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by Shawn P. Healy, PhD, Democracy Program Director On November 1-4, 2018, the Journalism Education Association hosted its semiannual convention in Chicago . More than 6,000 student journalists and their advisers attended, including a cohort of Chicago Public Schools students and teachers sponsored by the Chicago Scholastic Press Association , an affiliate of Roosevelt University and longtime McCormick Foundation grantee. Sessions were standing room only and enlivened by enthusiastic student journalists. However, the lack of racial diversity among conference attendees was stunning, especially in a city where students of color compose 90% of CPS’ enrollment, not to mention a majority of K-12 students statewide. Scholastic journalism is vital to the civic mission of our schools and serves as an important pipeline into the journalism profession, where people of color are also vastly underrepresented . The 2011 Scholastic Journalism Census produced by the Center for Scholastic Journalism a

by Mary Ellen Daneels, Lead Teacher Mentor Every Monday from 6-7 p.m., social studies teachers from across the nation gather on Twitter to deliberate essential questions related to their craft on #sschat . The #sschat facilitators have declared this month “Novinquiry” as all discussions are designed to support student centered inquiry in the classroom. IllinoisCivics.org joined Facing History and Ourselves and Chicago Public Schools Social Science and Civic Engagement Department to kick off Novinquiry hosting a chat on the topic of “ Inquiry as Engagement: Connecting Across Differences ” The seven questions that scaffolded the discussion were: What does a great current and controversial issue discussion that engages students across differences look like, feel like and sound like? What are your “go to” resources for inquiry that prepares students for these conversations? What do we gain from difference in the classroom? What do we lose without it? What would you say to a teacher

by Shawn P. Healy, PhD, Democracy Program Director For the last four years, the McCormick Foundation has been privileged to partner with Sam Wineburg and his colleagues at the Stanford History Education Group (SHEG) to develop “critical online literacy” assessments . An offshoot of the category-leading work SHEG has done with “Reading Like a Historian” and its related assessments , the critical online literacy research attracted significant national attention in the aftermath of the 2016 Election and rise of the now ubiquitous term “fake news.” Wineburg recounts this work within a larger, book-length narrative about the current challenges of teaching history titled Why Learn History (When It’s Already on Your Phone) [University of Chicago, 2018]. He begins by documenting century-long concerns about the lack of historical knowledge among our youth and the population as a whole. In modern times, the sporadic National Assessment of Education Progress in History reveals low levels of

by Shawn P. Healy, PhD, Democracy Program Director At the conclusion of the most divisive midterm election in memory, “Blue America” is riding a state of ballot-driven euphoria, while “Red America” licks its wounds and prepares for its next battle in two years. Election 2018, like those of the previous quarter century, falls into the fractured paradigm framed by Mark Gerzon in his 2016 book The Reunited States of America , where “liberals are right, and if elected, will strengthen America.” The 1994, 2000, 2004, 2010, 2014, and 2016 elections reversed this tired narrative, substituting “conservative” for “liberal.” These winner-solves-all mantras have instead produced policy paralysis and political polarization at levels unseen since the Civil War. For 2018 to represent a departure, Tuesday’s victors and all citizens must instead embrace the precept that “Americans can work together with people different than (them)selves to find common ground that can strengthen the country we all lov

by Amy Corey, Grayslake Middle School , Grayslake, Illinois, and Illinois Holocaust Museum & Education Center Educator Advisory Committee Member On September 27, 2018, I had the privilege and opportunity to attend a workshop at the Illinois Holocaust Museum in Skokie entitled “Inquiry as Engagement: Empowering Students to Take a Stand,” which was facilitated by Mary Ellen Daneels of the Robert R. McCormick Foundation . This workshop was great for many reasons, from the topic and presentations being interesting, to finally having some ideas on how to incorporate the new Illinois Civics standards into my teaching, it was three of the best hours of PD I have had in a while! The new Civics standards that the state of Illinois has begun to mandate have felt rather overwhelming when teaching 8th grade due to them being written in such an open manner without a lot of specific focus in many cases. Having that much leeway is the same as having too many good food options on a restaurant

by Sonia Mathew, Civic Learning Manager The Learning Policy Institute recently published a research brief in September 2018, titled “ Educating the Whole Child: Improving School Climate to Support Student Success ,” by Linda Darling-Hammond and Channa M. Cook-Harvey. As a key element of Democracy Schools is “ school climate ,” I was excited to read more about their findings and connect their ideas to strengthening civic learning in schools. The research brief examines, “how schools can use effective, research-based practices to create settings in which students’ healthy growth and development are central to the design of classrooms and the school as a whole.” The report explores findings related to the science of learning and development, school practices that should come from this science, and policy strategies that can support this work on a wider scale. Related to the science of learning and development, a key finding from the report that connects to our work in civic learn