4 Civics Activities for Elementary Students

In my elementary classroom, along with other subjects, I prioritize civic learning. My students have opportunities to lead, vote, express their concerns, be empathetic listeners, and solve real-world problems that affect their classroom, school, and communities. I encourage my students to identify issues in and outside the classroom and share solutions by speaking up and listening to others.

Civil education is the cornerstone of my classroom because students see themselves as leaders who are seen, heard, and valued. Because they participate in age-appropriate, fun, and creative experiences, my students collaborate, participate, and make a difference.  

Encourage Civic-Mindedness Through Social and Emotional Learning 

Before students can lead, it’s important for them to have self-awareness, along with an ability to listen with empathy and care. Before they can come up with solutions to problems, students must understand how those problems affect people.

Therefore, I make sure to create a space where students feel comfortable listening, asking questions, working collectively, and leading. In my classroom, students get opportunities for social and emotional learning where they can develop communication skills, solve problems, develop empathy, and practice conflict resolution.

To nurture a strong sense of community among my students, we hold “Harmony Meet Ups.” During this time (about five to 10 minutes daily), students sit or stand in a circle facing each other. We start by singing a song—either a familiar one that I created or something the class selected from the student interest survey. Then, I choose a student to share out, and the rest of the class asks the chosen student questions based on their favorite things. After that, we revisit two or three existing Harmony Goals, such as, “We will work together” and “We will listen to each other.” As a class, we discuss whether or not we are implementing our goals, and then we end this time with a community-building exercise.

The community-building exercises include elementary favorites like Pass the Smile; musical chairs; or duck, duck, goose.

To prompt civics-centered discussion in your class, ask your students: “What problems would you like to solve?” “What makes a good leader?” “What is fair or unfair?” “Why is it important to listen?” These questions help students to reflect, listen, and learn from their teacher and peers.

Here are four activities that I use to bring civics to life in my classroom.

1. Classroom Elections

Every year, I hold a classroom election to teach students about voting and being responsible citizens. For a week, students create campaign posters, share treats, explain their ideas, and give speeches. I send a newsletter and use ClassDojo to keep parents informed.

All students have an opportunity to write a speech about why they should be class president. In the first round, they aren’t allowed to vote for themselves. They must vote for a peer and explain why. After several eliminations, the top two run for president. The class selects the vice president from the students in third and fourth place.

Because my students are young, I’m intentional about supporting those who didn’t win. We talk about leadership, not about the title. They were brave enough to give a speech and campaign. I let them know that I’m proud of them. I want them to feel nurtured and valued.

I’ve also extended this learning experience beyond the classroom. Little Rock, Arkansas, is close to Memphis, where I teach. Thanks to a grant, I’ve taken students to the William J. Clinton Presidential Library and Museum to hold our classroom election in and near the model Oval Office.

2. Democracy Book Reports

My students read books and complete one-page book reports that help them learn about democracy, voting, leadership, American history, and civic engagement. To promote literacy, I like students to complete four books in a quarter. Here is a list of books that I have vetted:

Grace for President, by Kelly DiPucchio, illustrated by LeUyen Pham

Duck for President, by Doreen Cronin, illustrated by Betsy Lewin

Vote for Our Future!, by Margaret McNamara, illustrated by Micah Player

Change Sings, by Amanda Gorman, illustrated by Loren Long

Let the Children March, by Monica Clark-Robinson, illustrated by Frank Morrison

As students read the books, they make personal connections to the characters in the story. Before they write their reports, I ask them to consider questions like these: What was the problem in the story? How did the characters use their voices? What was the solution to the problem? When they demonstrate their understanding through their answers, I know they’re learning that democracy is about more than voting. They are learning that democracy is about listening to others, taking actions to make a difference, respecting others, and making good choices.

3. Historical Scrapbooks

To help students get a real-world understanding of their connection to history, I assign a project in which students work with their families to visit and photograph local historical sites in Memphis. I send a letter to families that explains the theme for the quarter and the projects that students will complete. This helps parents understand the expectations and gives them time to support their child.

Students create a book or scrapbook with a picture of themselves at the location and write a short paragraph about its historical value. My students and their families were excited to visit new places as they learned about Memphis. Students have visited the National Civil Rights Museum, the Stax Museum, I AM A Man Plaza, and many other local venues. 

If families can’t take their children to a site, I offer alternatives, like taking a virtual tour, researching approved websites, or reading books about the location.

4. Civic Learning Day

One of the most memorable learning experiences that I’ve implemented was Civic Learning Day. I invited real-world policymakers, families, teachers, and students to watch my class actively engage in civics learning. Student candidates gave their election speeches, peers voted, and students proudly shared their problems and solutions projects. A group of college students who started an organization in high school, Scholar in the Middle, also participated. It was important to show that other students weren’t just sitting on the sidelines, but also helped to support our event.

Events like this spark a multigenerational approach to learning because civic education did not stop with the child. All stakeholders learned from each other.

One parent shared, “I’m guilty of not always voting. Being here today made me realize how important it is. I will vote.” A community partner, Jason Sharif, executive director of A Better Whitehaven, said, “Events like this give students a voice and help leaders hear their ideas for improving the community. They inspire civic engagement and future leadership.”