Author: Ashleigh Barber

Social Spaces for Kids and Teens

Posted on by Ashleigh Barber

Last fall, 41 state attorneys general sued Meta, the parent company of Facebook and Instagram, alleging that it “knowingly designed and deployed harmful features … to purposefully addict children and teens.”1 In January, the Senate Judiciary Committee held a public hearing to address online child safety issues.2 And this month, the House of Representatives voted to ban TikTok if it did not address data and privacy concerns.3 Despite a bipartisan consensus acknowledging the social media risks for youth, no substantial legislative action has been taken to protect them from exploitation and psychological harm.

Recognizing the widespread harms of social media children face online, opinion columnist Michelle Goldberg recently wrote in the New York Times about the need to help kids and teens step away from social media. With so much of their lives centered on apps and the internet, she made the case that kids and teens deserve to have better physical spaces to congregate and hang out with friends. Goldberg recommended that local governments and businesses create, maintain, and support “parks, food courts, movie theaters, even video arcades,” among other locations, to encourage offline connections and activities.4

Profiles and For You Pages

Gen Z is the first generation to grow up with access to cell phones and social media. During the COVID-19 pandemic, these were helpful tools for young people to stay connected amid school closures and stay-at-home orders. Being on your phone is not necessarily a bad thing; social media can be used in healthy ways to develop and maintain friendships, learn new information, and express yourself. But addictive algorithms can hook kids, rewarding them for their engagement and spiraling them down deep rabbit holes of dangerous content, from eating disorders to suicide.5 A Gallup survey from October found that the average teenager spends nearly five hours on social media each day.6

Kids today are increasingly struggling with their mental health and experiencing heightened feelings of isolation, anxiety, and depression.7 In 2023, the Journal of Pediatrics published a report claiming that the “primary cause of the rise in mental disorders is a decline over decades in opportunities for children and teens to play, roam, and engage in other activities independent of direct oversight and control by adults.”8 That year, Surgeon General Vivek Murthy issued an advisory linking excessive social media use to the youth mental health crisis.9

Offline and Physical Places

Local governments could prioritize the well-being of young people by increasing the availability of youth-centered public social spaces. When the local library in Falls Church, Virginia, was renovated, it tripled the size of its sections for children and teens.10 In the Bronx, local government leaders and community organizers are currently working together to fix up two dilapidated skate parks.11 By supporting such projects, communities could increase the opportunities young people have to socialize in person as an alternative to social media. Promoting and encouraging their use could turn them into valuable public resources.

Having social spaces for kids and teens to hang out could help them de-stress, stay active, and make connections, all while strengthening their social skills and increasing their sense of belonging. Goldberg cited social psychologist Jonathan Haidt, who states, “While kids are under-protected on the internet, they’re over-protected in the real world.”12 With space to play and socialize, kids could get face-to-face interactions and the benefits that come from both engaging with others in person and taking a break from the toxicity of social media.

Just the First Step

When choosing to create these community spaces, local decision-makers must look out for the safety and overall well-being of kids. Other considerations include accessibility and availability. Are these spaces indoors or outdoors? Do kids need transportation to access them? Are they open at reasonable hours? Are they pleasant to visit and free to use?

Goldberg’s call for quality social spaces is a small step meant to encourage young people to spend less time online—something they desire but just don’t know how to do. 13 One high schooler in a focus group on youth social media use believes “we’d all feel a lot better if we were on [our phones] less,” and that taking a break “almost sets you free in a way.”14 More social spaces would provide the infrastructure and opportunity to do so, but ultimately the decision to use them comes down to parents and individual kids. This is not the only solution to mitigate social media risks for youth, as the underlying issues and their effects on kids still need to be addressed through parental controls, content moderation, and updated legislation.

Discussion Questions

  1. How much time per day do you spend on social media? (You can check your phone’s settings to see your Screen Time on iOS or Digital Wellbeing on Android.)
  2. Have you seen or experienced negative effects of social media?
  3. Does your community have dedicated places for young people to socialize? How would you rate the quality of these places?
  4. Where do you or people your age hang out in your community?
  5. What types of social spaces would you ideally like to have in your community?

 Other Resources

As always, we encourage you to join the discussion with your comments or questions below.

Close Up is proud to be the nation’s leading nonprofit civic education organization, working with schools and districts across the country since 1971. If you would like to partner with us or learn more about our experiential learning programs, professional development, or curriculum design and consulting, contact us today! 

Sources

[1] Office of the Attorney General of New Jersey: https://www.njoag.gov/ag-platkin-41-other-attorneys-general-sue-meta-for-harms-to-youth-from-instagram-facebook
[2] Associated Press: https://apnews.com/article/meta-tiktok-snap-discord-zuckerberg-testify-senate-00754a6bea92aaad62585ed55f219932
[3] Associated Press: https://apnews.com/article/tiktok-ban-house-vote-china-national-security-8fa7258fae1a4902d344c9d978d58a37
[4] New York Times: https://www.nytimes.com/2024/03/18/opinion/internet-kids-social-media.html
[5] Axios: https://www.axios.com/2024/03/22/tiktok-youtube-kids-scroll-time-data
[6] Gallup: https://news.gallup.com/poll/512576/teens-spend-average-hours-social-media-per-day.aspx
[7] New York Times: https://www.nytimes.com/2023/07/18/opinion/big-tech-algorithms-kids-discovery.html
[8] New York Times: https://www.nytimes.com/2024/03/18/opinion/internet-kids-social-media.html
[9] U.S. Department of Health and Human Services: https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf
[10] City of Falls Church: https://www.fallschurchva.gov/670/Library-Expansion-and-Renovation-Project
[11] Bronx Times: https://www.bxtimes.com/bronx-skateparks/
[12] New York Times: https://www.nytimes.com/2024/03/18/opinion/internet-kids-social-media.html
[13] CNN: https://www.cnn.com/2023/09/26/health/teen-hundreds-of-phone-notifications-report-wellness/index.html
[14] Ibid.

 

Social Spaces for Kids and Teens

Posted on by Ashleigh Barber

 

Last fall, 41 state attorneys general sued Meta, the parent company of Facebook and Instagram, alleging that it “knowingly designed and deployed harmful features … to purposefully addict children and teens.”1 In January, the Senate Judiciary Committee held a public hearing to address online child safety issues.2 And this month, the House of Representatives voted to ban TikTok if it did not address data and privacy concerns.3 Despite a bipartisan consensus acknowledging the social media risks for youth, no substantial legislative action has been taken to protect them from exploitation and psychological harm.

Recognizing the widespread harms of social media children face online, opinion columnist Michelle Goldberg recently wrote in the New York Times about the need to help kids and teens step away from social media. With so much of their lives centered on apps and the internet, she made the case that kids and teens deserve to have better physical spaces to congregate and hang out with friends. Goldberg recommended that local governments and businesses create, maintain, and support “parks, food courts, movie theaters, even video arcades,” among other locations, to encourage offline connections and activities.4

Profiles and For You Pages

Gen Z is the first generation to grow up with access to cell phones and social media. During the COVID-19 pandemic, these were helpful tools for young people to stay connected amid school closures and stay-at-home orders. Being on your phone is not necessarily a bad thing; social media can be used in healthy ways to develop and maintain friendships, learn new information, and express yourself. But addictive algorithms can hook kids, rewarding them for their engagement and spiraling them down deep rabbit holes of dangerous content, from eating disorders to suicide.5 A Gallup survey from October found that the average teenager spends nearly five hours on social media each day.6

Kids today are increasingly struggling with their mental health and experiencing heightened feelings of isolation, anxiety, and depression.7 In 2023, the Journal of Pediatrics published a report claiming that the “primary cause of the rise in mental disorders is a decline over decades in opportunities for children and teens to play, roam, and engage in other activities independent of direct oversight and control by adults.”8 That year, Surgeon General Vivek Murthy issued an advisory linking excessive social media use to the youth mental health crisis.9

Offline and Physical Places

Local governments could prioritize the well-being of young people by increasing the availability of youth-centered public social spaces. When the local library in Falls Church, Virginia, was renovated, it tripled the size of its sections for children and teens.10 In the Bronx, local government leaders and community organizers are currently working together to fix up two dilapidated skate parks.11 By supporting such projects, communities could increase the opportunities young people have to socialize in person as an alternative to social media. Promoting and encouraging their use could turn them into valuable public resources.

Having social spaces for kids and teens to hang out could help them de-stress, stay active, and make connections, all while strengthening their social skills and increasing their sense of belonging. Goldberg cited social psychologist Jonathan Haidt, who states, “While kids are under-protected on the internet, they’re over-protected in the real world.”12 With space to play and socialize, kids could get face-to-face interactions and the benefits that come from both engaging with others in person and taking a break from the toxicity of social media.

Just the First Step

When choosing to create these community spaces, local decision-makers must look out for the safety and overall well-being of kids. Other considerations include accessibility and availability. Are these spaces indoors or outdoors? Do kids need transportation to access them? Are they open at reasonable hours? Are they pleasant to visit and free to use?

Goldberg’s call for quality social spaces is a small step meant to encourage young people to spend less time online—something they desire but just don’t know how to do. 13 One high schooler in a focus group on youth social media use believes “we’d all feel a lot better if we were on [our phones] less,” and that taking a break “almost sets you free in a way.”14 More social spaces would provide the infrastructure and opportunity to do so, but ultimately the decision to use them comes down to parents and individual kids. This is not the only solution to mitigate social media risks for youth, as the underlying issues and their effects on kids still need to be addressed through parental controls, content moderation, and updated legislation.

Discussion Questions

  1. How much time per day do you spend on social media? (You can check your phone’s settings to see your Screen Time on iOS or Digital Wellbeing on Android.)
  2. Have you seen or experienced negative effects of social media?
  3. Does your community have dedicated places for young people to socialize? How would you rate the quality of these places?
  4. Where do you or people your age hang out in your community?
  5. What types of social spaces would you ideally like to have in your community?

 Other Resources

As always, we encourage you to join the discussion with your comments or questions below.

Close Up is proud to be the nation’s leading nonprofit civic education organization, working with schools and districts across the country since 1971. If you would like to partner with us or learn more about our experiential learning programs, professional development, or curriculum design and consulting, contact us today! 

Sources

[1] Office of the Attorney General of New Jersey: https://www.njoag.gov/ag-platkin-41-other-attorneys-general-sue-meta-for-harms-to-youth-from-instagram-facebook
[2] Associated Press: https://apnews.com/article/meta-tiktok-snap-discord-zuckerberg-testify-senate-00754a6bea92aaad62585ed55f219932
[3] Associated Press: https://apnews.com/article/tiktok-ban-house-vote-china-national-security-8fa7258fae1a4902d344c9d978d58a37
[4] New York Times: https://www.nytimes.com/2024/03/18/opinion/internet-kids-social-media.html
[5] Axios: https://www.axios.com/2024/03/22/tiktok-youtube-kids-scroll-time-data
[6] Gallup: https://news.gallup.com/poll/512576/teens-spend-average-hours-social-media-per-day.aspx
[7] New York Times: https://www.nytimes.com/2023/07/18/opinion/big-tech-algorithms-kids-discovery.html
[8] New York Times: https://www.nytimes.com/2024/03/18/opinion/internet-kids-social-media.html
[9] U.S. Department of Health and Human Services: https://www.hhs.gov/sites/default/files/sg-youth-mental-health-social-media-advisory.pdf
[10] City of Falls Church: https://www.fallschurchva.gov/670/Library-Expansion-and-Renovation-Project
[11] Bronx Times: https://www.bxtimes.com/bronx-skateparks/
[12] New York Times: https://www.nytimes.com/2024/03/18/opinion/internet-kids-social-media.html
[13] CNN: https://www.cnn.com/2023/09/26/health/teen-hundreds-of-phone-notifications-report-wellness/index.html
[14] Ibid.

 

From Multipartisanship to Skill Development, Civic Fellows Learn Lessons for Life

Posted on by Ashleigh Barber

“My time as a Fellow allowed me to realize that everyone has a passion of their own, and there is space for everyone to make a positive change in their community.”

Every September, Close Up welcomes into its ranks a new class of Civic Fellows, a group of recent college graduates who spend the next nine months building experience in the world of civic education. Civic Fellows help lead our student programs, collaborate with Close Up leadership to improve our educational content, engage in ongoing professional development, and build valuable relationships with nonprofit leaders, policy experts, and elected officials as they set off on their careers.   

It was this program that brought Charlotte Thomson (Civic Fellow, 2024) to Close Up and even inspired her to stay on as the Foundation’s partnerships coordinator. Read on to learn about Charlotte’s experience and the many lessons and skills she gained that she still carries with her. 

What inspired you to apply for the Civic Fellowship?  

My mom and my aunts went on Close Up in high school in 1989 and frequently mentioned it to me as a program that still impacts their lives today. I also knew that once I graduated college, I wanted to center my career around combatting increased partisan polarization and lost faith in democracy. When I saw the Civic Fellow opening at Close Up and the Foundation’s mission, I knew that Close Up was where I belonged, and I was excited to be a part of a cohort of similarly motivated individuals.    

How did your background, studies, or interests connect to this opportunity?  

I grew up in the D.C. area, so from a young age I was very primed to the world of politics. When I went to college in Minnesota, that passion only grew. I majored in biology and political science, with a focus in international relations. In my studies and experience beginning college shortly after George Floyd was killed in Minneapolis, I became hyperaware of the massive rift we have in our country between people who disagree politically and the growing apathy for our democracy. I knew that I wanted to begin my career path after college with a meaningful organization who was trying to combat this polarization, instead of feeding into it. Being a Civic Fellow at Close Up was the perfect way for me, a doer, to create positive and lasting impacts.  

What did a typical day or week look like?  

Once you begin as a Civic Fellow, you undergo 120 hours of in-depth training in multipartisan curriculum, conflict management, and storytelling. The training staff at Close Up met me where I was, making sure I and the other Fellows felt more than prepared and fully confident to work with students and engage them meaningfully. Training ends in late October, and my first program week instructing students was in early November. It’s very much an ease-in process once you begin instructing, which I found very beneficial. I had plenty of time to rework, reflect, and build my skills after my first 2-3 programs. Around the holidays, there is follow-up training to further hone in the skills we build as Fellows. The more regular program routine started in January, where I’d typically work three weeks “on” and one week “off” or on call.   

Was there a particular program or project that stood out?  

My favorite D.C. lesson of all time is the high school Mock Congress large-group activity and the Issues in Congress Workshop. Seeing students work together to make a team argument and model a civil debate, then take those skills and arguments into a Mock Congress setting, would always be the highlight of my week. They always pushed themselves out of their comfort zones to learn and grow, whether it was adopting a perspective they might have disagreed with or by stepping into a large-group speaking role. 

Were there any students, teachers, or colleagues who made a particular impact on you?  

I loved getting to instruct Close Up’s D.C. program supported by the Department of the Interior, where I got to teach Pacific Islanders from Guam, Palau, and the Marshall Islands. I also really loved getting to instruct two of Close Up’s Programs for New Americans in the summer. Both of these programs had such incredible students, and I was able to make really meaningful connections with these students that I still look back on today. Many came up to me at the end of the program and told me how devastated they were to leave; they just had the best time learning and making such great friends. That kind of community building is really what Close Up is about for students, and why I came in every week so motivated and encouraged to teach.   

What skills or perspectives did you develop through the experience?  

I developed a multitude of extremely valuable skills, but multipartisanship is the one that I think of the most. Before coming to Close Up, I had no idea what multipartisanship was, but it is something that I would say was hallmark to my Civic Fellow experience. For me, multipartisanship was not just being able to combat personal political biases and highlighting many political perspectives for students, but also a standard to which I held myself in my own personal life. As a Fellow and now, I use multipartisanship to challenge and deepen my own curiosity and understanding of the political world around me.   

How did the Civic Fellowship change the way you think about leadership, community, or civic life?  

Prior to beginning the Civic Fellowship, it was very easy to feel hopeless about the current state of political polarization and sympathize with other people I knew that would often say things like, “Why vote? There’s no point.” However, my time as a Fellow allowed me to realize that everyone has a passion of their own, and there is space for everyone to make a positive change in their community—whether that be through government or otherwise. This realization was fundamentally shaped by my students. Hearing them talk about the issues they cared about, experiences in their communities, and how they’re processing the politics around them gave me so much hope that young people want to make a difference. They’re just often not given the proper tools to see how they can do it, which is why Close Up is so important.   

How did it influence your career path or studies?  

After my time as a Civic Fellow, I knew that I wanted to remain at Close Up to continue the incredible work that we put out into the world. I also realized once I began teaching that I wanted to go back to school to pursue a master’s degree. At the end of the Fellowship, I began a full-time position as a partnerships coordinator in Close Up’s Development Department, where I am now. I am also in my first year of my Master of Public Policy at George Washington University. 

What lessons or habits from your time as a Civic Fellow do you still carry with you?  

The biggest lesson I learned from my time as a Civic Fellow is not to make assumptions about others. “Assuming positive intent” is one of the community guidelines we go over with our students every week, and I’ve adopted it as a big guiding principle in my life since then. It’s such an essential habit to hold for public servants and people who want to make meaningful change, because you have to put in the effort to get to know people as they are, not who you might assume them to be.  

Fill out an interest form if you’re interested in joining the 2026-27 class of Close Up Civic Fellows! Or, if you’re looking to begin your career with Close Up sooner, check out our civic program instructor position—applications are now open for a February 2026 start! 

 

Poll: Young Americans See U.S. Civic Discourse as a Major Problem

Posted on by Ashleigh Barber

Young Americans highly value civic education and are actively looking for more of it, according to the results of the 2025 Sine Institute Poll, Reimagining Higher Education: Young Voices, New Visions, which was published on October 28.  

The poll, which was designed by the Sine Institute of Policy & Politics at American University, Close Up, Future Caucus, and AU’s Kogod School of Business, and based on interviews conducted by Generation Lab in early September, surveyed 1,214 Americans aged 18-35 to assess their views on higher education, artificial intelligence (AI), and civic discourse, among other issues. 

Even prior to the assassination of conservative political activist Charlie Kirk in September 2025, a substantial majority of the poll’s respondents said they believed the state of civic discourse was a major problem. Sixty-nine percent of those surveyed described the current level of civic discourse in the United States as “a crisis” or “a serious problem.”   

So, how are young Americans looking to change the tone and content of our national dialogue? A majority of respondents (57%) emphasized respectful engagement with different viewpoints as the key objective of civic discourse as opposed to striving for a uniform agreement. They emphasized that “respect” and “open-mindedness” are the two most essential skills for improving our dialogue around politics, followed by “empathy,” “active listening,” and “self-awareness.”  

Learn more about how Close Up builds discourse skills in students nationwide through our NextGen Roundtable deliberations, Civil Discourse Credential, and professional development for educators.  

Many respondents also outlined several steps to strengthen American civic engagement, including encouraging news outlets to focus on fact-based reporting over opinion-driven reporting, urging elected officials to model respectful disagreement over the demonization of opponents, and motivating Americans to seek out a diverse array of news sources.  

Additional poll findings show that young people are wanting increased access, affordability, and representation of political viewpoints in their colleges and universities. Seventy percent of respondents reported that they are “confident” or “very confident” in American higher education; 60% said they view college as an essential part of the American Dream. However, they tended to rank financial security, meaningful jobs, and home ownership as higher in importance than earning a college degree. These young Americans expressed that the primary responsibilities of higher education should be to develop critical thinking skills, to prepare students for the job market, and to ensure accessibility. Survey results provided additional proof that affordability remains the biggest obstacle for attending college, with nearly 70% of respondents identifying that cost is the biggest deterrent of pursuing higher education.  

When it comes to AI, young Americans acknowledge the role it will have in transforming American industries and the workforce—75% of respondents said that responsible AI education is necessary for career development. Respondents were more mixed when it came to their opinions on AI impacting career options, with a slight majority saying AI will likely limit their career options. The data suggested that people who use AI more regularly tend to be more optimistic about how it will impact their careers.  

The East Wing of the White House is Demolished

Posted on by Ashleigh Barber

Last month, President Donald Trump had the entire East Wing of the White House demolished to prepare for construction of a 90,000-square-foot ballroom.1 The White House made the announcement and released renderings of the ballroom three months prior, noting that the current building lacked space large enough “to host major functions honoring world leaders and other countries without having to install a large and unsightly tent approximately 100 yards away from the main building entrance.”2 The president later spoke to reporters from the roof of the White House while surveying the grounds.3

President Trump initially said that the project “won’t interfere with the current building” and “will be near it but not touching it.”4 However, after the demolition, he said that “in order to do it properly, we had to take down the existing structure.”5 The East Colonnade, which connected the East Wing to the White House, was also demolished, along with the Jacqueline Kennedy Garden and several historic magnolia trees.6 The $300-million-project will be funded by private donors, which include Amazon, Apple, Google, Meta, Microsoft, and Lockheed Martin.7

What Was the East Wing?

The East Wing housed offices for the first lady and her staff, a movie theater, and an underground bunker called the Presidential Emergency Operations Center.8 The White House Military Office and Office of Legislative Affairs were also located there.9 The East Wing served as a ceremonial and public-facing space, where 500,000 visitors entered the White House annually and where the first lady decorated the hallways for Christmas.10

The East Wing was originally built as a carriage entrance in 1902 under President Theodore Roosevelt before it was renovated into its modern form by President Franklin Delano Roosevelt 40 years later.11 The White House Historical Association (WHHA) explains that the expansion “to house additional staff and offices” reflected “the growing complexity of the federal government during World War II.”12

Construction of the East Wing while the country was at war was itself controversial. “Congressional Republicans labeled the expenditure as wasteful, with some accusing Roosevelt of using the project to bolster his presidency’s image,” the WHHA explains. “The secretive nature of the construction, tied to military purposes, further fueled suspicions.”13 Despite the initial criticism, the East Wing came to be seen as a necessary addition the White House. 

President Trump’s Changes to the White House

As a real estate developer, Trump reached out to President Barack Obama’s administration in 2010 about adding a ballroom to the White House—a proposal which ultimately went nowhere.14 In his second term, President Trump has already transformed much of the White House to match his personal tastes.

He added gilded embellishments to the Oval Office and Cabinet Room, paved over the lawn of the Rose Garden to create a patio, installed large flag poles on the North and South Lawns, and renovated the bathroom off the Lincoln Bedroom with marble features.15 Along the West Colonnade, he created a “Presidential Walk of Fame” with portraits of each president (though, as a jab to his predecessor, President Joe Biden’s portrait was replaced with a photo of an autopen).16 President Trump added portraits of himself throughout the White House, replacing those of President Obama and First Lady Hillary Clinton, whom he views as his greatest political rivals.17 He also unveiled plans for a large victory arch between the Lincoln Memorial and Arlington National Cemetery in honor of America’s 250th birthday next year.18

The Rationale for Redevelopment

The Trump administration and other supporters of the project say a proper ballroom is long overdue. The White House does not have space to host large-scale events without erecting tents outside.19 Its largest rooms can fit only 200 people, but up to 900 people will be accommodated by the new ballroom.20 When state dinners are set up outside, the “only bathroom facilities for a tent are porta-potties,” says Gahl Hodges Burt, who served as President Ronald Reagan’s social secretary. “Setting up a kitchen out there is hugely expensive. When the tent is up, the helicopter can’t land. And the grass dies.”21

Supporters also note that past presidents across the political spectrum have made their own changes to the building to fit their needs, especially as the roles and responsibilities of the office of the president have grown. White House Press Secretary Karoline Leavitt said, “Nearly every single president who has lived in this beautiful White House … has made modernizations and renovations of their own.”22

Major changes made to the White House include the additions of the North Portico, the West Wing, the Oval Office, and the Truman Balcony, plus the East Wing itself.23 And under the Truman administration, the entire interior of the White House was gutted and renovated to reinforce the crumbling building after decades of neglect.24

Iconic features of the White House today were once disparaged when their construction required the demolition of something else. When the Victorian conservatories (greenhouses) attached to the White House were destroyed in 1902 to make way for the West Wing, The Washington Post declared that President Theodore Roosevelt’s “attempt to ‘modernize’ [the White House] has destroyed its historic value and does not seem to have made it much more desirable as a residence.”25 Criticism about cost, necessity, design, and what is lost has been a constant as the White House has changed over the last two centuries.

Criticism and Concern

A Yahoo News/YouGov poll found that 57 percent of Americans disapprove of the East Wing demolition while 26 percent approve of it.26 Critics agree that the White House has often been a work in progress since construction began in 1792, but they worry about the pace of the project, lack of transparency, and historic preservation. The East Wing was demolished less than three months after the ballroom plans were made public. Former presidents who made sweeping changes to the White House, like President Truman, worked with many stakeholders and advisory groups.

“Working with the House and Senate, Mr. Truman appointed a bipartisan, six-person commission to oversee the project,” The New York Times notes. “He consulted the American Society of Civil Engineers and the Commission of Fine Arts, which approved sketches made by Lorenzo S. Winslow, the White House architect, as well as smaller details like fabric samples and color schemes. Funds for the project—more than $5 million at the time—were approved by Congress after significant debate.”27

The current project has no congressional involvement or oversight, and the private funds used to finance it are not subject to transparency laws.28 After the demolition of the East Wing, President Trump fired all six members of the Commission of Fine Arts, which would review designs and provide recommendations, though the White House would not be compelled to adhere to them.29 The White House, along with the Supreme Court and Capitol Building, is exempt from the National Historic Preservations Act of 1966, which requires a review process for construction projects.30

Former First Lady Michelle Obama noted that presidents and their families are only temporary residents of the White House; it is often referred to as “The People’s House” to symbolize that the building—and its power—belongs not just to the president, but to the American people.31 She also characterized the East Wing demolition as disrespectful to the Office of the First Lady, saying that “to denigrate it, to tear it down, to pretend like it doesn’t matter—it’s a reflection of how you think of that role.”32 Others, including former Vice President Kamala Harris, call attention to the optics of this situation, criticizing the president as out of touch.33 As they see it, President Trump’s priority in the middle of the longest government shutdown in U.S. history was to tear down a historic part of the White House to build a ballroom as millions of Americans were concerned with health care, housing, and hunger.34

Discussion Questions

  1. What are the strongest arguments that support the demolition of the East Wing of the White House? What are the strongest arguments against it?
  2. What are the benefits and drawbacks to funding the project entirely with private donations, rather than with congressionally appropriated funding?
  3. Should the construction of a ballroom be a priority for the Trump administration?
  4. Do you think the White House should be covered under the National Historic Preservations Act of 1966 and require approval for any changes made to it?
  5. How do you think the White House should balance historic preservation with the needs of the 21st-century presidency?

Other Resources

  • For more examples of significant modifications made to the White House, see An Ever-Changing White House by WHHA President Stewart McLaurin.

As always, we encourage you to join the discussion with your comments or questions below.

 

Sources

[1] PBS: https://www.pbs.org/newshour/politics/the-east-wing-of-the-white-house-has-been-demolished-heres-a-look-at-its-history
[2] The White House: https://www.whitehouse.gov/briefings-statements/2025/07/the-white-house-announces-white-house-ballroom-construction-to-begin/
[3] The New York Times: https://www.nytimes.com/2025/08/05/us/politics/trump-white-house-stroll.html
[4] PolitiFact: https://www.politifact.com/factchecks/2025/oct/22/donald-trump/white-house-east-wing-demolition-flip-flop/
[5] Reuters: https://www.reuters.com/world/us/white-house-east-wing-will-be-torn-down-fully-make-way-trump-ballroom-official-2025-10-22/
[6] Politico: https://www.politico.com/news/2025/10/24/trumps-ballroom-renovations-uproot-jackie-kennedy-garden-00621916
[7] PBS: https://www.pbs.org/newshour/politics/whos-paying-for-trumps-300-million-ballroom
[8] CNN: https://www.cnn.com/2025/10/26/politics/white-house-east-wing-history
[9] The New York Times: https://www.nytimes.com/2025/10/24/briefing/so-long-east-wing.html
[10] White House Historical Association: https://www.whitehousehistory.org/an-ever-changing-white-house
[11] CNN: https://www.cnn.com/2025/10/26/politics/white-house-east-wing-history
[12] White House Historical Association: https://www.whitehousehistory.org/an-ever-changing-white-house
[13] White House Historical Association: https://www.whitehousehistory.org/an-ever-changing-white-house
[14] NPR: https://www.npr.org/2025/07/31/nx-s1-5487590/trump-ballroom-white-house
[15] NPR: https://www.npr.org/2025/07/31/nx-s1-5487590/trump-ballroom-white-house
[16] PBS: https://www.pbs.org/newshour/politics/trump-snubs-biden-with-autopen-photo-in-new-white-house-portrait-collection
[17] X: https://x.com/IsaacDovere/status/1935394734970699918
[18] NPR: https://www.npr.org/2025/10/16/nx-s1-5576506/president-trump-arch-us-250th-anniversary
[19] The White House: https://www.whitehouse.gov/briefings-statements/2025/07/the-white-house-announces-white-house-ballroom-construction-to-begin/
[20] The New York Times: https://www.nytimes.com/2025/10/24/briefing/so-long-east-wing.html
[21] The New York Times: https://www.nytimes.com/2025/10/24/briefing/so-long-east-wing.html
[22] CNN: https://www.cnn.com/2025/10/26/politics/white-house-east-wing-history
[23] White House Historical Association: https://www.whitehousehistory.org/an-ever-changing-white-house
[24] White House Historical Association: https://www.whitehousehistory.org/collections/president-trumans-renovation
[25] White House Historical Association: https://www.whitehousehistory.org/an-ever-changing-white-house
[26] CNN: https://www.cnn.com/2025/10/29/politics/white-house-ballroom-east-wing-trump
[27] The New York Times: https://www.nytimes.com/2025/10/23/us/politics/white-house-renovations-trump-ballroom.html
[28] The New York Times: https://www.nytimes.com/2025/10/23/us/politics/white-house-renovations-trump-ballroom.html
[29] NPR: https://www.npr.org/2025/10/29/nx-s1-5589793/white-house-fired-arts-commission
[30] PBS: https://www.pbs.org/newshour/politics/the-east-wing-of-the-white-house-has-been-demolished-heres-a-look-at-its-history
[31] The Hill: https://thehill.com/blogs/in-the-know/5590650-michelle-obama-white-house-east-wing-trump-ballroom-colbert-late-show/
[32] The New York Times: https://www.nytimes.com/2025/11/09/us/politics/michelle-obama-east-wing.html
[33] The Guardian: https://www.theguardian.com/us-news/2025/nov/02/trump-cost-ballroom-government-shutdown
[34] NPR: https://www.npr.org/2025/11/05/nx-s1-5598315/government-shutdown-longest-history

 

Samoa News | Close Up Foundation members attend 12th Annual Summit in American Samoa

Posted on by Ashleigh Barber

The 12th Annual Close Up Summit opened with a blend of tradition, inspiration, and civic pride as Governor Pulaali”i Nikolao Pula joined a panel of guests and student delegates from high schools across the territory. Held at the Governor H. Rex Lee Auditorium, the summit was hosted in partnership with the American Samoa Department of Education, bringing together students, educators and leaders to explore foundations of leadership, public service, and hold discussions on government issues and collaborate on solutions.

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Teens at the Ballot Box: The United Kingdom Lowers the Voting Age to 16

Posted on by Ashleigh Barber

Andrew Aitchison/In Pictures via Getty ImagesIn July 2025, the United Kingdom approved a change to lower the national voting age from 18 to 16, set to take effect before the next general election. The decision will give roughly 1.6 million teenagers the right to vote in all UK elections, a shift that supporters say will invigorate democracy and critics warn could undermine it. 

Voting age debates have a long history in the UK and abroad. In 1969, Britain became one of the first countries to lower the voting age from 21 to 18, setting a precedent for broader suffrage. Calls to extend voting rights to 16- and 17-year-olds have gained traction over the past two decades, bolstered by Scotland’s decision to lower the voting age for its 2014 independence referendum, an event where turnout among 16- and 17-year-olds exceeded that of voters aged 18–24. 

The Current Proposal

The new policy:

  • Lowers the voting age from 18 to 16 for all UK general and local elections, as well as devolved government elections (such as those for the Scottish Parliament, Welsh Parliament, and Northern Ireland Assembly). 
  • Enfranchises an estimated 1.6 million additional citizens. 
  • Applies uniformly across England, Scotland, Wales, and Northern Ireland. 
  • Will be in place by the next general election, likely by 2029. 

Supporters of lowering the voting age to 16 emphasize that involving young people in elections could foster long-term civic engagement and boost overall turnout, particularly when voting is tied to issues that affect them directly, such as education, climate policy, or housing. Advocates also note that young people already contribute to society through work, taxes, and/or military service. However, critics counter that younger teens may lack the maturity and life experience necessary to make informed choices in national elections, raising concerns about voting competence and the quality of civic participation. Some also view the reform as politically strategic, potentially favoring parties that resonate with younger voters. They worry that expanding the electorate alone won’t guarantee a more knowledgeable or engaged democratic citizenry.  

In the classroom, this reform can serve as a springboard for discussion about youth participation in democracy. As a teacher, you might begin by asking students how lowering the voting age could reshape elections. Would it amplify young people’s concerns about certain issues? Would politicians change their campaign strategies if 16- and 17-year-olds could vote? Students could explore arguments on both sides: the potential for increased civic engagement and long-term voting habits versus concerns about maturity, political influence, and informed decision-making. Structured debates, simulations, or small-group discussions can encourage students to critically examine how a shift in the voting age might affect voter turnout, representation, and the overall health of democracy in the United States. 

Discussion Questions 

  1. What are the potential benefits and drawbacks of lowering the voting age in the United States? 
  2. How might earlier access to voting shape political participation later in life? 
  3. Should voting rights for 16- and 17-year-olds be connected to other responsibilities, such as paying taxes or serving in the military? 
  4. What role should schools play in preparing young people to vote responsibly? 
  5. What lessons can the United States learn from countries that already allow 16-year-olds to vote? 

As always, we encourage you to join the discussion with your comments or questions below.

Close Up is proud to be the nation’s leading nonprofit civic education organization, working with schools and districts across the country since 1971. If you would like to partner with us or learn more about our experiential learning programs, professional development, or curriculum design and consulting, contact us today! 

 

Sources

Featured Image Credit: Andrew Aitchison via Getty Images
BBC News: https://www.bbc.com/news/articles/c628ep4j5kno 
NPR: https://www.npr.org/2025/07/17/nx-s1-5471304/uk-lowers-voting-age-16 
Gov.UK: https://www.gov.uk/government/news/16-year-olds-to-be-given-right-to-vote-through-seismic-government-election-reforms 
Northeastern Global News: https://news.northeastern.edu/2025/07/22/uk-voting-age-16-impact/ 
Reuters: https://www.reuters.com/world/uk/cut-uk-voting-age-puts-new-group-political-spotlight-2025-07-21/?utm 
The Guardian: https://www.theguardian.com/commentisfree/2025/jul/17/16-year-olds-vote-countries-turnout-political-change?utm_
The Financial Times: https://www.ft.com/content/41421587-bc65-432a-a8ca-7368d39177c7?utm 

 

Close Up Prepares to Celebrate America 250 in D.C. and Philadelphia

Posted on by Ashleigh Barber

In the spring and summer of 2026, Close Up is offering a powerful opportunity for students to experience American history where it happened, and to consider how they can help shape what comes next.

To commemorate the 250th anniversary of the signing of the Declaration of Independence, Close Up’s America 250 Commemorative High School Program will give students an immersive look into the people, places, and ideas that have defined American democracy for the past two and a half centuries.

Spanning six days and five nights beginning Sunday, April 12, or Sunday, June 7, the program will take students to two of the most historically significant cities in the country: Philadelphia and Washington, D.C. In Philadelphia, participants will explore Independence Hall—the site where both the Declaration of Independence and the Constitution were debated and ultimately signed—as well as the Liberty Bell and other foundational landmarks that symbolize the nation’s birth.

In Washington, D.C., students will walk the halls of Capitol Hill, meet with elected officials or their staff, and visit the city’s world-renowned monuments and museums to examine our collective history, culture, and enduring political values.

A key component of the program is its series of interactive civic workshops. Highlights include a Mock Congress simulation that allows students to take on the roles of legislators, debate bills, and learn firsthand how policymaking happens in a representative democracy. These collaborative sessions foster public speaking, critical thinking, and leadership skills, as well as build new friendships among peers from across the country.

Close Up President Mia Charity emphasized the program’s deeper mission: “As we mark 250 years of American democracy, we are excited to provide opportunities that help young people learn about our rich history and empower them to shape the future.”

The America 250 Commemorative High School Program is more than just a trip; it’s an unforgettable journey through the ideals and institutions that continue to shape the United States. With Close Up’s all-inclusive, safety-first approach, students can fully engage in this historic milestone with confidence and purpose.

Registration is now open! For more information about this program, simply fill out an interest form or reach out to your school’s Close Up representative today.

 

Close Up Receives $100K E.E. Ford Foundation Grant to Develop and Pilot the Close Up Civil Discourse Credential

Posted on by Ashleigh Barber

Arlington, Va.—The Close Up Foundation is proud to announce that it is the recipient of an Edward E. Ford Foundation Educational Leadership Grant of $100,000 to help develop and pilot the Close Up Civil Discourse Credential. The grant will be matched on a 1:1 basis by Close Up through funds raised by charitable giving or earned revenue.

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