As the nation approaches its 250th anniversary in 2026, California educators are navigating a complex landscape of competing narratives surrounding American history, and civics. With multiple curricula emerging to commemorate the milestone – including the federal “Freedom 250” initiative and California’s own “175 Years of California Dreaming” project – teachers are finding themselves “treading lightly” in the classroom, according to experts. The challenge lies in fostering critical thinking and civic engagement in an increasingly polarized environment.
The upcoming semiquincentennial has spurred a wave of initiatives aimed at reflecting on the nation’s past and renewing commitment to democratic ideals. However, the proliferation of different approaches to teaching this history presents a hurdle for educators already tasked with covering a vast curriculum. California Governor Gavin Newsom has launched a state-specific effort, inviting experts to develop resources that incorporate the state’s own 175th anniversary, but the sheer volume of available materials is proving demanding to manage.
Navigating a Polarized Landscape
Michelle Herczog, former history and social science coordinator for the Los Angeles County Office of Education and former president of the National Council for Social Studies, described the current climate as requiring a “very special skill set” for teachers. “How do you talk about the elephant in the room without mentioning the elephant?” Herczog asked, alluding to the sensitive political context surrounding historical interpretation. The goal, she explained, is to encourage students to examine the foundational principles of the Constitution and assess whether those ideals have been fully realized, and to consider how the country can move forward.
Many civics teachers are choosing to focus on core principles – the importance of the Constitution, critical thinking skills, and civic participation – rather than directly engaging with the “America 250 hoopla,” as one teacher described it. Teresa Shimogawa, a government teacher at Cypress High School in Anaheim, prioritizes local problem-solving and student-led initiatives like “Social Justice Day,” a science-fair style event where students present projects inspired by policies they’re passionate about. “I don’t focus too much on what Congress did this week, or what the president said,” Shimogawa said. “It’s too depressing, and kids perceive hopeless. Instead, I try to make them feel like they have a voice, and grant them the tools to advocate for good.”
Competing Curricula and Teacher Stress
The federal government’s Freedom 250 initiative is one component of the anniversary preparations, while the U.S. Semiquincentennial Commission, established by Congress in 2016, is taking a more nonpartisan approach. America250 encourages participation through visiting landmarks, volunteering, and sharing personal “American stories” via video. California’s 175 Years of California Dreaming website currently features a state history summary, regional videos, and volunteer opportunities, with plans to add classroom resources.
Amber Bradley, who teaches government at River City High School in West Sacramento, acknowledged the stress associated with navigating these multiple curricula. “Being a civics teacher right now is complicated,” she said. “We teach kids about their rights, but then they see the federal government ignore those rights. It’s discouraging for everyone.” Bradley, like Shimogawa, emphasizes hands-on projects and strives to maintain a nonpartisan classroom environment where students feel comfortable expressing their views.
The Importance of Free Speech and Open Inquiry
Students themselves are seeking a classroom environment that fosters open discussion and critical thinking. At Futures High School in Rio Linda, a charter school north of Sacramento, students – many of whom are recent immigrants from countries like Russia and Ukraine – expressed a desire for a space where they can freely ask questions and share their perspectives. “I desire teachers to encourage discussion between students, promote an open environment,” said Nikita Artemov, a senior who immigrated from Russia. His classmate, Zinat Nabizada, an immigrant from Afghanistan, agreed, emphasizing the importance of simply “hearing someone else’s opinion.”
Former Anaheim superintendent, Matsuda, now dedicated to promoting civics education, draws on his family’s history – his parents were interned during World War II – to underscore the importance of safeguarding civil liberties. He believes students necessitate to understand real-world problems, identify those responsible, and learn how to utilize democratic systems to address them. “The Constitution is being challenged almost every day,” Matsuda said. “We need to teach civics in a way that is non-partisan and not imposing adult opinions. If that doesn’t happen, our country will become more divisive than ever. Here’s absolutely vital for the next 250 years.”
As the nation prepares to commemorate its 250th anniversary, the challenge for educators will be to navigate the complexities of American history and foster a generation of informed, engaged citizens. The ongoing development of curricula and resources, coupled with the dedication of teachers prioritizing critical thinking and civic participation, will be crucial in shaping the future of American democracy.
What impact will these competing narratives have on students’ understanding of American history and their engagement in the democratic process? Share your thoughts in the comments below.
