Amy Maddox - 2022 Teacher of the Year

At the onset of my instruction each year, I have my students answer the question "what does it mean to be American?" Many of my students inherently answer - freedom, respect for the rule of law, republicanism, democracy, religious tolerance, and a shared history. I believe that it is essential that we train each generation in the importance of these values and principles. If we fail to do so, then we are putting the entire American political experiment at risk. 

This is where my heart is. I teach to fulfill this civic duty. Not all of my students will become historians, lawyers, or politicians - but they will all be citizens. I want them to be active and informed ones. We often hear media commentary about the fact that our lowest voter turnout rates are in the 18-25 year old category. Political pundits debate over what can be done to improve voter turnout in this age range. The answer is simple- teach them why it matters. If they understand the importance and necessity of historical study and civic involvement, if they understand that they do have a vested interest in the final outcomes of elections (be it local, state, or national) then they are much more likely to participate. 

Furthermore, I am convinced that the best teaching and learning of history is experiential and happens as an outgrowth of the development of interpersonal relationships. I have been teaching for 21 years and while the old adage "kids are kids" remains true, the circumstances they confront do change. The advent of technological advance has created benefits and challenges. Breaking through the constant distraction of cell phones and social media in the classroom in order to get students to fully engage with material can be difficult. Yet, it is possible. Emphasizing the relevance of the curriculum is essential. This is where law-related education proves most valuable.

Key Programs

• Since 2001, my students have participated in the We the People ... the Citizen and the Constitution, mock congressional hearing program. More than any other program I have incorporated into my classroom, this is the one that has had the greatest impact. Success in this program requires a deep understanding of constitutional origins, development, and application. Its primary emphasis is on the continuing relevance of constitutional principles to the governance of our nation. Students study the constitutional text, case law, primary sources from the founding, as well as historic and current constitutional questions and interpretations. We read Akhil Reed Amar's America's Constitution: A Biography each summer. I instruct students that they must become fluent in legal and constitutional terminology. During competition rounds, students must be prepared to answer judges questions about topics ranging from habeas corpus petitions to incorporation of the Bill of Rights to Hobbesian versus Lockean theories to free exercise versus free expression to the limits of federalism. Each year presents new legal questions and challenges. They must be able to cite case law and historic examples in defense of their positions. We have had great success in this program over the years winning our state competition every year since 2005 and placing in the top ten nationally more than 10 times.
• I am enormously privileged to teach many of my students for three consecutive years - 2 years for Advanced Placement United States History (APUSH) and 1 for AP US Government/We the People. While We the People has definitely had the greatest impact on my senior students, it has also greatly enhanced my APUSH program. I require my APUSH students to memorize all articles and amendments to create a mental framework for our journey through American history. I incorporate case law and discussions of constitutional application at every possible juncture. I sincerely believe that these "extra" elements of my instruction have made a tremendously positive impact on my students' success in the course and have contributed to my average score of 4.2 after 19 years and almost 1000 APUSH students.

• In the past few years, I have become increasingly aware of the need to increase student advocacy skills. We the People has always contributed to the development of these skills in my seniors, but I wanted to find a program that I could incorporate into APUSH. Then I found AP with WE Service. This program blends service-learning with AP level curriculum. In addition to completing service projects such as fundraising for cancer research, building Habitat Houses, and constructing a garden patio for special needs students, I require students to complete historical abstracts, project rationales, and project reflections in order that they develop skills necessary for advocating for projects that inspire them.

Key Partnerships

• My passion for law-related education began in 1997 when I was the Alabama recipient of the James Madison Memorial Fellowship and, as a result, joined a network of teachers committed to incorporating legal and constitutional principles into their history and government classes. Participation in this program opened countless doors of opportunity for me and by extension my students. A summer spent studying at Georgetown, John Marshall workshops in Richmond, connecting me to the We the People network-ALL have had a profound effect on my ability to bring law-related lessons to my classroom.

• In preparing my students for success in the We the People program, I have partnered with numerous organizations and persons in the legal field. Before covid, I invited representatives from the Equal Justice Initiative to speak to my classes each year. I work closely with the Alabama Center for Law and Civic Education and Samford University's Cumberland School of Law to schedule meetings for my students with local attorneys, noted constitutional law professors, district and federal court judges, and elected officials including city council members, state representatives, House Representatives Terri Sewell and Gary Palmer, Senators Richard Shelby, Jeff Sessions, and Doug Jones. These question and answer sessions have proven invaluable in encouraging students to seek out career opportunities in law-related fields. My former students have served as congressional staffers at both the state and national level, interns at EJI, volunteers for presidential candidates, clerks for federal circuit court judges, and ALL are informed and engaged citizens. 
• As a member of the National Council for the Social Studies, I recognized an opportunity to connect my students to the numerous law-related contest and competitions that are offered each year. I co-sponsored the founding of our school's chapter of Rho Kappa National Social Studies Honor Society in order to coordinate these opportunities. Our Rho Kappa students have competed successfully in the Bill of Rights Institute's We the Students Essay contest, the JFK Library's Profiles in Courage Essay contest, the Alabama History Bee and Bowl, CSPAN's Student Cam contest, the VFW Voice of Democracy scholarship competition, and many other civic and law related programs. My favorite accomplishment was the online Rho Kappa Journal that we created to showcase all of these student accomplishments.