During a time of increasing polarization, The Steamboat Institute (SI) has been a leader bringing civilized discourse back to college campuses. By hosting robust debates among the most renowned experts in the country, their successful Campus Liberty Tour puts current topics like fiscal responsibility, national defense, the role of government and individual responsibility directly in front of college students. Their goal is to increase critical thinking and civics knowledge by showing attendees how to think, not what to think. 

To get a better sense of their work, Philanthropy Roundtable recently interviewed Jennifer Schubert-Akin, chairman, CEO and co-founder of The Steamboat Institute to learn more about their impact. 

This interview has been edited for length and clarity. 

Q: What is the mission of The Steamboat Institute? 

Schubert-Akin: Since its founding in 2008, The Steamboat Institute has established a proven-successful track record of inspiring Americans to greatness with high-caliber programs, events and substantive, civilized discourse in support of America’s founding principles. We are energized by the opportunities we have to restore critical thinking and civilized discourse on America’s college campuses.  

SI’s programs equip rising young leaders, college students, everyday citizens and talented young journalists to educate and persuade others to defend American values. We inspire active involvement in the defense of liberty by offering programs that promote five core principles: limited taxation and fiscal responsibility, limited government, free market capitalism, individual rights and responsibility and a strong national defense. 

Q: What was the impetus for The Steamboat Institute to create the Campus Liberty Tour and what makes it unique from other college speaker events? 

Schubert-Akin: Steamboat Institute launched the Campus Liberty Tour in 2018 in response to a request from Bruce Benson, then president of the University of Colorado, to bring more diverse perspectives to the University of Colorado (CU)  Boulder campus with compelling debates.   

While many college speaker events feature just one side of an issue, SI’s Campus Liberty Tour debates bring high-profile speakers to engage in robust but civil debate on hot-button topics, reaching students on both the left and the right. We don’t just “preach to the choir” – our debates are specifically designed to attract students on both sides of the aisle. 

Our very first debate in April 2018 on nationalism vs. globalism was held on the CU Boulder campus and featured the architect of the successful Brexit movement, Nigel Farage, and the former President of Mexico Vicente Fox. We had nearly 1,000 people attending in person, even though it was the same night as the NCAA Men’s Basketball National Championship! 

An undergrad student at University of Texas at Austin who attended SI’s socialism vs. capitalism debate, featuring Yaron Brook of the Ayn Rand Institute and Bhaskar Sunkara, author of “The Socialist Manifesto,” said, “I came because I wanted to hear a new perspective, because I’ve always thought one way. … I loved hearing their back-and-forth commentary, because it taught me a lot about both sides. I definitely became more moderate from this debate.” 

Another unique aspect of the Campus Liberty Tour debates is the pre- and post-debate audience polling, conducted via QR code, to measure how audience opinions have shifted. Audience members scan the QR codes with their phones, where they are taken to a poll that asks if they agree, disagree or are undecided on the debate resolution.  

The nature of the polling ensures honest responses, free from peer pressure. The poll results are displayed on a large video screen and provide real-time feedback on how opinions have shifted, demonstrating the immediate impact of the debate. Typically, an average of 30% of attendees change their minds in favor of liberty-oriented positions after watching a CLT debate. 

Q: How do you come up with the issues to discuss and select which campuses to host? 

Schubert-Akin: Steamboat Institute has hosted debates on campuses across America, from Pepperdine on the West Coast to Cornell in the Northeast. The selection of campuses is based on demand from the universities, and that demand is growing!  

To host a Campus Liberty Tour debate, the host university must meet certain criteria, including providing use of an appropriate venue seating at least 200 people, promoting the event to the campus community and hosting a “meet and greet” following the debate to allow students to meet and mingle with the speakers. The most important criteria, however, is having a strong partner on campus – such as a free market center, student group and/or professor – who is an effective advocate for bringing the debate to campus and ensuring a successful program. 

Q: What speakers have you hosted and have any schools refused to host one of your events because of topic and/or speaker involved? 

Schubert-Akin:  Steamboat Institute has hosted dozens of debates over the past six years including: 

• University of Maryland’s debate on whether the U.S. must rapidly eliminate greenhouse gas emissions with the undersecretary for Energy in President Obama’s Energy Department, Steven Koonin, Ph.D. and director of Harvard’s Center for the Environment, Daniel Schrag, Ph.D. 

• CU Boulder’s debate on social justice and identity politics with Jason Riley of The Wall Street Journal Editorial Board and Democratic strategist and former head of the Democratic National Committee, Donna Brazile. 

• University of Texas at Austin’s debate on free enterprise vs. government safety net programs with the host of “Making Money” on Fox Business Network Charles Payne and CNN political strategist, Bakari Sellers. 

• Old Parkland Debate Chamber in Dallas debate on whether the risks of academic engagement with China outweigh the benefits to American universities with director of the China Center at the Hudson Institute and professor at the U.S. Naval Academy, Miles Yu, Ph.D. and professor of global economics at MIT, Yasheng Huang, Ph.D. 

Our fall 2024 debate schedule will feature seven debates including new additions Harvard, Brown, New College of Florida and Virginia Military Institute (VMI). The VMI debate on October 3 will feature a debate between former U.N. Ambassador John Bolton and entrepreneur Vivek Ramaswamy on America’s role in the world and the extent to which the U.S. should be involved in global conflicts. This debate will be livestreamed on SI’s YouTube channel. 

Because of the civilized nature of SI’s debates and the high caliber of experts we invite to participate, we are proud that we’ve never had a debate shouted down or canceled. SI prioritizes the building of strong relationships on each campus – with university leadership, free market centers, student groups and professors.  

With these relationships, combined with our reputation for hosting quality programs, we have the support we need to withstand the demands of those who would rather not see any debate happen on campus. The Steamboat Institute is proud that we have been invited back to every campus where we have hosted a CLT debate! 

Q: What is the greatest challenge or need the Campus Liberty Tour has right now? 

Schubert-Akin: With a four-year grant from the Adolph Coors Foundation awarded in 2023, The Steamboat Institute has expanded the Campus Liberty Tour debate series from three to four debates per year to 12 debates in 2024. The challenge from the Coors Foundation to Steamboat Institute is to continue to develop new funding sources to maintain an annual program of 12-14 debates per year after their four-year grant is fulfilled, as well as to continue to develop creative media strategies to grow the online audiences for these quality programs. 

SI is also seeking funding to assist our host universities with adopting a new for-credit course program called “Challenge Your Thinking – Challenge the Conversation.” This program is underway in the Smith School of Business at the University of Maryland because of successful collaboration between SI and the Ed Snider Center for Enterprise and Markets. This three-credit course provides students with the opportunity to thoroughly research topics, speak persuasively and critically engage with different viewpoints through debate.  

Q: Anything else you’d like to share with our community? 

Schubert-Akin: This fall The Steamboat Institute will welcome Hadley Heath Manning as executive vice president. This is an important step in SI’s forward-thinking succession planning. Hadley was previously senior vice president with Independent Women’s Forum and was the 2016 recipient of SI’s Tony Blankley Fellowship.  

For questions about the Roundtable’s work related to civics education or to learn more about The Steamboat Institute, please contact Philanthropy Roundtable Portfolio Director Clarice Smith. 

The post Steamboat Institute’s Campus Liberty Tour: “Inspiring Americans to Greatness”  appeared first on Philanthropy Roundtable.

Philanthropy Roundtable, with support from the Daniels Fund, launched a new Civics Playbook, a digital resource for donors looking to make wise investments in high-impact organizations dedicated to enhancing civics education nationwide. The organizations featured in this resource reflect the Roundtable’s core values of liberty, opportunity and personal responsibility and bring those values to bear in the crucial area of civics education. 

Recent data show a concerning decline in civics knowledge, with only about one-in-six Americans able to name all three branches of government. A recent survey from the Annenberg Center at the University of Pennsylvania found around 5% of American adults can name all five fundamental freedoms in the First Amendment. The 2022 National Assessment of Educational Progress report showed only 22% of students scored at or above the level of “proficient” in civics. 

Today, more than ever, a well-informed citizenry is crucial for the maintenance of democracy and the honoring of America’s founding principles. Civics education helps ensure citizens understand their rights and responsibilities, promoting a healthy democratic process. A broad spectrum of Americans — nearly 80% according to a recent poll — support a stronger emphasis on civics education in schools, recognizing its importance regardless of political affiliation. 

The good news is philanthropists are increasingly recognizing and investing in the transformative potential of broad-based civic engagement that emphasizes traditional American values. The new Civics Playbook highlights 12 examples of these donors’ important work and sets the stage for philanthropists to make a transformational difference by investing in similar causes and nonprofits. The playbook focuses on organizations in three key buckets: 

• Curriculum and teaching materials: These organizations are dedicated to providing a solid core of civics education classes. Examples include nonprofits such as the Georgia Center for Civics Education, which provides teacher workshops and curriculum development; the Rendell Center for Civics and Civic Engagement, also offering teacher training and curriculum materials that promote active civic participation and the National Association of Scholars’ Civics Alliance, which focuses on restoring proper civics education to K-12 schools. 

• Investing in Teachers: Well-equipped instructors are the backbone of effective civics education. Nonprofits such as the Jack Miller Center facilitate a nationwide nonpartisan network of academic scholars, both in K-12 and higher education, dedicated to teaching civics in accord with America’s founding principles. Another example is the Bill of Rights Institute, which currently serves a network of more than 76,000 middle school and high school civics and history teachers, representing more than 38% of the market. 

• Experiential learning: Nonprofits such as Founding Forward, the National Constitution Center, the Ashbrook Center and the Museum of the American Revolution give students a hands-on opportunity to experience the importance of civics in the American way of life. Moreover, undertakings such as the Florida Civics and Debate Initiative and the National Civics Bee facilitate opportunities for students to hone their civics knowledge through debate teams and live competitions. Additionally, Junior Achievement of Georgia integrates learning about the free market combined with the importance of civics engagement. 

By supporting these high-impact nonprofits, philanthropists have the opportunity to make a profound difference in civics education based on American principles. Together, we can ensure future generations are well-equipped with the knowledge and skills necessary to be active, informed and responsible citizens. 

The post Civics Playbook Shows How Donors Can Transform Civics Education Through Strategic Investments  appeared first on Philanthropy Roundtable.

“Liberty is a privilege that must continually be fought for, if we are to preserve it. … If our democracy is to be saved, and if we are to win through the difficulties and dangers in which we are involved, the aggregate will, wisdom, strength and determined purpose to do it must come from the body of the private citizenship of this country.” – Rep. Hatton W. Sumners

As the country gathers to celebrate its independence on July Fourth, it is important to recognize those who have been involved in not only its founding, but those who preserve, protect and defend our Constitution.  

Hatton W. Sumners, born and raised on a farm in Tennessee, was determined to study law despite lacking the funds to pursue his educational ambition. In 1894, the Sumners family relocated to Dallas, Texas, where the 20-year-old future congressman persuaded Dallas City Attorney Alfred P. Wozencraft to allow him to “read law” in his office. This eventually resulted in Sumners passing the State Bar of Texas in 1897. Two years later, Sumners was elected prosecuting attorney of Dallas County, serving two nonconsecutive terms before being elected to Congress in 1912.

Sumners was a stalwart defender of the principles of the Unites States Constitution, successfully leading the challenge to then-President Franklin D. Roosevelt’s proposal to pack the Supreme Court with new justices, where he rightly argued that it violated the separation of powers. His heroic act of countering his party’s president and preserving the integrity of our Constitution cost Sumners his chance at being appointed to the Supreme Court.

Throughout his life, Sumners pursued a love of knowledge and self-education. He established the Sumners Foundation two years after his voluntary retirement from Congress to “encourage the study, teaching and research into the science and art of self-government, to the end that the American people may understand the fundamental principles of democracy and be guided thereby in shaping governmental policies.”

This year celebrates the 75^th anniversary of the founding of the Sumners Foundation, which has invested $86 million in over 200 organizations “whose programs educate citizens about the fundamental principles of American democracy.”

“It was important to Congressman Sumners for citizens to understand that the power of the government comes from the people, from its active citizenry. Power over our lives as Americans does not flow from our government to its people but rather from the people to the government,” said Lon Williams, chairman of the Foundation’s board of trustees. “Further, our individual rights and obligations as citizens are grounded on equal opportunity for all.”

This year, the Sumners Foundation will also celebrate the 65^th year of its Sumners Scholars program, which is a merit-based program that requires successful candidates to demonstrate academic excellence, a sense of civic responsibility and the potential for leadership.

The Scholars program is aimed at undergraduate, doctoral and law school students who demonstrate high academic standards and actively participate in self-government. Providing full tuition and fees in addition to a living allowance, the three-year law school scholarship requires recipients consistently rank at the top one-third of their class, be civically engaged and possess the capacity for leadership. The two-year undergraduate Sumners scholarships offer rising juniors awards $15,000 per year and requires each scholar to maintain at least a 3.50 GPA for renewal each semester.

The Sumners Foundation trustees expect each Sumners Scholar to demonstrate understanding and appreciation of America’s representative democracy. Students must also learn hands on by actively participating in the democratic process on the local, state or national levels. By committing their time by actively engaging in civics, students learn how their participation can better their community and assist the Foundation in carrying out its charitable purposes.

Over the past 65 years, Sumners Scholars have pursued careers including law, education, technology and entrepreneurship. 

One of the first participants in the law school Sumners Scholars program was Texas Supreme Court Chief Justice Nathan Hecht.

Hecht grew up on a farm in Clovis, New Mexico, and attended Yale University. He worked throughout his four years to afford the tuition and board with the goal of attending law school and becoming the first lawyer in his family. But the cost of law school was way beyond his family’s reach and Hecht had to figure out a way to pay for it. His research led him to learn about the impact Sumners had on the country and the Sumners Foundation’s full scholarship offered at Southern Methodist University Law School.

“The Foundation talked about paying back after you got out and I was very receptive to that,” Hecht said.

Hecht remains involved with the Sumners Scholars program and in the fall of 2023, the trustees invited him to join the board.

“It’s just life changing for me. They’re changing lives, giving these kids opportunities they might not have been able to have without that financial security for sure.”

For questions about the Roundtable’s work related to civics education or to learn more about the Sumners Foundation or it’s Scholar program, please contact Philanthropy Roundtable Portfolio Director Clarice Smith.

The post Sumners Foundation: Strengthening Liberty and Citizenship through Civics Education   appeared first on Philanthropy Roundtable.

This effort should not go unnoticed, because civics, when effectively taught, promotes and preserves good citizenship. As teachers and students get back to work this fall in earnest, here’s a look back at some organizations that worked with educators over their break to ensure they’re well prepared to teach this important subject:   

Freedoms Foundation at Valley Forge (FFVF) hosted nearly 250 teachers across the United States this summer for one of their five week-long teacher programs and one traveling workshop. Their special guests and speakers included eminent scholars such as CherylAnne Amendola, Frederick Douglass descendant Kevin Douglass Greene, Dr. Joe Fornieri, Dr. Allen Guelzo, Mae Krier and Stephanie Townrow. Seminar topics included “Frederick Douglass: Legacy and Impact,” “Constitutional History,” “American Revolution South (Traveling Workshop),” “Medal of Honor Legacy: Cold War,” “Women in American History” and “Abraham Lincoln and His America.” 

Over the past 50 years, nearly 14,000 educators from around the world have enriched their knowledge and their classrooms through FFVF’s critically acclaimed and accredited seminars. 

The George Washington Teacher Institute Summer Residential Program at Mount Vernon offers educators an opportunity to attend a five-day immersive professional development program to learn more about George Washington and the 18^th century world he lived in. Their format, with a different thematic focus for each program, allows educators to explore an 18^th century subject that is most relevant to their classrooms. Participants learn from a variety of visiting and estate experts about how to bring the first president and his world to their 21^st century students.  

Topics in 2023 included “Martha Washington and the Women of the 18th Century,” “The Great Experiment: George Washington and the Founding of the U.S. Government,” “Slavery in George Washington’s World,” “George Washington at War: From Soldier to Commander in Chief,” “George Washington and the Economy of a New Nation” and “Leadership and Legacy: Lessons from George Washington.” 

At the Gilder Lehrman Institute of American History  (GLI), educators can choose from a variety of in-person and virtual summer professional development opportunities. These include 12 online teacher seminars, including “The Making of America,” a two-week National Endowment for the Humanities summer institute; The Gilder Lehrman Teacher Symposium, a five-day program at Gettysburg College “Statesmanship in American History,” hosted and funded by the James Madison Program in American Ideals and Institutions at Princeton University; “Reframing Lincoln Seminar: Myth, Memory,” “Changing Narratives; United States Foreign Policy, 1898 to Present” and “The Making of America: Colonial Era to Reconstruction.” 

The National Constitution Center (NCC), located in Philadelphia, Pennsylvania, offers in-person and online resources to educators across the country and “serves as America’s leading platform for constitutional education and debate.” It hosts over 160 educators from across the country for its series of summer institutes, which bring together top educators and ideologically diverse constitutional scholars.  

Over the course of week-long in-person sessions and three-day virtual sessions, participants work with content experts during these programs to deepen their knowledge of constitutional topics and their historical contexts and modern understandings. During the summer institutes, educators discover and develop ways to make content relevant to their students. Educators leave having gained new content knowledge, teaching tools, classroom-ready resources and skills for improving constitutional literacy. 

NCC’s approach has three main components: (1) building a historical foundation through storytelling of the Constitution’s founding and exploring how courts have interpreted it over time; (2) learning how to interpret the Constitution like a constitutional lawyer by asking what the government constitutionally may not do, not what it should do and (3) developing the skills of civil dialogue and reflection. Programs are open to educators working with grades 5 – 12 at public, charter, independent, parochial and other schools. Topics in 2023 included “Constitutional Conversations and Civil Dialogue” and “Principles of the American Revolution.” 

The Jack Miller Center (JMC) has continued to grow its resources for K-12 teachers, offering 24 teacher education programs across nine states this summer, which included graduate courses in Illinois and Massachusetts, symposiums in Florida and Wisconsin, a summer institute in Texas and workshops in Virginia. JMC’s faculty partners covered topics such as the American Revolution, Alexis de Tocqueville, the First Amendment and Frederick Douglass. See this comprehensive list of the Summer 2023 seminars to learn more about the topics covered, locations (frequently university campuses) and faculty who partnered with JMC.  

Due to the generosity of donors, FFVF, GLI, NCC and JMC all provide scholarships to participants to remove the financial barriers of attendance. All these programs adjust their offerings each year to ensure they provide content that is particularly relevant to the needs of educators and their classrooms. They are currently in the process of making these adjustments for next year, so announcements of Summer 2024 offerings are imminent.  

 The vital work of these civics organizations does not stop when the school year begins. They continue to provide support to educators through lesson plans, weekend workshops, online seminars and even MA programs during the year. If you walk into a classroom and see an educator effectively and engagingly teaching civics, you may learn their approach was impacted by one of these programs, many of which are hoping to reach more teachers in the critical effort to prepare the next generation of citizens. 

If you are interested in learning more about these initiatives, please contact the Programs team at programs@philanthropyroundtable.org. 

The post Civics Education Programs Making a Difference This Constitution Day appeared first on Philanthropy Roundtable.

This conversation has been edited for length and clarity. 

Q: Hanna, welcome to the conversation with the Roundtable. You are in your third year serving as president and CEO of the Daniels Fund, the philanthropic fund of legendary businessman and cable television pioneer Bill Daniels. Before this role, many of us knew you as an incredible leader in public education, most recently serving as secretary of education in New Mexico. What surprised you most as you moved into the philanthropic sector? 

Skandera: I have always had the privilege of working in a place and for people whose values I believed in. Maybe not 100% alignment, but pretty darn close. When you have that joy and privilege of living your values in your job, to me, it’s not a job, it’s a calling. And I consider this position at the Daniels Fund a calling. 

It is the opportunity to align what I believe and how I want to live in everything I do, including the job I get to do every morning. That is a gift. And I love it. Full stop. 

When you have a team and a board rowing in the same direction, the opportunities for impact are limitless. And to be in the philanthropic space at this time of upheaval, disconnect and disagreement provides an opportunity. I get to be in a place where we can bring people together to make a difference. That’s really powerful. 

Q: Let’s talk about values. You are tasked with protecting and advancing the legacy and values of Bill Daniels. Can you tell us about the Daniels Fund’s core values and the donor intent that you protect? 

Skandera: Values were important for Bill Daniels, and our board and team are incredibly committed to stewarding those values. Bill was very clear about the values that were most important to him – ethics, integrity, transparency, loyalty and professionalism. He had a deep commitment to the building of community, and a respect for people. He was a patriot, and he loved his country. He believed in investing in a way that put the individual front and center.  

We try and live those values in everything we do. And these values are the things that drew me to the CEO position.  

I love talking about scale and having a scalable impact, but I think one of the biggest things that strikes me about Bill Daniels is he had this huge heart and he wanted impact at scale, but he understood impact happens one life at a time. Our intent is to honor each individual and the life they’ve been given.  

Q: Your team’s mandate is to improve the lives of residents in Colorado, New Mexico, Utah and Wyoming. How are the Fund’s values expressed in its charitable giving priorities? 

Skandera: First, we have a scholarship program. We award about 230 scholarships every year to graduating seniors going on to college. Their full cost of attendance will be covered at any of our partner schools in our four-state region, or they can receive up to $100,000 if they choose to attend a school outside our four states. It’s a rigorous selection process to become a Daniels Scholar. Students submit an application, and we look for evidence of the values that Bill Daniels held so dear. 

Let me give an example. Bill loved and believed in the free market and capitalism. He was a businessman and entrepreneur. We look for young people who both have a need and a demonstrated desire to give back to their community.  

Beyond the scholarship, Bill Daniels defined eight giving areas. We stay true to these areas and will not stray. In fact, even in our bylaws, it says we cannot stray from these areas – and we honor that.  

I think so many times today, whether it’s in the corporate or foundation world, there is mission creep, but we are intent on holding on to our values.  

Bill set aside a billion dollars just over 20 years ago. We’re now a fund that’s worth about $1.7 billion and we’ve given away more than a billion dollars over 20 years.  

In that time, there’s nothing that has changed about the areas we’re giving in. But we are always looking for entrepreneurial endeavors or new ways to think about something. We are always looking for ways to do something better. Bill is famous for saying “The best is good enough for me.” So, the question we ask is, “How we can constantly raise the bar and seek excellence?” We try to set a high bar for ourselves and hold ourselves accountable for the return on that investment that Bill Daniels would expect. 

Q: Those of us who know you recognize your passion for K-12 education. Can you tell us about the Daniels Fund’s approach in this arena? Which opportunities do you see to help kids and families in 2023? 

Skandera: At the Daniels Fund, we have what we call “Big Bets.” 

Our “Big Bet” in K-12 education responds to the frustration we heard from parents during and following the pandemic. A lot of parents were frustrated by what they saw with their own children. They saw what their child was – and was not – learning at home. 

Because of this, many parents have opted out of our traditional public school system. Think about this. We saw a fivefold increase in Black families participating in home school education and a doubling of home education writ large.  

We saw a 7% increase in the charter school population, which shows us our public schools need to have more choice and options. We also saw an increase in private school enrollments, with over a million children leaving our traditional public education system.  

What that says to me is parents –  and we know this –  want what’s best for their child.  

This inspired the Daniels Fund to go bold – and we have set a goal to create 100,000 new choice seats for students by 2030 in our four-state region. 

We will fund seats in great schools, in homes, in hybrid school models or pods — you name it.  

We want to provide parents and our next generation with the opportunity to choose what is best for them — what will equip them to be great citizens who give back in our country.  

And we will invest across different policy environments. You know, Wyoming is more rural. New Mexico has rural and urban areas. Utah just passed an Education Savings Account law. 

Localized solutions matter immensely. Philanthropy can play a huge role in presenting and serving alongside local solutions.  

We are hoping that, across this country, philanthropists and those who are influential in education will continue to create new possibilities for every child. We should be responsive to this moment and be front-runners in creating solutions during this time of crisis. 

We have also set a “Big Bet” in civics education – with the goal to provide one million middle schoolers with the opportunity to participate in a Civics Bee. We helped launched this annual competition with the U.S. Chamber of Commerce Foundation. 

When a young person is confronted with decisions about how to vote, they will know the journey and the process of how a bill becomes a law and how they might influence it in meaningful ways.  

Q: Those are bold, clearly articulated social impact goals in both K-12 education and civics. At the end of the day, how do you think about a foundation’s responsibility to drive measurable impact and change? 

Skandera: The incredible opportunity we have in philanthropy is to be a spark that lights a flame. So, yes, the Daniels Fund has bold goals. And, yes, we plan to hold ourselves accountable for our goals. 

This goes back to Bill Daniels, who believed in generational change. He did not just think of the present moment, but of building a legacy that lasts for generations. To do this, you have to hold steadfast to your values. 

If you are changing values all the time – you can’t have generational impact. 

If you are changing what you’re investing in all the time – it’s a lot harder to have generational impact. 

There is a stewardship and consistency that allows for a multiplier effect when it comes to impact. 

We ask ourselves how we get to steward this little fire so it becomes a flame and becomes a burning desire across this country to create generational change. 

And that is what I think about when I think about the Daniels Fund. 

We want to be a foundation that positively influences American life – and we get to do this as a regional foundation. While we only invest in four states, we want our vision to have a ripple effect all across this country to impact generations to come. 

Q: Are there any emergent projects or organizations you’re particularly excited about right now?  

Skandera: We’ve got an incredible initiative that we have not publicly launched yet, but we’ve been investing in for a long time: youth sports.  

If you look at the data, young people are not participating in sports like they used to. As a former high school and college athlete and coach, I can tell you the values you learn from playing sports are game-changing.  

Grit, perseverance, hard work, teamwork, failure, success – all these things are built into sports.  

Sadly, we’re seeing an incredible decline in sports participation, particularly among kids in poverty, but really, across the board for young people. A lot of times, this is due to cost. 

I’m not trying to make a political statement, but K-12 education, the military draft and sports were historically three areas that brought people from different socioeconomic and demographic backgrounds together. These were areas where we could bridge big differences in America. Sports are an opportunity to give young people a chance to build character and to bring together different populations. 

So, we’re going to make a big investment and we’ll be announcing a big bet soon around youth sports. 

We want to be a part of providing young people with the opportunity to play sports – to have fun and be healthy. We are also thinking about the connection between sports and the youth mental health problem across the country. Frankly, we believe this can be game-changing. 

Q: Your investment approach is clear – educational excellence through choice, civic knowledge and rebuilding community and health through sports. I wish you and your team great success with the path ahead. Before we wrap up, is there anything else you’d like to share? 

Skandera: I think about Alexis de Tocqueville and how he talked about civic institutions and their role in America, and how important they were for the fabric of this country. You can read any statistic right now on the decline of trust in our country’s civic institutions and associations. 

Because of this, I believe philanthropy has an outsized role to play in rebuilding and stewarding these civic associations and finding opportunities for America to thrive. Philanthropy should be stepping up to take calculated risks and to be the front-runners when it comes to entrepreneurial endeavors. We need to help provide the ideas and concepts that can be implemented at scale. 

Preserving our values in a way that is built into our civic associations provides the opportunity for all Americans to thrive – and to help our country be the greatest country in the world. 

The post Leaders in Philanthropy: A Conversation with the Daniels Fund’s Hanna Skandera appeared first on Philanthropy Roundtable.

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Presidents Day was originally a commemoration of George Washington’s birthday. He considered civic virtue to be essential, saying in his famous Farewell Address, “Virtue or morality is a necessary spring of popular government,” and to Marquis Lafayette that the government “can never be in danger of degenerating into a monarchy, an oligarchy, an aristocracy, or any other despotic or oppressive form; so long as there shall remain any virtue in the body of the people.”  

This Presidents Day, Philanthropy Roundtable is celebrating by highlighting donors and organizations that are championing civics education that inform citizens, protect democracy and create a safe, enduring society. 

Equipping Teachers: While schools traditionally incorporate civics education as part of their curriculum, many teachers lack opportunities to gain expertise in civics content or ideas for how to best engage their students with it. Here are two initiatives that are working to fill this gap. 

• American Civics and History Initiative (ACHI), is an ambitious initiative by three major civic education organizations: the Bill of Rights Institute (BRI), the Jack Miller Center (JMC), and the Ashbrook Center. ACHI’s purpose is to reach 680,000 students by training 6,800 teachers in Florida over the next two years. ACHI’s trainings are designed to “empower educators through rich, content-based programs and resources” they can use in the classroom. ACHI would not be possible without the involvement of the Jack Miller Family Foundation, which is funded by Florida-based philanthropist Jack Miller. Miller brought together BRI, JMC and Ashbrook, and now is facilitating ACHI not just by writing checks, but by acting as a partner in the initiative, along with the Marcus Foundation, funded by philanthropist Bernie Marcus. 
  
  Learn more in the Roundtable’s interview with ACHI’s funders and grantees. 

• Georgia Center for Civics Engagement (GCCE), “has been working to help fill gaps in civics education among the state’s young people through programs that promote self-esteem, leadership skills and a sense of responsibility for oneself and the greater community.” First, GCCE uses a train-the-trainer approach in providing quality professional development and curricular resources that are aligned with the state educational standards to enhance quality instruction. Secondly, they provide students with opportunities to participate in simulated governmental proceedings like mock elections, model United Nations and legislative meetings. The success and popularity of GCCE’s programs has inspired other states, including Kansas and Arkansas, to replicate GCCE’s model. 
  
  Learn more about GCCE by reading the Roundtable’s interview with GCCE’s CEO, Dr. Randell Trammell. 

Student Opportunities: While acquiring civic knowledge is essential, students also need engaging ways to apply their knowledge to the real world. These donors and organizations are partnering to provide students with these experiences:  

• The National Civics Bee is an annual competition that encourages young Americans to engage in civics and contribute to their communities. Supported by the Daniels Fund and the U.S. Chamber of Commerce, the National Civics Bee challenges middle school students to apply their civics knowledge for a chance to win recognition and prizes provided by the local community. The goal is to awaken the possibility that civics engagement can make this country a better place. Instead of being organized by schools, civics bees live at local chambers of commerce who encourage the entire community to get involved in this important effort. 
  
  Learn more from Daniel’s Fund President and CEO Hanna Skandera on how civics bees can help today’s students get excited about our nation’s history. 

• JA BizTown, a Junior Achievement USA program (JA USA), blends teacher-led sessions with experiential learning. The fourth through sixth grade students prepare for their JA BizTown experience by participating in a series of classroom lessons where they learn about financial literacy, community and economy, work readiness and business management, all through a civics lens. Each student selects a career, creates a business plan, develops a marketing campaign and elects a mayor. The students then take their newly acquired skills to JA BizTown. At the “town,” which consists of a variety of businesses, a municipal building, a radio station and banks, the students get hands-on experience as employees and consumers by paying rent, buying insurance, depositing paychecks and more. Due to the encouragement of longtime supporter The Marcus Foundation, JA USA added content to their program to increase the civics knowledge and experience for those who participate in JA BizTown programming.  
  
  You can learn more about JA BizTown and their partnership with The Marcus Foundation here. 

Building a Healthy Civic Culture: Civic knowledge and skills obtained in the classroom are important, but all citizens also need to be equipped with a mindset to constructively engage with those with whom they disagree. Here are organizations and initiatives focused on this uniting effort. 

• Braver Angels seeks to unite America by bridging the divide among liberals, conservatives and others by helping these groups understand each other as fellow citizens, beyond the stereotypes. To reduce the “vitriol that poisons our civic culture,” Braver Angels hosts workshops, debates, campus engagement and other positive activities at the grassroots level to form community alliances. The Sumners Foundation is a key supporter of the Braver Angels work in Texas.  
  
  Read more about Braver Angels and their depolarization efforts here. 

• Constitution Drafting Project, created by the National Constitution Center with support from philanthropist Jeff Yass, brought together three teams of leading constitutional scholars in 2020: team libertarian, team progressive and team conservative, to draft and present their ideal constitutions, according to their website. The National Constitution Center later reconvened the teams for a virtual constitutional convention to draft and propose a series of amendments to the U.S. Constitution. The result was five new amendments adopted by representatives from all three teams. The project demonstrates how those of opposing viewpoints can civilly disagree as well as work together to find points of consensus. 
  
  You can watch the Roundtable’s interview with Jeff Yass, NCC president Jefferey Rosen and the leaders of the respective drafting teams. 

Philanthropy Roundtable believes a robust civics education is essential to promoting and preserving good citizenship, which is crucial for the health and future of our nation. In 1776, future President John Adams warned of the importance of enduring virtue in a letter to his cousin, Zabdiel Adams: 

“The only foundation of a free Constitution is pure virtue, and if this cannot be inspired into our people, in a greater measure than they have it now, they may change their rulers, and the forms of government, but they will not obtain a lasting liberty. They will only exchange tyrants and tyrannies.” 

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The following was presented as part of a session at Philanthropy Roundtable’s Annual Meeting in October 2022.

As Benjamin Franklin left the Constitutional Convention of 1787, having signed his name to the document, a woman asked him what kind of government he and his colleagues had decided on. He responded with a challenge: “A republic, if you can keep it.” These words were meant as a call to action for all future Americans to preserve our founding history and values throughout generations.

In a Big Idea talk at the Roundtable’s Annual Meeting, Daniels Fund President and CEO Hanna Skandera, also a Roundtable board member, revealed how America has waned in this challenge to teach even basic civics knowledge in our schools and communities today. Her talk was an appeal to the philanthropic sector to revitalize civics education in our country, highlighted by joining the approach the Daniels Fund is taking to ensure future generations are well versed on the topic.

Skandera said schools no longer deliver the “basics” on important subjects like civics. “Schools have become theater for adult culture wars, completely missing the opportunity and the nuance of our constitutional order,” she said. “Our solution to this crisis will not and cannot come solely through our schools. … The bottom line is we’ve got to look inside and outside the four walls of our schools if we’re going to see the change we desperately need.”

The Daniels Fund’s approach to solving the civics crisis, in partnership with the U.S. Chamber of Commerce Foundation, is based on a collective effort by citizens to hold “civics bees” for students, an initiative that extends beyond schools and into communities. Much like a spelling bee, a civics bee gives students the opportunity to be challenged and tested on our nation’s history. The goal is to awaken the possibility that civics engagement can make this country a better place.

Civics bees live not within schools, but with local chambers of commerce, said Skandera, places that “are locally driven” and “reflect the community that they live in.”

The Daniels Fund helped host five national civics bees this year across the country. According to Skandera, hundreds of students participated, and communities enthusiastically offered local sponsorships and prizes. Skandera says students who participated told bee organizers they had not received that civics content at school and they were excited to learn it.

“This is the American way of doing things. Not relying on government to solve or rescue us but relying on individuals to come together, to form their own bee, their own association, to actually move the needle on the things they truly care about,” she said.

In closing, Skandera challenged the audience to promote our nation’s civic health through ideas like the civics bee, which helps students rally around – and celebrate – what it means to be an American.

Check out other Annual Meeting videos at the links below.

Keynotes:

Ken Griffin Receives 2022 Simon-DeVos Prize for Philanthropic Leadership and Discusses Approach to Charitable Giving

Leaders Discuss Future of Conservative Movement at Philanthropy Roundtable’s 2022 Annual Meeting

Elise Westhoff Gives Welcome Address at Philanthropy Roundtable 2022 Annual Meeting

How Philanthropy Can Defend American Values and Support Smart Foreign Policy

Big Idea Talks:

Diversity Done Differently: United, Not Dividing, with Karith Foster

Philanthropy and the Dignity of Work: Reimagining Reentry with Brandon Chrostowski

The post Philanthropy and Civics Education: Hanna Skandera on How Civics Bees Can Help Inform Today’s Students appeared first on Philanthropy Roundtable.

For decades, civics instruction focused on memorizing information such as the mechanics of the United States’ government, the Constitution, the Supreme Court and so forth. As crucial as it is to know these facts, much of this information was gleaned primarily through textbooks and the occasional crude cartoon (i.e. Schoolhouse Rock’s “How a Bill Becomes a Law”), mediums that challenge to hold the most dedicated student’s attention, and arguably, have failed to properly educate Americans about civics.

In fact, according to the University of Pennsylvania’s Annenberg Public Policy Center, only a quarter of Americans can name our three branches of government, and the Institute for Citizens & Scholars says merely one in three Americans could pass the U.S. citizenship test. Even when the students do retain this information, it may be difficult for them to connect the dots between what they learn in school and the real world – and why this very important topic actually matters.

So how can civics come alive for students?

Junior Achievement USA (JA USA), a nonprofit that works to prepare young people for success, has an answer: JA BizTown, a model that blends teacher-led sessions with experiential leaning. Through JA BizTown, students in grades 4 through 6 learn about the roles of business, government and citizenship by experiencing how civics impacts their daily life, from influencing economic decisions by understanding the flow of an economy inside a city to utilizing civil discourse to resolve a community dispute in a simulated town. The “town” consists of a variety of businesses, a municipal building, a radio station and banks.

To prepare students for the JA BizTown experience, children participate in a series of classroom lessons where they learn about financial literacy, community and economy, work readiness and business management, all through a civics lens. Each student selects a career, creates a business plan and a marketing campaign and elects a mayor. The students then take their newly acquired skills to JA BizTown and get hands-on experience as employees and consumers, paying rent, buying insurance, depositing paychecks and more.

For students unable to visit one of JA BizTowns’ 32 in-person locations, the organization is offering online civics-based and role-based adventures students can explore, which will allow many additional markets to implement BizTown and its curriculum.

“JA BizTown touched upon civics previously with the election of a student as mayor, but there was an untapped opportunity to really show students the role civic engagement plays in our daily lives,” said Jack E. Kosakowski, president and CEO of Junior Achievement USA. “With the support of The Marcus Foundation, we were able to infuse our learning experiences on work and career readiness and entrepreneurship with lessons in responsible citizenship.”

The Marcus Foundation is a longtime supporter of Junior Achievement of Georgia and, more recently, of JA USA, which also was the recipient of a $38.8 million gift from philanthropist MacKenzie Scott earlier this year. The Marcus Foundation’s support is not only financial – the foundation also encourages JA USA to think of new and innovative ways to increase the civics knowledge and experience for those who participate in BizTown programming.

The foundation’s commitment to this endeavor stems from founder Bernie Marcus’s belief in the American Dream – and his mother’s faith that, through education, anything was possible in this country.

“She believed in America. She loved America. … And it was the proudest moment of her life to become a citizen of the United States,” he has said. “She taught me to love this country and to take advantage of all the benefits that this country offered me. For these reasons, we need to support educating our youth about civics and citizenship.”

As a result of this partnership, JA USA has enhanced its curriculum to include additional civics concepts that emphasize the rights and responsibilities of citizenship and feature redesigned and updated visuals to students and educators. The content is nonpartisan but with a clear pro-market point of view that incorporates lesson objectives, concepts (like free enterprise) and terms that reflect how civics underpins the daily lives of everyone in a community.

“The Marcus Foundation helped us understand how important civics is to entrepreneurship,” said John Hancock, president and CEO of JA of Georgia.

To measure the success of its Biz Town curriculum and experiences, JA USA is performing extensive and constant data gathering to ensure this program is driving home the value of civic engagement. The Roundtable believes this is an incredible opportunity for students to better understand their rights and responsibilities as good citizens – and how everyday citizens can make positive changes in their communities.

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According to the Gallup poll, of the three branches of the federal government, the Supreme Court is trusted by a mere 25% of Americans, a drop of 11% from last year. The presidency retains the trust of 23%, a drop of 15%, and the trust level of Congress now stands at a paltry 7%, a drop of 5%. With all branches at their lowest levels of trust ever recorded, it is not surprising that, according to a New York Times/Siena College poll, only 13% of Americans believe the country is headed in the right direction. In an article published about the survey, a staff writer at The Hill commented this is “a terrible number for Democrats, who hold slim majorities in the House and Senate.” In fact, it’s a terrible number for all of us.

It is clear – and somewhat comforting – that some of the mistrust reported seems to stem from lack of knowledge of our core institutions and how they should operate. Complaints that the Senate is not “democratic” because all 50 states have equal representation regardless of population fall into this category. So do suggestions that Supreme Court opinions should consider the wishes of the majority of Americans. The Wall Street Journal interviewed Judge Douglas Ginsburg of the U.S. Circuit Court of Appeals for the District of Columbia this past spring about the lack of education in schools around constitutional matters. Judge Ginsburg noted that schools no longer provide “an education that encompasses the minimum that a citizen should know about how our government works, why it was structured the way it was and what their rights and obligations are.” He then described an online civics course he had launched with education nonprofit izzit.org as well as his interest in making the U.S. citizenship test part of high school graduation requirements. 

But no matter how desirable increased civics knowledge among young and adult Americans alike may be, it’s not at all clear it will cure what ails us these days. The Constitution was written for a republic both national and federal. In Federalist No. 62, James Madison argued that “it does not appear to be without some reason, that in a compound republic partaking both of the national and federal character, the government ought to be founded on a mixture of the principles of proportional and equal representation.” Will understanding this critical fact matter to those who say we should be governed in all things by a nationwide majority, rejecting the structure of the Senate on the grounds it gives too much power to less populous states? 

The notion that the Supreme Court rendered a number of “undemocratic decisions” in its most recent term, particularly on cases involving abortion, the Environmental Protection Agency and the Second Amendment,  led to dangerous attacks on the institution and individual justices. Yet the legitimacy of the Supreme Court — and of any court — rests, after all, on the fact that it is not an adjunct to the legislature, but an independent branch of government. As Alexander Hamilton noted in Federalist No. 78, “The interpretation of the laws is the proper and peculiar province of the courts. A constitution is in fact, and must be, regarded by the judges as a fundamental law … where the will of the legislature declared in its statutes, stands in opposition to that of the people declared in the constitution, the judges ought to be governed by the latter, rather than the former.” Will evidence that our highest court is fulfilling its constitutional responsibility as our founders intended change the perceptions of its critics?

What will it take to restore trust in our core institutions? And what role might civil society play in this process? While it is unclear whether civics education alone will be enough to bolster confidence in the branches of our government, philanthropists and nonprofits should spend time considering this question – and what else will be required to safeguard the future of our democracy.

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A proper knowledge of civics is critical to nurturing good citizens and preserving America’s republic.  While schools traditionally incorporate civics education as part of their curriculum, limited classroom hours and resources make it challenging to deepen knowledge of concepts, cultivate strong civics identities and inspire lifelong civics engagement. 

Since 2014, the Georgia Center for Civics Engagement has been working to help fill gaps in civics education among the state’s young people through programs that promote self-esteem, leadership skills and a sense of responsibility for oneself and the greater community.  The success and popularity of GCCE’s programs — which include mock elections, Model United Nations and meetings with state legislators — has inspired other states to replicate GCCE’s model. Kansas and Arkansas are working with GCCE’s CEO, Dr. Randell Trammell, and hope to bring GCCE’s success to their states.  

The Roundtable recently had the opportunity to speak with Dr. Trammell to discuss the organization’s innovative approach to engaging students in civic education and his vision for equipping them with the skills required to be informed and active citizens.

What inspired you to create the Georgia Center for Civic Engagement?

Before I created the Georgia Center for Civic Engagement, I knew firsthand the power of a civic education program, but had little more than anecdotal evidence to make my case. Then, while completing research for my dissertation, I discovered a deep void of resources in Georgia for civic education that inspired me to take action. I met with the state superintendent of schools and asked what was needed. I was told our teachers needed resources and our students needed opportunities. On that day, the idea for the Georgia Center for Civic Engagement was born, with the mission to educate and equip students to become informed and active citizens.

Please explain the Center’s approach to creating civics programs to engage students and help train teachers.

Our approach is completely centered on achieving positive civic outcomes for students – and we utilize a two-fold method of accomplishing it. First, we use the train-the-trainer approach in providing quality professional development and curricular resources that are aligned with the state educational standards to enhance quality instruction. Secondly, we provide students with opportunities to simulate governmental proceedings such as our model legislature, our model United Nations and our local government, Civic Youth Day.

Our foundational philosophy is if a student’s civic knowledge is increased, then also is his or her sense of civic identity and dispositions. Over the long-term, students who are exposed to a civic education curriculum are more likely to be engaged citizens.

Can your models be scaled in different states? 

The beauty of the Center for Civic Engagement model is its scalability in different states. In fact, several states have already reached out to us because of the success we’ve experienced in Georgia. A few examples of those successes include:

• Our first-ever student mock election in 2020 where more than 250,000 Georgia students in grades K-12 participated, with ballots based on their school’s district, that literally matched the candidates from state legislator all the way up to president of the United States.
• Our ability to partner with the Georgia Department of Education to offer co-curricular solutions to school districts that include both professional development for educators and experiential learning opportunities for students.
• Our Government and Public Administration high school pathway launching in more than 100 schools in fall 2022, which is a three-year curriculum teaching students the concepts of local, state and federal government through both a practical and career-oriented look.  This partnership with the Georgia Department of Education, Georgia Municipal Association, Association of County Commissioners of Georgia and our organization is the first in the nation to offer both technical and academic instruction as embedded credit in each of the courses – and we are in the process of developing industry certifications.

The Georgia model itself aligns perfectly with any state’s educational standards as it seeks to provide opportunities for students to put into practice what they learn and for educators to sharpen their skills with additional tools and support. Let me be clear, the goal is not to recreate a “Georgia” program elsewhere, but rather to allow for our programming to be specific to a state’s individual needs. While every state has a legislative, judicial and executive branch, the expression of this can be vastly different from one state to another. Thus, any attempt to teach it must be authentic and individualized.

With many Georgia state government officials nearing retirement, what can be done to help fill those positions with civics-minded employees?

The “silver tsunami” of forthcoming retirements is a critical civic infrastructure issue not only in Georgia, but across the nation. In partnership with the Georgia Department of Education, Association of County Commissioners, Georgia Municipal Association and other key groups, we have developed a “Pipeline to Public Service” to educate students about how and why they should consider pursuing a career in government and public administration. After we convened our group of partners, one of the representatives from the Municipal Association remarked they have always wanted to be at the table for conversations like these, but didn’t know where to start. Because of these efforts, in the fall of 2022 we anticipate hundreds of students will be offered an opportunity to embark upon this pathway – and we will be well on our way to engaging thousands of students who can make a difference by choosing a career in public service.

How can those interested in learning more about your work go about doing so? 

We would love the opportunity to speak with anyone interested in learning more about the mission of educating and equipping students to become informed and active citizens — whether in Georgia or other states. Those interested can email Dr. Trammel at randell@georgiacivics.org.

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An “indispensable duty” 

James Forten was born free in the city of Philadelphia in 1766. As a child, Forten learned the craft of sail making from his father. But at age 14, he answered the call of the American colonies and fought in the Revolutionary War. Forten served on a privateering ship that was captured by the British Navy during its second voyage.  

The captain of the British vessel offered Forten the opportunity to receive an education in England, but Forten, a loyal revolutionary, refused, reportedly shouting, “I am here a prisoner for the liberties of my country; I never, NEVER, will be a traitor to her interests.” He remained a prisoner of war for seven months. 

Upon his release, Forten continued his education in sail making. He apprenticed at the sail loft where he and his father had once worked together, and ultimately bought the business when the owner retired. Forten was an innovator, developing a new sail design that improved speed and flexibility and, due to his talent and business savvy, he became one of the wealthiest people in the U.S. 

While Forten loved his country, he was sharply critical of slavery. In a speech delivered before the Ladies’ Antislavery Society of Philadelphia in 1836, Forten said, “It is my indispensable duty, in view of the wretched, the helpless, the friendless condition of my countrymen in chains to raise my voice, feeble though it be, in their behalf, to plead for the restoration of their inalienable rights.” 

Forten put his fortune behind this sentiment. He spent half his money buying freedom for people who were enslaved, made his home a stop on the Underground Railroad, funded the abolitionist newspaper “The Liberator,” and supported the Lombard Street School, at the time “the only public high school for Black students in the city.” He remained an abolition leader for 50 years. Forten passed away in 1842, 20 years before the Emancipation Proclamation was signed by President Lincoln. 

“A man of utmost dignity” 

New Orleans Creole Thomy Lafon was born free in 1810. He started early as an entrepreneur, selling cakes to workers along the city’s wharves. As a young adult, Lafon opened and operated his own store and brokered loans. However, he made his fortune in real estate, earning approximately $500,000 during his lifetime (worth about $14 million today).  

Lafon fought against the institution of slavery through philanthropy, making sizable donations to the American Anti-Slavery Society and the Underground Railroad. He also contributed large sums of money to a number of charitable organizations before and after the Civil War, including a school for poor African-American children, a charity hospital, a home for elderly persons of color, and the Tribune, the first Black-owned newspaper in the South after the war. 

Lafon died on December 22, 1893. Upon his death, he left his estate to various charitable organizations in the city of New Orleans, the largest share bequeathed to an African American order of nuns known as the Sisters of the Holy Family. 

According to an entry in the Encyclopedia of African American Businesses, “It’s been said that both in life and death, every Black charitable institution in New Orleans and every newspaper that supported human rights received a donation from Lafon and benefited from his generosity. … Always a man of utmost dignity in life and in all of his business transactions, he commanded and received respect.” 

“I’d rather be a corpse than a coward.” 

Bold, shrewd and generous, Mary Ellen Pleasant was a giant figure in the fight for abolition. It is unclear whether she was born free or enslaved, but by 1820, at the age of 6 or 11 (depending on the account), Pleasant was working at a shop in the whaling city of Nantucket, Massachusetts. 

Twenty years later, she moved to the bustling city of Boston and apprenticed for a tailor. It was there she met her future husband, James Smith, an ardent abolitionist, and began her work for the Underground Railroad, helping to usher people who had been enslaved to safety in Nova Scotia, Canada. After her husband passed away, Pleasant inherited a handsome sum of money she would turn into a fortune through clever investments. Pleasant’s net worth was estimated to have been a staggering $30 million in the 1840s, which would be worth close to $1 billion today. 

Pleasant remarried in 1848, traveled to New Orleans to help more slaves escape, and then, to evade authorities, she fled to San Francisco, California during the Gold Rush era. 

Though Pleasant was wealthy by that time, she worked as a live-in domestic, using her access to wealthy men to borrow investment tips. She became a lender, ultimately co-founding the Bank of California. She established restaurants, boarding houses and laundries.  

Through it all, her fight against slavery and injustice never stopped. She continued to help transport enslaved people to the free state of California, then took care of their needs when they arrived – providing food, clothing, jobs, legal services and anything else they needed to survive. For this work, she became known as the “Mother of Civil Rights” in California. 

After the war, Pleasant retired from her many professional pursuits but continued to be a champion for civil rights, fighting against Jim Crow laws. She was often quoted as saying, “I’d rather be a corpse than a coward.” 

Mary Ellen Pleasant died on January 11, 1904. 

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