other
subjects, just so that you canmake more time for it in the day
.
I also think how to make it moreage appropriate for younger
students and engaging, I think,just the kind of activities that
(04:14):
you are doing.
So I know in older grades it'smore at least when I was in
school it's more often thatyou're like reading an article
together and annotating it,maybe writing an essay about it.
I think the way to make it moreengaging for younger students
in my experience has been morelike putting more movement into
the lesson.
So instead of just sitting inone spot reading an article,
(04:35):
maybe we read a little bit of ittogether and then the students
walk around and talk about whatthey read, Also incorporating
like projects or artwork.
So the students have to like ifwe're learning a subject about
civics, then they can make aposter or make a mural or
something like that.
That lets them be creative atthe same time.
So I think those are some waysto make it more age appropriate
(04:57):
for the younger students.
Brandy Beam (05:01):
When I think about making civics age appropriate,
something that and this mayactually answer a different
question that we get into butit's really easy to work on the
local level, you know, becausewe have the local, the state and
the national level.
But if you're working at alocal level with the kids in
their school, it makes it morerelevant to them, they can make
(05:23):
more connections.
So something that we've done inmy schools, we started a
recycling program.
Easy enough, civic duty.
You're helping out your schooland your community and they get
really excited about it.
Something else that we do asfifth graders is we go down and
we help the preschoolers.
So it doesn't just have to be afifth grade thing, it can be,
(05:44):
you know, that can be fourthgrade and third grade.
So even younger age,kindergarten, first grade, they
can help recycling.
They can put the bucket in thehallway, they can pick up trash
on the playground.
So I think you know thinkingcivically minded should start
very early and it can be veryeasy to integrate that with just
helping around the school.
Liz Evans (06:08):
That's perfect.
And that does kind of tie inwith our next question, because
I think sometimes too, peoplethink of civics so narrowly and
it's like, no, it is so muchbigger.
It is being a part of acommunity, your school community
.
It's recycling, it's studentcouncil, it's you know, things
that maybe are more student-ledwithin the school.
(06:28):
So what are some of yourfavorite civic lessons or
activities for elementarystudents?
And definitely feel free to useone of the lessons that you
created, because we want to knowhow do you help them connect to
the bigger concepts likedemocracy, rights and
responsibilities, because I meanteaching kindergartners about
democracy.
(06:49):
They're going to it's going togo over their head because it's
not relevant to them right now,but how can we use these lessons
to kind of connect it to theirown lives and make it relevant?
And, chelsea, I'm going tostart with you.
Chelsea Reynolds (07:03):
Thank you.
Okay, when I think of thisquestion, what comes to mind
first is thinking about like atthe beginning of the year is a
lot of times where it falls whenwe're talking about like the
voting, the citizen rights, justkind of like those different
things that we do in a democracy.
So one lesson I like to do a lotwhen it's time to teach those
(07:26):
topics is having like a classelection so we learn about it,
like on the scope of what doesit mean for the like state
government and the federalgovernment.
But then how can we kind oflike create this like fake
election scenario in our ownclassroom about something that
is relevant to them?
So we've voted on things likewhat is the best lunch food that
(07:48):
should be added to thecafeteria, what's the best sport
that you know we should add tolike the PE curriculum, or
playing at recess.
So I think just kind of likesimulating those civics like
activities but on a level thatis more relevant to them, like
you mentioned, is a great waythat I enjoy teaching civics and
I think it's again moreengaging for them.
(08:10):
So that's just what comes tomind for that question.
Brandy Beam (08:17):
When I think about think rights and
responsibilities and some of thecivics lessons and things like
that, I think of doing skits,looking at a lot of primary
resources, you know, and there'slots of strategies to just look
at a picture, ask questionsabout the picture, even for the
(08:37):
younger students you know,protesting, pictures of
protesting why would somebodyprotest?
And thinking about, is it okayto speak up?
Because when you're young andfifth grade and under, you may
not think that it's OK to stateyour opinion.
And then we talk about how wedo use our opinion in an
appropriate manner.
So we might talk about in myclassroom a topic they obviously
(09:00):
see some of the news.
We're very respectful to eachother I'm very fortunate this
year to have a group that is andthen we talk.
We try to talk about how couldyou state your opinion on this
topic in a way where people willlisten to you, and I think
that's extremely important rightnow in today's environment.
Also, looking some of thelessons, like creating a flag
(09:21):
you know, one of the questionsis about our, about our American
flag and the stars and thestripes and things and what that
flag does.
It creates a community andcohesiveness.
And then have them design theirown flag for even their table,
the class and things like that.
So I know somebody mentionedart.
So yeah, if you have skitsacting out some things that in
(09:43):
history and bringing it to theirlevel, I think that you can
make anything accessible.
Haley Smith (09:52):
Yeah, and kind of going off of what you guys have
both said.
It's, I think, like voting.
Like I always have, we voteconstantly in my class for like
what our goals are, that we'reworking towards.
So we have like rewards and ourgoals are that we're working
towards.
So we have like rewards andthings like that that we're
working towards.
So that's fostering thatcommunity in our classroom.
And then we have goals for,like grade levels in our school
(10:14):
and things like that that theyget to vote on, they get to do
like tying to the studentgovernment.
Stuff is always really nicebecause even in second grade
they feel like they don't alwayshave a voice.
And it's like you guys do we,you get to make so many choices
and like we want you to use yourvoice.
And I know at my school we have, we use leader in me and so we
(10:36):
use like the habits and we areconstantly encouraging them to
like be those leaders that wewant and to have that community
around us all the time.
So we're constantly trying tolike build that together and I
think it's so it's easy to do itin your classroom, but then
it's like it's so much fun whenyou get to do it with other
(10:57):
grade levels, like we have abuddy classroom that's in third
grade.
So then they get to see whatthose guys are doing and just
building that culture and thatcommunity and tying it in with
everything that we're likeworking on, and like they get to
vote on so much stuff.
And they get to vote on likewhat are we going to do at
recess?
Or like just even fun stuff,like graphing right now I know I
(11:20):
said that earlier, but likewe're doing graphing right now.
So we get to like vote and weget to be like okay, like what's
your favorite ice cream flavor?
And then it's like voting onthat and tying it into other
things too.
So I think that's always reallycool and it's just cool for
them to feel like like they havea say and their voice matters
and all of that as well.
Liz Evans (11:40):
I love all of this because what you're talking
about is making civics relevantto their lives right now.
It doesn't matter how old theyare.
Right, we all have choices.
We have ways to talk to eachother and, brandy, I love that
you talked about you know thenews comes into your classroom
Like it is what it is.
Parents are watching, you knowthey're they're getting to it,
(12:01):
but learning how to berespectful and stating opinions
isn't something that starts injunior high.
It's something that starts inkindergarten and earlier, and I
love the leader in me schools.
My niece is a part of one andit's so cool.
I got to go to special person'sday one year, which, as an
(12:22):
auntie, is so fun because it'susually reserved for
grandparents, but I got to goone year and it was amazing to
see the shared set of values inthis school community and how
each of the grades are part ofit.
And I think one of the thingsthat you know is a huge
misconception is that, well,elementary school kids, they're
(12:44):
just too little and it just itdoesn't matter right now because
people think civics and theythink these big topics that they
talk about in high school andit's like no, what all of the
things that you're saying and itjust makes my heart so happy to
go into elementary schools andto hear from elementary teachers
and it's like no, we're doingthis, we're putting it into math
or we're even talking about it.
(13:06):
How you know, let's vote onwhat the next sport in PE is
going to be right.
It doesn't just have to be thissmall 20 minute thing that we
do every other day because wehave to mix it with science.
Oh, I love these conversations.
They just make me so happy.
So many again think of civics asvoting and as government or you
(13:27):
know, like you said, Brandy,talking about current events,
which current events are kind ofcrazy lately, it's a lot.
But it's also about communityinvolvement and we kind of
talked about, like these buddysystems, recycling, things like
that.
But if I'm a new elementaryschool teacher, how can I
(13:48):
encourage civic engagement andresponsibility in my classroom,
even if it's in a small way,both inside and outside of my
classroom?
So, brandy, I'll start with you.
Yeah.
Brandy Beam (13:59):
Uh, yeah, uh, I was thinking specifically something
um, a lot of people atChristmas choose to do, you know
, a few different things andthat would be an easy
integration.
Uh, one year we made dog treatsfor the local dog shelter, um,
and because of that they broughtin a puppy.
They had, um, and and sharedthat with with my class when we
(14:20):
and when we donated the treats,um, because that's usually a
time of the year that you havesome downtime and you can work
in some of that.
So again, that's the communityresponsibility.
Also, we went shopping atWalmart.
I know every school can't dothat, doesn't have the ability
to do that, but we werefortunate enough that a local
(14:43):
business and school paid for ourbus trip to Walmart and we did
buy some Christmas gifts for anangel tree, and again, I know
Christmas.
You know some schools don'tparticipate in that and that's
great, but again, these are justsome options.
Something that is really easy todo is I know that some schools,
(15:03):
since COVID, they eat in theirrooms and grab and go a lot in
the morning, so we were justwatching them out of uneaten
food or unopened food, utensilsand things that were getting
thrown away.
So a couple of my kids thatweren't even on the recycling
team said hey, can we stand bythe trash cans in the hallway
and get this unused food?
(15:24):
And I was like that is anexcellent idea.
So some of it goes back to thecafeteria.
Some things they can reuse,some things can't be really
reused so they just get put on ashare table.
Also, for Earth Day is a reallyeasy way to integrate the
different grade levels too.
You know, I know a lot of timespeople will make pictures and
(15:47):
things.
But if you just take it onestep further to actually I got a
local nursery to donate a tree.
You know we're going to go outand plant a tree tomorrow and
get free trees from your local4-H or extension office.
I know sometimes the forestryservice in the state will donate
some of those too.
(16:08):
So all the kids are going toget a tree to take home.
Trying to think some otherthings, those are just some of
the, I think, the easy ways thata lot of the kids can get
behind.
And I think if you say you know, you somehow say this is a
responsibility, you know we'reall in this together and go
(16:29):
ahead and start using that wordcivic, because I think back to
education, my education.
I don't know that.
I even heard that word tillhigh school even, and so I try
to throw it around all the time.
And so I try to throw it aroundall the time.
Haley Smith (16:47):
Yeah, I also think like like that's so amazing that
your school does all that.
That's so cool.
Sorry, I'm like that's awesome.
I like you get to plant a treeand everything tomorrow so cool.
I think also like for my school,we try to have a lot of like
community too, because where myschool is, it's also like in a
neighborhood.
So we are constantly trying tolike work with members of the
(17:10):
community to like because wewant them in there.
We want them to like see allthe cool stuff that we're
getting to do and to like haveour students show off too and be
like look like.
Other people want to see whatyou guys are doing, what you're
working on.
Like it's not just me wantingyou to like do this stuff all
the time.
They also.
There's so many people that are,I mean, they're blown away by
(17:33):
what these kids can do becausethey are, they work so hard and
they just like.
Just having that communityinvolvement is a huge difference
.
I feel like in like the livesof these kids because they do
get to see like it's not just meby myself Like the things I do,
the things I say, they matter,and other people are like
(17:54):
looking and listening.
I also think it's really funwhen you can tie in like upper
grades and lower grades so thatlike it really feels like your
school's coming together andworking together towards
whatever kind of goal that youhave.
I think that's like a huge thingalso.
That can really help kids justrealize, like what some of their
(18:16):
responsibilities as a citizenare and stuff like that too,
because I think sometimes I evenhave to remind my own where I'm
like we're not just thinking ofus, we're thinking of like
outside of us, which for asecond grader, can be hard to do
sometimes.
But like I think when you givethem those opportunities, you
just get to see like how trulyamazing like kids are and how
(18:38):
much like we like I think peoplethink like elementary kids
they're so little they can't doso how much like we like I think
people think like elementarykids they're so little they
can't do so much of this stuff.
But in reality, if you givethem the opportunity and you set
that expectation, then theywill meet you where you like
want them to be.
You just have to be a teacherthat like is clear with what you
(19:00):
want and your expectations andlike just showing them also like
it's going to take hard work,but like this, stuff is worth it
and stuff like that too.
Chelsea Reynolds (19:08):
I think that really it makes a huge impact,
even on the little ones um andfor me, I think, how can
teachers encourage civicengagement and responsibility
inside and outside the classroom?
I think about um, and I know alot of schools like have this in
common we my school is a PBISschool, so we have three
expectations like part of ourPBIS system that all the
(19:31):
students are expected to likeadhere to.
And then we have, like thismatrix that explains the
different like behaviors andwhat it would look like if they
were meeting those three likeexpectations.
So it's be respectful, beresponsible, be safe.
So, especially at the beginningof the year, every classroom
really focuses on like, whatdoes that look like, what does
(19:52):
that sound like?
And also, why is it importantthat all of us are following
these expectations?
So, instead of just saying like, oh, we need to be quiet in the
hallway, well, why are we beingquiet in the hallway?
Who are we being respectful of?
Or why is it important thatwe're not interrupting the other
classroom?
So I think creating that likeshared responsibility in the
(20:12):
school between all of thestudents and staff, so that they
all kind of like have ownershipover why we have these rules,
and that kind of relates back tolike in real life, you know,
when they have civicresponsibilities and you know
all that stuff when they'readults.
I feel like it kind of sets themup for that, and then also it's
(20:35):
like a separate idea.
But I also think one of thefield trips we take our students
on is going to the statecapitol, and when we go to the
state capitol we get to see,like where are the laws made, we
get to hear about the historyof, like how Arizona became a
state, and so I think if you canlike, take the kids out into
the world to let them see theirlocal government like for
(20:56):
themselves, or if you can likesomehow bring it in like with
pictures or with speakers oranything like that, I think that
also I've noticed with mystudents after we learn about
the state government and then weactually go see the physical
building.
It's very impactful for themand they're like oh, this is a
real place, you know.
So I think those are bothreally good ways to encourage
(21:18):
civic engagement andresponsibility for elementary
students.
Liz Evans (21:22):
I do have to say, anytime I have to go downtown
and because I'll go speak at thelegislature, I go early because
I love the Arizona CapitolMuseum, because it's so cool and
I just feel like such a nerd,like taking pictures, but it is
fun for kids to see that.
And you know, brandy, youbrought up a good point.
Like everything is communityspecific, so you get to do
(21:45):
things in your community thatmaybe my community doesn't do.
And that's amazing because itis the diversity of communities
and what each community needsand getting the community
involved, right, like they, thecommunity wants to be involved.
They love it.
I have been invited to schoolsin the greater Phoenix area
(22:07):
because they'll have like aleader in me day or they'll have
something, and I'm like heck,yeah, I absolutely want to go to
this school, I want to be apart of it.
So getting involved with yourcommunity.
And I love the Earth Daybecause that shows them, yes,
we're citizens of our school andof our classroom, but we're
also global citizens.
(22:28):
So this one tree maybe youdon't think it makes a
difference, but it does.
And the why?
Why are we doing this?
I?
That is so important, right, itis because I think, especially
with kids and I can say this forjunior, high and high school
kids is I mean, they live in afishbowl.
(22:48):
They're thinking aboutthemselves because that's the
way their brains work.
That's not a bad thing.
But them understanding why wedo things, why we walk quietly
in the hallway is the same thinglike in neighborhoods, why we
go 25 miles an hour, and it'snot because, well, I just don't
want to.
It's because I want mycommunity to be safe.
(23:09):
When I'm out walking my dog, Idon't want people speeding and
everything you said all of you.
One of the things I noticed isthat you weren't talking about
sitting and getting right.
They're not going to just sitthere and listen to your lessons
.
They're doing stuff, they'retalking.
They're not going to just sitthere and listen to your lessons
.
They're doing stuff, they'retalking.
They're getting the schoolinvolved and I I mean I think
(23:31):
that more civics is happening inelementary schools than people
even realize.
But it's not called civics,it's called community
responsibility or all of theseother things.
But at the end of the day.
So again, I'm a new teacher, I'mlooking at all my lesson
planning and I am like there'sso many competing priorities,
(23:54):
there's testing, there's so manythings that elementary school
teachers have to do and theyhave a limited amount of time to
do it.
We don't have, you know,unlimited hours.
How can civics be integratedinto subjects?
And, haley, you kind of touchedon this with math, but reading,
(24:15):
math and science.
If I'm a brand new teacher ormaybe I'm just a teacher who's
never done this, because I justsaw it as one more thing how can
we integrate it into subjectsto make sure that kids are
getting this vital informationand this foundation to really
set them up for success?
And, haley, I'm going to startwith you.
Haley Smith (24:33):
Perfect.
I think like, honestly, thebest thing to do is to find
things that you can docross-curricular, because then
you are making sure that you'regetting all of it in.
And at least with the youngersI know that they can, like I,
the way I integrate a lot of itinto mine is I try to find like
(24:57):
a read aloud that I know isgoing to tie into it, so I have
that during reading time.
Or I will find like books forthem to look at and to read,
even if they are just doing likethey finished early, so they
can go and grab a book from thelibrary.
I'll have some set up that haveto do with like what we're
going, like what's going on inthe world or a specific civics
(25:18):
topic, so that they can look atit and even if it's just like in
that time, at least they'regetting that exposure to it.
And I also try to do it a lotwith writing and you can also
then incorporate the readingwith the writing and if you're
really lucky, sometimes you canget math into it, depending on
what it is.
But I think like the easiestway for elementary would be like
(25:43):
finding really meaningful textand being able to tie it into
like your reading time and yourwriting time, because I do a lot
of my like.
The reading stuff that I pullfrom is mostly having to do with
civic stuff, because then theyare always being exposed to it
(26:04):
like every single day, and soI'll tie it to my reading and my
writing time and I can alsomake it so that we can do like
carousels or jigsaws to make itmore interesting and just make
it so it's as hands-on as I canget it to be for them, so that
they aren't just sitting therelistening to me describe what
(26:26):
democracy is to them over andover again, because they have
nothing to tie that to.
So I also have to give them thebackground knowledge prior to
any of it, because they I meanit's awesome if they got it in
first in kinder, and I hope thatthey did, but not all of them
have.
So I also am, as a second gradeteacher, responsible for
(26:46):
building that foundation forthem and that vocabulary for
them to then also be able totake it forward.
And they're not going to beable to sit there and listen to
me talk about these like hugewords that they have no tie to
if I don't give them somethingto anchor it to, so that they
can then hold on to it and keepbuilding that in the future.
Chelsea Reynolds (27:14):
I would completely agree with what Haley
said.
I think reading is probably oneof the best subjects I've also
found to integrate socialstudies with, just because, like
she said, you can find a lot ofgood texts, both like realistic
fiction and nonfiction,depending on what standards
you're trying to teach inreading.
So it's a great way to get yourreading curriculum in.
(27:36):
But then you can also be havingthese discussions and learning
about these topics that arerelated more to civics and
social studies.
And then I would say, in thirdgrade we definitely integrate
pretty much all of our socialstudies and civics with writing,
just because it's kind of likea natural connection in my
opinion, because you have to.
(27:56):
In third grade we're doing alot of like text-based writing.
So we will read something andresearch it and then we'll have
to write about it.
So usually the things we willread and research will end up
being our social studies andscience standards, so that we
can get both in and then I thinkeven taking it one step further
.
So like, for example, at thebeginning of the year we talk
(28:18):
about citizenship and civicresponsibilities and then we do
a writing where they have to.
It's like an informationalwriting, where they have to
explain like what are somedifferent civic responsibilities
that like a US citizen wouldhave?
And then we have a project thatthe kids will do like a STEM
project, where the setup is likeoh, we have a student at our
(28:39):
school who's like a new citizenin the country, like what are
some things that they would needto know about civic
responsibilities of a US citizen?
Know about civicresponsibilities of a US citizen
?
And then the kids have likecreative freedom to think of
what kind of project they wantto make.
So a lot of kids will makeposters, but some of them will
make brochures.
(29:00):
Some of them I've had kids makelike books.
They've made like a banner,like a flag banner with
different facts on it.
So I think that's kind of howmaybe you could tie it into more
like science stem, but it'smostly.
I think that's kind of howmaybe you could tie it into more
like science STEM, but it'smostly.
I think reading.
Writing is definitely a strongconnection with civics is what I
would tell like a new teacherwho is trying to find time to
teach it.
Brandy Beam (29:20):
So I like this question because I think, from
an elementary perspective, thatis just the ever-present
question how do we fit this in,how do we fit that in?
How do we fit more and more?
I know that a lot of the upperelementaries are given, you know
(29:41):
, 20 minutes for social studies,or in fourth grade, because in
my state it's not a testedsubject, and then in fifth grade
there's not much sciencebecause science is not tested in
the fifth grade.
So, just listening to theothers oh, definitely reading.
Our school's kind of taken onthe project of trying to find
(30:03):
text to ensure that all of ourstandards are integrated into
the reading, and so we didn'twant to put that on any one
teacher.
We want to help them.
So instead of asking ourteachers okay, you know, what
program do you need?
Do you need this program?
You know, for example, there'sgreat, a lot of great websites
(30:24):
out there that you can integrate, but what we were hearing over
and over was we just don't havetime even to do that.
So we're going to attempt againto find, like some I can't
remember if it was Haley orChelsea mentioned some really
rich texts that, yes, if youwork this in, it covers, you
know, standard XYZ, somethingelse that I think it's school
(30:48):
buy-in.
But there's so many nationaldays, right Like Veterans Day.
Your school could just do aVeterans Day program and that
leads into the discussion of youknow how some people serve
their country and you knowthat's a pretty high level of
selflessness.
Also, bringing in speakers ifthere's a special day going on,
(31:14):
you know, bringing in the mayor,making that more tangible for
the students.
You know, hey, here's theperson you can't vote yet, but
you will.
You do have power right now,just not in this way yet.
So, bringing in some speakers,and then I yeah, I think I'd
(31:36):
written down days of the year.
But those are just some of thethings that I thought about.
Liz Evans (31:42):
And until I like this is the hill I will die on,
although I don't think I need to.
Every kid in every levelbenefits from being read to and
that is something in mybachelor's degree that I really
stuck to and I used to readchildren's books to my AP
government kids in their senioryear and they loved it Because
it is.
You know, our favorite one isGrace for President, where it
(32:05):
talks about the electoralcollege and it really simplifies
it.
But at the same time, likereading and writing are such a
natural fit, I feel like ingeneral, for everything you can
read and write in math and inscience and in social studies,
and it is so natural and youknow, informational writing is
natural in this space andfinding, I think sometimes what
(32:29):
happens is people are like, well, the Declaration of
Independence is too hard forthird graders, you know, to read
.
Okay, well, we can take littleparts of it and tell a story
with it and have kids getcreative with it.
We can talk about Veterans Dayor Martin Luther King Day.
We can talk about why somestates celebrate certain
holidays and some don't.
(32:50):
I learned, like five years agothat not every state celebrates
President's Day because of someCivil War beef.
But for some reason I justthought Arizona was the center
of the universe in our nationand if we do it, everybody else
doesn't.
But there are so manyopportunities to have these
(33:12):
conversations and speakers.
Again, people love going intoclassrooms and talking.
One of the things that mycolleague Jeff does here in
Arizona is matches veterans withclassrooms and these veterans
love.
They're the ultimate primarysource right, and kids love
interacting with them becausethey don't know people who've
(33:36):
served.
Maybe when I was in a long timeago, when I was in elementary
school, junior high and highschool, that was kind of the
Vietnam era and Korea wherethose veterans would come in and
even early on in my teaching,desert Storm, like there were
things like that.
But it almost feels kind of faraway for some kids because
(33:57):
there hasn't been a quote,unquote war that they can really
tie things to and I thinksometimes too they don't realize
like not all veterans fought ina war.
There's so many things that youcan do in the services or if
you want to be mayor, if youwant to be on city council, it
just ties it in so nicely.
So for our final question,because you are the experts and
(34:23):
I genuinely think teachers arethe experts in their classroom
and their content and their kids.
So if you could tell parents,school leaders, anyone listening
, one thing about why civics andelementary school matters, what
would it be?
And Chelsea, I will start withyou.
Chelsea Reynolds (34:43):
I would say, why does civics and elementary
school matter?
I would say it starting inelementary school and teaching
the kids these things like civicresponsibilities, community
engagement.
I think it helps create like alevel of shared responsibility
and it kind of starts thatjourney of the kids being more
(35:05):
involved in their community andjust taking pride in the
community I guess that they're apart of and contributing in a
positive way.
So if they understand, kind ofgoing back to what we talked
about before if they understandkind of like the why behind
things, like the why behind whythis is the way it is in the
country or why we have theselaws or why we have these rights
(35:27):
, I think that just helps bringit down to their level a little
bit more, make it more realworld for them.
And then I think if you startwith that when they're younger,
then they can continue to growand develop that as they grow up
and then it will create, youknow, students who when they
graduate, hopefully they canfeel like they're more part of
their community and like theyhave a say in their community
(35:50):
and that they have.
We all have this sharedresponsibility to keep it safe
and to keep it healthy and allthat stuff.
So that's what I would say isit creates that like level of
shared responsibility.
Brandy Beam (36:07):
I would probably simply say America doesn't work
unless we want it to.
We need to teach civics youngso that that we do have that
shared responsibility.
It's going to take everybody tokeep it going and I think we're
learning that it's easy to taketake things for granted, that
(36:29):
that things are going to gosmoothly, but everybody needs to
be knowledgeable enough to umto make it happen, to make it
work.
Haley Smith (36:43):
Yeah, and just going off of what both of you
guys have said, I think itreally like the path forward to
like a stronger country, astronger state, a stronger
community all starts within ourclassrooms, really, because
we're teaching the future tobuild strong communities and
(37:10):
like having democracy and theimportance of all of these
things all the time.
Then they're just taking thatforward with them and they're
all just going to have, they'reall just going to be little
leaders, and that's what we wantthem to be.
We want them to be leaders.
We want them to want to be agood member of their community
that helps and doesn't just seesomeone struggling.
(37:34):
That they are given the toolsthat they need to be able to
help themselves and to helpothers, even as small as, like
some of our kids are.
That they get to go forward andfeel like they're making the
world a better place.
Place even just little by little, and working together is the
(37:54):
only way that we can achievethat.
Like that's why I tell my kidsall the time I'm just like you
guys are our future and we, likewe're all here to help you, to
give you these tools and, like I, want to live in a world filled
with nice people who are lovingand kind.
We don't need to be mean peoplelike.
So the words we say and thethings we do really do matter,
(38:16):
and that starts when they'rereally little.
So I think that's like a hugepart of it and that's like super
important and it starts withteachers like you.
Liz Evans (38:28):
Um, civics is successful.
Elementary school kids aresuccessful because they have
teachers like you.
So thank you, brandy, chelseaand Haley so much for your time,
for all of the amazing lessonsthat you created and for
everything you do for civiceducation.
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