Summer Civic Learning Academy: Week 2
The 2024 Summer Civic Learning Academy (SCLA) hosted by the Center for Economic and Civic Learning at Ball State, as part of the project was completed by 13 teachers from six Muncie Community Schools (MCS) who teach various grade levels, with 
experience ranging from 3 years to over 10 years.
Evaluation data from the event shows that teachers’ knowledge on specific civics topics significantly improved post-assessment. Statistically significant increases were noted in areas such as US Government, Indiana History, US Constitution, Local History, US Bill of Rights, Media Literacy, and American History. There was a significant increase in the frequency with which teachers planned to implement civics-related activities. Teachers
reported higher frequencies of teacher-led discussions, guest speakers, field trips, hands-on activities, and cultivating future citizenship post-program.
SCLA also led to significant increases in teachers’ confidence in teaching civics content. Areas of notable improvement included connecting civics to literacy instruction, discussing sensitive topics, disseminating civics content, and improving civics achievement for low-income and underrepresented students. There were significant improvements in teachers’ perceptions of their civic content knowledge, disposition, agency, and 
access to curriculum and evidence-based strategies. Teachers defined civics education broadly, encompassing government, geography, sociology, environmental and human interactions, civil rights, and community involvement.
Data from the SCLA shows hands-on experiences, field trips, community partnerships, educational videos, interactive games, and guest speakers to be effective in promoting civic dispositions. Teachers requested more support in embedding civic education into their curriculum, information on student councils, local civic engagement opportunities, and access to resources for further training and community connections. These insights highlight the positive impact of the Summer Civic Learning Academy in enhancing teachers’ knowledge, confidence, and frequency of civics education implementation, while also identifying areas for further support and resource provision.
The Summer Civic Learning Academy (SCLA) by CREATE has been dedicated to equipping educators with innovative tools and techniques for teaching history and civics. Week 2 of the 2024 SCLA was filled with enlightening sessions, each presenting unique perspectives and strategies to enrich classroom experiences.
MONDAY
Camp Adventure Visit
Teachers were given a chance to observe the 2nd and 3rd-grade campers in the Summer Learning at Camp Adventure run by Stace Allred and her staff. 
Upon seeing their activities and getting a tour of the grounds, teachers collaborated and conversed about different possibilities for community and civic connections. It also served as an excellent introduction to the camp for potential future field trips.
The interactive nature of the visit fostered collaboration among the educators, sparking ideas on how to integrate similar activities into their own teaching practices.
Game On: Transforming Learning Through Play
Judge Leanna Weissmann equipped teachers with tools to integrate educational games into their classroom activities effectively. These developments enhance student engagement and learning
outcomes. Transferring this knowledge into civics topics makes the content more engaging and memorable for students, helping them become better citizens currently and in the future.’
Judge Weissmann began by discussing the profound impact of play on learning. She highlighted that educational games serve as powerful pedagogical tools that can capture students’ attention and make learning more interactive and enjoyable. By incorporating games into their lesson plans, teachers can create a more dynamic and stimulating learning environment that encourages active participation and fosters a love for learning.
One of the session’s key highlights was the application of educational games to civics education. Judge Weissmann emphasized that civics topics, which can sometimes be perceived as dry or abstract, can be brought to life through the use of engaging, interactive games. These games can help students understand complex concepts such as government structures, electoral processes, and civic responsibilities in a fun and memorable way.
Tuesday
Notable Women of Delaware County
In 2018, the Notable Women of Muncie and Delaware County 
project was started by women from Minnetrista Museum and Gardens, Delaware County Historical Society, Ball State University Libraries, and Muncie Public Library. This session, led by Karen Vincent and Melissa Gentry, highlighted notable women from the project, and participants engaged with a game designed to teach K-12 students about these women’s contributions.
The Notable Women of Muncie and Delaware County project was initiated to address the underrepresentation of women’s achievements in local history. By documenting and sharing the stories of these women, the project aims to inspire current and future generations, promoting a deeper understanding of the significant roles women have played in shaping the community.
Karen Vincent and Melissa Gentry introduced session participants to several notable women featured in the project. These women came from diverse backgrounds and made significant contributions in various fields such as education, healthcare, social justice, and the arts. Some of the highlighted figures included:
Learning at Conner Prairie
Zoe Morgan and Brandy Whitaker of Conner Prairie presented a session emphasizing the transformative 
potential of Conner Prairie’s learning philosophy. Through observation, deep listening, and thoughtful questioning, educators explored how to create meaningful connections and learning experiences in their classrooms.
Morgan and Whitaker began the session by explaining Conner Prairie’s unique philosophy of learning, which is rooted in the belief that all learners, with their diverse backgrounds and experiences, have the right to construct their knowledge through interactions with others and their environment. This philosophy promotes an active, student-centered approach to education, where observation, deep listening, and thoughtful questioning are key components.
One of the session’s core objectives was to teach educators how to create meaningful connections and learning experiences in their classrooms. Morgan and Whitaker emphasized the importance of observation and listening as tools for understanding students’ needs and interests. By paying close attention to students’ responses and behaviors, teachers can tailor their instruction to be more relevant and engaging.
Teaching Children Philosophy
Emily Knuth from The Janet Prindle Institute for Ethics introduced educators to the online 
resource Teaching Children Philosophy. Participants learned how to use children’s picture books to engage students in age-appropriate philosophical and ethical discussions, demonstrating that philosophy can be accessible to younger students.
Emily began the session by explaining the importance of introducing philosophical concepts to children at an early age. She emphasized that young students are naturally curious and often ponder profound questions about the world around them. By harnessing this curiosity, teachers can foster
critical thinking and ethical reasoning skills in their students.
The heart of the session revolved around ways to make philosophy accessible and engaging for young learners. Knuth demonstrated how familiar stories can be used to introduce complex ideas in a way that is relatable and understandable for children.
Emily provided practical strategies for incorporating philosophical discussions into everyday classroom activities. She suggested starting with a storytime session where a selected picture book is read aloud, followed by guided discussions that explore the philosophical themes presented in the story. Teachers were encouraged to ask open-ended questions that stimulate critical thinking and allow students to express their thoughts and opinions.
City Leaders: A Game of Civic Decision-Making, Science, and Long-Term Impact
In this interactive session led by Tina Ahmadi, participants assumed roles of city leaders, scientists, community members, and politicians. Through a game designed to teach science content and civics simultaneously, educators experienced making critical decisions based on 
scientific information, fostering a deeper understanding of civic responsibility and environmental sustainability.
A third-year PhD student at Ball State, Tina who is studying Educational Psychology, has a strong background in developing K-12 curricular materials.
During the session, participants engaged in a role-playing game where they had to navigate various challenges and opportunities to enhance city prosperity and health. This interactive approach allowed participants to make decisions that directly impacted their city’s success and environment. The game illustrated the importance of integrating scientific literacy and civic education, showing how informed decision-making can lead to sustainable outcomes.
Civics and Muncie’s Afghan New Neighbors
Reza Paikar, an Afghan refugee and a fellow at Ball State University, shared his insights on engaging with Muncie’s Afghan community. Participants 
explored teaching and engagement strategies, cultural differences, and how to foster integration through educational initiatives.
Reza shared his personal experiences and offered a comprehensive guide to understanding and addressing the unique challenges faced by Afghan refugees, particularly in the context of education and civic engagement.
Reza began the session by giving an overview of the Afghan community in Muncie. He highlighted the circumstances that led many Afghans to seek refuge in the United States, including ongoing conflict and instability in Afghanistan. This context helped educators understand the backgrounds and experiences of their new neighbors, fostering empathy and awareness.
One of the key components of the session was exploring the cultural differences and sensitivities that educators need to be aware of when engaging with Afghan students and their families. Paikar explained various aspects of Afghan culture, including social norms, family structures, and religious practices. He emphasized the importance of respecting these cultural differences and creating an inclusive and welcoming environment in schools.
Wednesday
GeoCivics
Drs. Jorn Seemann and Kathy Kozenski led a session on civics from a geographic perspective. Educators explored the Giant Map of Indiana and various GeoCivics resources, brainstorming ways to integrate geographic concepts into their classrooms, enhancing students’ understanding of their community’s development.
This engaging session focused on integrating civics and geography. The session provided educators with innovative tools and methodologies to enhance their students’ understanding of community development through a geographic lens.
Participants delved into the use of the Giant Map of Indiana, an interactive resource that offers a tangible and immersive way for students to explore their state’s geography. This hands-on approach allowed educators to brainstorm creative ways to incorporate geographic concepts into their civics curriculum, fostering a deeper comprehension of how geography influences societal structures and local development.
The session also highlighted various GeoCivics resources, which are designed to blend geography and civics education seamlessly. These resources include maps, data sets, and lesson plans that encourage students to analyze and 
interpret geographic information within a civic context. By integrating these tools, teachers can help students make connections between their physical surroundings and the civic processes that shape their communities.
Kathy Kozenski, representing The Geography Educators’ Network of Indiana (GENI), emphasized the importance of geographic literacy in understanding civic issues. Dr. Jörn Seemann, a professor at Ball State University’s Department of Geography, reinforced this perspective by demonstrating practical applications of geographic concepts in civics education. Their combined expertise provided attendees with a wealth of knowledge and practical strategies for enhancing their teaching practices.
The presence of these experts at the SCLA underscored the value of interdisciplinary approaches in education. Teachers left the session with a renewed appreciation for the role of geography in civics and equipped with innovative ideas to bring back to their classrooms. By integrating maps and geographic analysis into their lessons, educators can help students better understand the complexities of their communities and the broader world, ultimately fostering informed and engaged citizens.
The GeoCivics session was a testament to the ongoing efforts to enrich civic education through interdisciplinary collaboration. As educators continue to explore and implement these strategies, they contribute to the development of a more geographically and civically literate student body, prepared to navigate and influence their communities effectively.
Using Maps and Mapmaking in the Classroom
Melissa Gentry from Ball State University Libraries guided participants in creating 
custom online and traditional paper maps to enhance K-12 civics and social studies lessons. Educators learned to use cartography as a storytelling tool, creating maps that help students visualize historical and local narratives.
In this workshop at Ball State Melissa demonstrated the powerful impact of using maps and mapmaking in the classroom.
Gentry’s session focused on equipping educators with the skills to create actual maps tailored for Indiana history, K-12 civics and literacy 
lessons. By integrating cartography into their teaching, educators can transform maps into dynamic storytelling tools that bring historical and local narratives to life. This method not only engages students but also helps them to better visualize and understand the geographical and historical contexts of the topics they read about.
During the workshop, participants explored various techniques for creating custom maps. They learned how to highlight significant events in Indiana’s history and represent local heritage in a visually compelling way. The hands-on session encouraged teachers to think creatively about how maps can be used to enhance their curriculum and make learning more interactive and meaningful for students.
Thursday
Teaching Social Studies Bravely with Children’s Literature
Dr. Dorshele Stewart introduced the concept of being a brave educator and encouraged the use of children’s literature to address 
social studies concepts and social justice standards. Participants explored diverse children’s literature and identified titles for creating interdisciplinary activities for young learners.
Dr. Stewart’s research interests include teacher education, professional development, and urban education. Dr. Stewart’s teaches several sections Teaching Social Studies in the Elementary Schools and is the social studies methods teacher for Urban Semester and the Immersive Learning Project – Schools within the Context of the Community (SCC) program.
Teacher Presentations
Participants gave 15-minute presentations on free online resources that others could use for civics education. Resources included PBS Learning Media, iCivics.org, and Indiana University Center on Representative Government, providing valuable tools for enhancing civics lessons in the classroom.
Conclusion of Week-2
The second week of the Summer Civic Learning Academy was a success, offering a diverse array of sessions that enriched participants’ understanding of civic education. Educators left inspired and equipped with new strategies and resources to bring back to their classrooms, ready to make a positive impact on their students and communities.
