As the United States prepares to commemorate its 250th anniversary, a renewed focus on civics education is taking root in communities nationwide, and one Illinois educator is at the forefront of this movement. Lucas Rojas, the Social Studies Department Chair at Geneva High School, has been distinguished as the state’s sole recipient of a $5,000 “Teaching America250 Awards” grant, an honor bestowed by The Jack Miller Center. This Philadelphia-based nonprofit, dedicated to fostering an understanding of America’s founding principles, selected one teacher from each state to receive the award, recognizing innovative approaches to history and civics instruction. Rojas, an eight-year teaching veteran, will now spearhead a multifaceted project designed to connect students directly with their local history and the foundational documents of the nation. The initiative not only aims to educate but also to inspire a new generation of engaged citizens, demonstrating that the principles of the past hold profound relevance for the challenges and opportunities of the present day. This grant provides a critical opportunity to transform the classroom into a dynamic hub of community interaction and historical discovery.
A Project to Bridge Generations and History
The cornerstone of the grant-funded initiative is the development of an interactive “Wall of Honor,” a permanent installation at Geneva High School dedicated to graduates who have served in the military. This modern memorial is designed to be more than a static display; it will feature a large television screen where students, faculty, and community members can navigate through a comprehensive database of veteran profiles. The project places a strong emphasis on active student participation, turning the learning process into a hands-on historical investigation. Throughout the semester, between 90 and 150 of Rojas’s students, in collaboration with the Social Studies National Honor Society, will take on the roles of researchers, archivists, and storytellers. Their primary task will be to identify local veterans, conduct in-depth interviews to capture their experiences, and carefully craft the digital profiles that will populate the database. This direct engagement is intended to foster a deep, personal connection to the community’s history and the sacrifices made by previous generations, moving the concept of service from an abstract lesson in a textbook to a tangible, human story.
Complementing the digital memorial, the second component of the project involves the creation of a large-scale mural that artistically represents the nation’s heritage. This piece will prominently feature the Preamble to the Declaration of Independence, serving as a powerful and constant visual reminder of the country’s founding ideals. The creation of the mural is envisioned as a collaborative community effort, with possibilities ranging from commissioning local professional artists to empowering the school’s own talented art students to design and execute the work. This artistic endeavor directly fulfills a core objective of The Jack Miller Center’s grant program, which encourages recipients to promote widespread awareness of the principles upon which the nation was built. By integrating this historical text into the physical environment of the school, the project aims to make these foundational words a part of the daily student experience. The mural is not just a decoration but an educational tool designed to spark curiosity and conversation about the meaning of liberty, equality, and the pursuit of happiness in contemporary society.
Fostering Active Citizenship and Recognition
At its core, this initiative is a deliberate effort to cultivate active civic engagement among young people, a goal that Rojas believes is particularly crucial in the current political landscape where students may feel hesitant or unsure about how to participate. He views the grant as an investment not just in his own teaching but in the students themselves, empowering them to become active agents in their own community. The project is structured to be a practical demonstration of how historical knowledge can be applied to make a tangible, positive impact. By interviewing veterans and immortalizing their stories, students learn vital skills in communication, research, and empathy, while also performing a meaningful community service. Colleague Jason Bhatta has praised this unique approach, noting its powerful ability to forge a direct link between students and the Constitution, honor local heroes, and illuminate the relevance of history in their everyday lives. The project aims to create a safe and constructive space for dialogue about current events, grounded in a shared understanding of local heritage and national principles.
The recognition from The Jack Miller Center was one of several major accolades that highlighted Rojas’s commitment to expanding educational horizons. His dedication to innovative teaching was further affirmed when he received a prestigious Fulbright Teachers for Global Classroom Program Scholarship. This intensive program provided him with a graduate-level course focused on global education, culminating in an international research trip to Uruguay to observe different educational systems and cultural perspectives firsthand. These experiences have enriched his approach to teaching, allowing him to bring a broader, more interconnected worldview back to his students in Geneva. School principal Tom Rogers commended these achievements, describing Rojas as a “great ambassador” for the institution and expressing the collective pride of the school community. Through these combined efforts, the projects spearheaded by Rojas did more than just enhance the curriculum; they established a model for how education could actively prepare students for thoughtful and responsible citizenship in an increasingly complex and globalized world.
