Policy Education and Civic Engagment (PEACE)

Transcription

Curriculum Material – 07-04
Marlene K. Rebori, Ph.D.
Community and Organizational Development Specialist
Cinnamon Butler, B.A.
Program Assistant
Graphics and Layout by Colleen Lumpkin
University of Nevada Cooperative Extension
The University of Nevada, Reno is an Equal Employment Opportunity/Affirmative Action employer and does not
discriminate on the basis of race, color, religion, sex, age, creed, national origin, veteran status, physical or
mental disability, and sexual orientation in any program or activity it operates. The University of Nevada
employs only United States citizens and aliens lawfully authorized to work in the United States.
Marlene Rebori, Ph.D.
Community Development Specialist
[email protected]
5305 Mill Street, Reno, NV 89502
(775) 784-4848
Funding for PEACE and the printing of this publication is made
possible through a grant from Nevada Humanities.
Table of Contents
Welcome to PEACE:.....................................................................................Page 1
Overview: .......................................................................................................Page 3
Lesson 1:.........................................................................................................Page 6
Citizenship and Building the Pyramid
Lesson 2:.........................................................................................................Page 17
Public Good Versus Private Interest
Lesson 3:.........................................................................................................Page 28
Appreciating Our Community and Its Values
Lesson 4:.........................................................................................................Page 38
Mapping Ideas for Community Change
Lesson 5:.........................................................................................................Page 48
Developing Our Action Plan and Message
Lesson 6:.........................................................................................................Page 59
Conveying Our Message
Learning Rubric:...........................................................................................Page 67
Additional Resources:...................................................................................Page 68
Appendix A:...................................................................................................Page 69
Certificate
Welcome to PEACE!
Policy Education and Civic Engagement (PEACE) is an engaging and fun social studies
curriculum designed for middle and high school students that can also easily be adapted for
upper-elementary students. As a social studies curriculum, PEACE is multi- and interdisciplinary and standards-based. The standards referenced for each lesson are Washoe County
School District Standards, Nevada Social Studies Standards, and National Council for Social
Studies Standards. PEACE is intended to help make the process of teaching citizenship, public
deliberation and civic engagement more enjoyable while ensuring the required standards are
being met or exceeded. All of the needed materials and handouts for delivering the lessons are
included in this curriculum.
The goal of PEACE is to foster the civic competence of young people by building the
knowledge, skills, and attitudes necessary for empowering young people to effect community
action. Research has indicated that civic knowledge alone is not a predictor of community action.
Furthermore, service-learning activities do not predict future political engagement among youth
(Torney-Purta and Amadeo 2003). PEACE recognizes that a successful civic education program
incorporates the pillars of civic education, including civic knowledge, civic skills and civic
attitude, with learning about the community and building the students’ confidence and
experience in public deliberation and engagement. Table 1 outlines the civic education pillars
and their resulting components.
Table 1. Civic education pillars and their components
Civic Education Pillar
Components
civic knowledge
Principles and tenets of democracy; rights, duties and
responsibilities of citizenship; the public good; public
policy; public issues; and critical analysis.
civic skills
Public deliberation, contacting an official, informed
dialogue, problem solving, critical analysis, political
tolerance, appreciative inquiry, action planning,
development and presentation of a policy proposal.
civic attitudes
Respecting diversity, pluralism, rights, duties,
responsibilities and active participation of citizenship.
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Teachers have a tremendous impact on a student’s civic skill ability. Civic habits are formed
from the early teen years through the early twenties. If the aptitude for engagement and
deliberation is not formed during this critical time, the likelihood of the student participating in
community affairs later in life is rare (Delli Carpini 2000). The purpose of PEACE is to set in
motion the formation of civic habits among preteens and early teens to begin equipping them
with the necessary civic skills and commitment for engagement activities.
Although the fundamental intent of PEACE is to provide a curriculum that can easily and readily
be used by teachers, this curriculum is also a living document. We encourage you to experiment
and be creative with the lessons included. Think of this as a cookbook that provides you with
some core ingredients. When you find something that you feel improves the lesson or the
concept, please share those experiences with us so we may pass on your ideas to other educators.
In the spirit of democracy, we thank you for your participation and your valuable feedback.
Please contact us with your ideas:
Marlene Rebori, Ph.D.
Community Development Specialist
[email protected]
5305 Mill St., Reno, NV 89502
775-784-4848
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Overview of PEACE
PEACE is composed of six lessons. A graphical overview of the curriculum is depicted in Figure
1. Each lesson can be taught during one 50-minute class period, although a teacher may choose
to extend some lessons, such as the community interviews in Lesson Three, the research process
in Lesson Five, or the message dissemination in Lesson Six. These three lessons in particular
may produce stronger student impact and greater student retention if they are extended beyond
classroom time and incorporated as homework assignments or team projects. When teaching
PEACE, the role of the teacher expands from educator to facilitator. Each lesson begins with a
participatory, active learning exercise to model the key learning concepts. After the participatory
learning exercise, the teacher facilitates the activity and debriefs the lesson learned by students. It
is during the debriefing that the teacher introduces the learning concepts and brings his or her
knowledge to bear on the specific lesson.
Lesson One: Citizenship and Building the Pyramid. The first lesson sets the foundation for
each succeeding lesson of PEACE. Students are introduced to the philosophy that citizenship is
more than responsibilities, duties and the granting of rights. Citizenship also requires the active
participation of individuals in society to help shape ideas and policies that guide and nurture
community and our nation. The vision of citizenship is depicted on the Great Seal by our
Founding Fathers. On the reverse side of the Great Seal is a pyramid. The pyramid was
intentionally left incomplete, indicating that it is the duty and responsibility of each succeeding
generation to add to the pyramid (i.e., to the building of this nation) and contribute to the
betterment of society. The lesson ends with the thought, “What will be your contribution?” The
theme of personal contribution and active participation weaves throughout the remaining five
lessons.
Lesson Two: Public Good Versus Private Interests. The second lesson focuses on the public
good and individual private interests. As citizens, civic involvement is part of our contribution to
the broader public good. Likewise, as we all share a common world, we all have collective
interests. However, sometimes an individual private interest can seem to interfere with, or
contradict, our collective interests. When a private interest is in conflict with what is in the best
interest for all citizens (i.e., the public good), then the public good must take precedence over
individual preference. In reality, we know determining the difference between a public good and
a private interest is not an easy process. Lesson Two uses a role-playing scenario based on an
actual Nevada issue to teach about the real-world challenges in distinguishing between the public
good and a private interest.
Lesson Three: Appreciating our Community and its Values. The third lesson continues on
the theme of contribution and uses appreciative inquiry to examine the various community actors
who contribute to the betterment of our community. The community actors are divided into four
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groups: public entities, private entities, community groups and individuals. Using an asset-based
approach, students will learn that every community has assets (positive features) as well as needs
(problems and issues). To learn more about their community, each student will be responsible for
interviewing at least one community contributor from any of the four groups to discover what
that contributor values most about the community.
Lesson Four: Mapping Ideas for Community Change. Lesson Four exposes students to the
concept of mind-mapping as the teacher creates a mind-map to visually display the various
community values gathered through the student interviews. The students review the values as
gathered from their research and discuss how they define their community. Continuing in the
context of appreciative inquiry, the class then envisions what their community’s future could
become. Based on class discussions, the teacher facilitates the creation of an action plan to carry
the class’ vision forward.
Lesson Five: Developing our Action Plan and Message. Lesson Five is intended to guide the
students in researching and developing their action plan for improving their community. This
lesson is rooted in the research process and requires students to critically analyze information.
The class will divide into teams to research, document and analyze information regarding the
research question. Each research team researches one question that is part of the larger class
action plan and policy proposal. The class may also discuss and decide upon whether an
individual or a collective group is responsible for implementing the proposal or approving the
action plan.
Lesson Six: Conveying our Message. The final lesson results in the culminating activity where
students are encouraged to find their public voice and convey their message. As the final activity,
students can work in groups based on their preferred public dissemination technique. Students
may choose to disseminate their proposal through digital media (i.e., Web pages, podcasts,
myspace, Youtube, facebook, etc.), poster displays, presentations to a responsible body (i.e.,
school board, public administrators, etc.), letter-writing campaigns, or a public-advocacy
campaign aimed at fellow students. Regardless of how the students choose to disseminate their
proposal, the final lesson ends with the take-home message that the students completed their first
step toward contributing to the pyramid as depicted on the Great Seal. What other contributions
will each student make as he or she becomes a citizen in our community?
To assist the teacher in grading and evaluation, a rubric is included. The rubric encompasses the
entire curriculum and is intended to help the teacher to help evaluate learning outcomes and
student involvement.
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Figure 1. PEACE Overview
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Lesson 1: Citizenship and Building the Pyramid
Summary:
This lesson will introduce students to the
concept that citizenship is more than
responsibilities, duties and the granting of
rights. Citizenship also requires active
participation. Students will learn the
Founding Fathers had a vision of American
democracy that is depicted on the Great
Seal. The unfinished pyramid on the reverse
side indicates the Founding Fathers could
not achieve the vision of America. Each
succeeding generation of Americans has a
challenge to contribute to the building of our
nation. What will you contribute to the
pyramid?
Key Learning Objectives:
Students will be able to:
1. Discuss the responsibilities,
duties and rights of
citizenship.
2. Explain the vision of America
as depicted on the Great Seal.
3. Relate the unfinished pyramid
on the Great Seal to the need
for active citizen engagement.
Standards:
Washoe County School District
C13.5.3
Describe criteria for U.S. citizenship.
C13.6-8.8
Identify the rights, privileges and responsibilities associated with Nevada and U.S.
citizenship, including voting, holding office, jury duty, or military, community or public
service.
C13.6-8.9
Explain the significance of mottoes and symbols to the cultural and political identity of
various societies.
C13.9-12.9
Interpret the symbols and documents of a nation and analyze how they represent its identity.
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English/Language Arts 5.8.3
Explain significance of mottos and symbols including E Pluribus Unum and the Great Seal.
English 10.8.4
Express supported opinions while considering divergent viewpoints.
H1.9-12.16
Identify the influence of the Enlightenment on the Western world, including government and
philosophy.
H2.6-8.12
Identify the individual and states rights protected by the Bill of Rights and their continuing
significance.
National Council of Social Studies
NCSS Xb.
Identify and interpret sources and examples of the rights and responsibilities of citizens.
Handouts for Lesson 1
Handout 1-1: Citizenship Worksheet
Handout 1-2: The Great Seal of the
United States
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Citizenship and Building the Pyramid
Activity Guidelines:
1. The teacher uses the think, pair, share strategy to assess the students’ knowledge with the
following question:
What does citizenship mean to you?
a.
b.
c.
d.
Students think about the question individually.
Students write a few ideas down while at their desks.
Students then share their ideas with a partner and discuss in groups of two.
Teacher then calls on each pair to share their ideas with the class.
2. The teacher assimilates student ideas and facilitates a discussion with the class.
a. Some suggested questions to help facilitate the discussion include:
1. What does it mean to be a citizen?
2. Does being a citizen simply mean you were born in this country or you passed a
citizenship test?
3. What does it mean for a citizen to have rights, responsibilities and duties?
4. How did your discussion go with your partner?
5. Do you think it is important to agree on a common idea and understanding of
good citizenship? Why?
6. Why are rights, responsibilities and duties important in good citizenship? Is one
more important than the others, or are they all equally important?
One of the most important responsibilities and duties of citizenship is
participation. Unfortunately this responsibility often gets ignored.
3. The teacher will explain to the students that we will now be looking at the Great Seal of
the United States, and as a class, we will discuss what the pictures tell us about the
United States and how the Founding Fathers envisioned the role of citizens in the United
States.
4. Pass out a color copy (if possible) of the Great Seal to each student. Divide the class into
two teams:
a. Eagle Team
b. Pyramid Team
5. Working with the same partners as earlier, pairs work to uncover the message of their
picture. Eagle Team examines the side of the Great Seal with the eagle, Pyramid Team
examines the side of the Great Seal with the pyramid.
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Your assignment is to uncover the message of the picture for the team you have been
assigned. It has been said, “A picture is worth a thousand words,” In less than a thousand
words, what does this picture tell us about our country and its citizens?
6. Working in groups of two, students first think about the picture and share their ideas with
their partners. Allow a few minutes for groups to discuss their picture before letting each
group coalesce into their larger teams.
7. The teacher serves as discussion facilitator. The teacher can also assign student leaders to
help gather ideas for each team.
8. Each team should record what their picture tells us about our country and its citizens on
Handout 1-1. Allow approximately 5 to 10 minutes for each team to gather their ideas.
9. When each team has finished, the teacher should call on each team leader to share their
discussions. The teacher can facilitate the larger class discussion by asking the following
questions:
a. How does this support our idea of citizenship?
b. Why would the Founding Fathers develop a Great Seal?
c. Who can tell us what a vision is? A vision is a mental image of desired future. It is a
hope and a dream of what one wants to accomplish.
d. How does this vision, as represented in the Seal, impact or support our rights, duties
and responsibilities as citizens?
e. As citizens, are we living up to the vision?
f. Have you ever seen the Seal before? Where have you seen the Great Seal?
If possible, the teacher should bring a one-dollar bill. Have you ever looked at the
pictures on a dollar bill?
g. What can we do in our classroom to become better citizens and students?
The teacher could record these ideas for students to refer to and use as their rules of
conduct for the classroom.
10. The teacher should then proceed to discuss that the Great Seal represents the vision that
our Founding Fathers had for the United States when they established the republic. An
emphasis should be placed on the unfinished pyramid as the theme of engagement
and contribution will be repeated throughout each lesson. The teacher may want to
circle the gap in the pyramid to highlight its significance with the students.
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Background Information
The Great Seal of the United States:
Eagle Side
1. E Pluribus Unum means “Out of Many, One.” This statement refers to the people of
this nation and the individual states acting as one. It concerns the principle of unity
and cooperation among all people acting on behalf of the United States.
2. The 13 stars above the eagle refer to the United States taking its place among other
stars or “sovereign powers.” On every seal since 1782, the stars have been depicted in
a hexagram. This indicates the union of celestial and terrestrial forces, according to
Eastern religions.
3. The rays of light breaking through the clouds surrounding the stars refer to the light
of God and strength and duration.
4. The blue top of the shield, known as the chief, refers to Congress and its power to
unite the states, since the red and white stripes below the chief refer to the states. The
colors used refer to the same qualities as the flag of the United States. Red refers to
“hardiness and valor.” White refers to “purity and innocence.” Blue refers to
“vigilance, perseverance and justice.”
5. The shield rests upon an eagle, meaning the United States of America should rely on
its own virtue, rather than other nation states or monarchs. The eagle refers to
America and its people.
6. The 13 arrows signify the power of self-defense and war if provoked.
7. The olive branch signifies peace. The eagle faces toward the olive branch to represent
that the primary aim of the United States is to maintain peace. America looks first to
peace before war.
Pyramid Side
1. Annuit Coeptis means “providence favors the cause for self-governance.” More
specifically, it means God is guiding the American cause in its pursuit of establishing
a government that allows all people the ability to pursue their own happiness.
2. Novus Ordo Seclorum means “A New Order of the Ages,” or as Charles Thomson
stated on June 20, 1782, “the beginning of the New American Era” as it is the first
government established to set in place the principles of enlightenment that include
liberty, equality and justice for all.
3. MDCCLXXVI are Roman numerals referring to 1776, the date the Declaration of
Independence was signed, and thus began this new era of government by the people,
for the people.
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Background Information (continued)
4. The unfinished pyramid with 13 steps refers to strength and duration. The unfinished
pyramid indicates the vision of America, as the founders perceived it, could not be
completed by that generation. Each succeeding generation of Americans has a
challenge to contribute to the building of our nation. What will your generation
contribute to the pyramid? In addition, future generations will continue the work of
building the nation, long after you are gone.
5. The eye above the pyramid refers to the “Eye of Providence” which alludes to the
many interventions of Providence in favor of the American cause. The eye in the
pyramid also symbolizes a higher spirit is guiding and watching over the building of
the nation as described in the Latin text above and below the pyramid.
Enlightenment Period:
Benjamin Franklin, James Madison, Thomas Jefferson, Alexander Hamilton and other Founding
Fathers of the United States were heavily influenced by philosophers such as Thomas Hobbes,
John Locke, Thomas Paine and Jean Jacques Rousseau from the Enlightenment Period of the 17th
and 18th centuries. Thomas Hobbes, in The Leviathan (1651), set forward the idea that men live
in a “state of nature,” that is, a condition without government. As human beings, we must all live
among each other. Therefore, to prevent the breakdown of civil order, mass chaos or civil war,
some form of government is necessary. Hobbes advocated a form of government as free from
oppression as possible. Hobbes felt a single absolute government that enters into a social contract
with the governed (i.e., people) as equals would be the least oppressive government. According
to Hobbes, the state’s sole purpose is to protect the lives of its subjects. John Locke supported
much of Hobbes ideas and expanded them in his Second Treatise (1690) to include an
individual’s right to life, liberty and property. Locke argued that our obligations to government
in civil society arise from our own consent. Locke also argued a primary right is protection of a
person’s natural right to property, along with the related rights to life and liberty. Jean Jacques
Rousseau furthered the ideas in The Social Contract (1762) and wrote “Man is born free, but he
is everywhere in chains.” This statement was heard around the world and used as justification for
overthrowing the traditional monarchies and nobilities.
The Enlightenment philosophers believed God gives us certain natural rights that no one,
including a government, can take away. These new ideas from the Enlightenment Period inspired
the Founding Fathers of the United States, who borrowed the ideas from the Enlightenment
Period. The Founding Fathers envisioned the American Republic to be the opportunity to
establish the first government based on the Enlightenment principles. These principles are
designed to allow people to develop to their fullest potential, with the consent of the governed, in
the pursuit of happiness.
Rights, Responsibilities and Duties of Citizenship:
Rights could be defined as things a citizen “can do.” Duties could be described as things a citizen
“must do.” Responsibilities could be framed as things a citizen “should do.” All U.S. citizens,
once they become 18 years of age, have the right to vote, and it is also a very important
responsibility, as it ensures that our representative form of democracy functions properly. Along
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with the right to vote, citizens have the responsibility to educate themselves about the issues and
candidates in order to make informed decisions. Many sources of information are available to
citizens to help them stay informed and educated on the issues. Another responsibility of a U.S.
citizen includes serving on jury duty, if asked by a local or regional court. Men have a unique
duty to register with selective service after they turn 18.years of age. During times of war or
peace, men or women may be asked to serve in the armed forces either through a draft or
voluntarily. All citizens have the responsibility to obey the laws of their community, state and
country. Each citizen has the responsibility and expectation to respect the rights of others. All
citizens are expected to pay their income taxes honestly and on time. Funds from taxes are used
for a variety of public goods, such as fire and police protection; clean water and food; public
schools and libraries; road, highway, and street repairs; protection of our banking system; and
relief and aid during the occurrence of natural disasters.
Beyond the traditional understanding of citizenship, we often forget that democracy requires,
even demands, the active participation of its citizens. Issues facing our communities and our
world are increasingly complex and cannot be left exclusively to politicians or local public
administrators to resolve. An informed and involved citizenry is needed to address our local
and global issues. The key to making American democracy work has always been our
willingness to create community-lead initiatives to resolve issues. What happens to a
democracy when its citizens choose to no longer vote or participate in issues that concern
them? Is it still a democracy?
The Bill of Rights (1791):
Although the Constitutional Convention approved the final draft of the Constitution on
September 17, 1787, many of the Founding Fathers were concerned that the Constitution did not
contain many of the important principles as espoused by the Enlightenment Period. There was a
debate among the Founding Fathers resulting with the first federal Congress proposing 12
amendments in 1789. On December 15, 1791, 10 of the 12 amendments were ratified and added
to the federal Constitution, which collectively became known as the “Bill of Rights.”
The Bill of Rights can be separated into three areas; Amendments I through IV protect individual
rights against infringement by the federal government; Amendments V through VIII protect
specific rights of individuals accused of crimes; and Amendments IX and X address the issue of
federalism, guarantee the retention of rights not specifically stated in the Constitution, and
interpret the relationship among the people, the states and the federal government. The Bill of
Rights are outlined below:
Amendment I - "Congress shall make no law respecting an establishment of religion, or
prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or
the right of the people peaceably to assemble, and to petition the Government for a redress of
grievances."
Amendment II - "A well regulated Militia, being necessary to the security of a free State,
the right of the people to keep and bear Arms, shall not be infringed."
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Amendment III - "No Soldier shall, in time of peace be quartered in any house, without the
consent of the Owner, nor in time of war, but in a manner to be prescribed by law."
Amendment IV - "The right of the people to be secure in their persons, houses, papers, and
effects, against unreasonable searches and seizures, shall not be violated, and no Warrants
shall issue, but upon probable cause, supported by Oath or affirmation, and particularly
describing the place to be searched, and the persons or things to be seized."
Amendment V - "No person shall be held to answer for a capital, or otherwise infamous
crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the
land or naval forces, or in the Militia, when in actual service in time of War or public danger;
nor shall any person be subject for the same offence to be twice put in jeopardy of life or
limb; nor shall be compelled in any criminal case to be a witness against himself, nor be
deprived of life, liberty, or property, without due process of law; nor shall private property be
taken for public use, without just compensation."
Amendment VI - "In all criminal prosecutions, the accused shall enjoy the right to a speedy
and public trial, by an impartial jury of the State and district wherein the crime shall have
been committed, which district shall have been previously ascertained by law, and to be
informed of the nature and cause of the accusation; to be confronted with the witnesses
against him; to have compulsory process for obtaining witnesses in his favor, and to have the
Assistance of Counsel for his defense."
Amendment VII - "In Suits at common law, where the value in controversy shall exceed
twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be
otherwise re-examined in any Court of the United States, than according to the rules of the
common law."
Amendment VIII - "Excessive bail shall not be required, nor excessive fines imposed, nor
cruel and unusual punishments inflicted."
Amendment IX - "The enumeration in the Constitution, of certain rights, shall not be
construed to deny or disparage others retained by the people."
Amendment X - "The powers not delegated to the United States by the Constitution, nor
prohibited by it to the States, are reserved to the States respectively, or to the people.
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Handout 1-1: Citizenship Worksheet
What are qualities of a good citizen?
Write at least two qualities for each heading.
Rights
(Things a citizen “can” do)
Responsibilities
(Things a citizen “should”
do)
Duties
(Things a citizen “must” do)
What does the Great Seal of the United States tell us about our country and its citizens?
From the eagle side
From the pyramid side
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Handout 1-2: The Great Seal of the United States
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References
MacArthur, J.D. (2006). Great Seal of the United States. Retrieved November 29, 2006, from
http://www.greatseal.com/site/contact.html.
Minkler, John. (2001). Active Citizenship: Empowering America’s Youth. Social Studies
Curriculum for Grades 7-12. The Center for Multicultural Cooperation, Coarsgold, CA.
Quigley, C.N., and Bahmueller, C.F. (Eds.). (1991). Civitas: A framework for civic education.
Calabasas, CA: Center for Civic Education. A collaborative project of the Center for
Civic Education and the Council for the Advancement of Citizenship.
Student Governmental Affairs Program. (2001). America's legacy: The foundation of freedom
[Brochure]. Dallas, TX: Author.
U.S. Department of State, Bureau of Public Affairs. (2003, July). The Great Seal of the United
States [Brochure]. Washington, D.C.: Author. Retrieved November 27, 2006, from
Department of State website: http://www.state.gov/documents/organization/27807.pdf
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Lesson 2: Public Good versus Private Interest
Summary:
Students will learn that part of our
responsibility as citizens means doing things
for our community. As we all share a
common world, we all have collective
interests, such as safe neighborhoods, clean
air to breath, etc. Sometimes, an individual’s
personal preference (private interest) can
appear to be in conflict with our collective
interests. When the public good and private
interests seem to be in conflict, the public
good must prevail. However, in reality,
determining the difference between a public
good and a private interest is not an easy
process and rarely are there easy solutions.
This lesson uses a role-playing scenario
based on an actual Nevada issue to teach
about the real-world challenges of the public
good versus private interest.
1. Explain the idea of the public
good, its importance and how
it might be identified.
2. Analyze situations in which
the public good may conflict
with other important values
and interests, e.g., individual
rights.
3. Discuss the current issue
regarding the controversial
water pipeline proposed in
southern Nevada.
Standards:
C13.6-8.2
Identify major conflicts in social, political, and economic life and analyze the role of
compromise in the resolution of these issues.
C13.6-8.8
Identify the rights, privileges and responsibilities associated with Nevada and U.S.
citizenship, including voting, holding office, jury duty, or military, community or public
service.
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Apply understanding of agreed-upon rules and individual roles in a variety of discussion
formats.
NCSS Vg.
Apply knowledge of how groups and institutions work to meet individual needs and promote
the common good.
NCSS Xd.
Practice forms of civic discussion and participation consistent with the ideals of citizens in a
democratic republic.
NCSS Xj.
Examine strategies designed to strengthen the "common good," which consider a range of
options for citizen action.
Handouts for Lesson 2
Divide the class into five groups.
Handout 2-1: State Water Board
Handout 2-2: Residents of the Rural
Counties
Handout 2-3: Federal Wildlife Service
Handout 2-4: City Water Authority
Handout 2-5: Department of Tourism
Provide copies of handouts (role
scenarios) for each student in each interest
group.
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Acting for the Public Good or Private Interest?
NOTE TO THE TEACHER:
In this activity, students role-play one of the five interest groups as assigned. Students should be
given a copy (Handouts 2-1 through 2-5) of the scenario for their role playing to read and discuss
as a group. Each group should complete the questions on their discussion worksheet prior to
engaging in the simulated public forum.
It is helpful for the teacher to set the stage and help prepare the students for how to engage in
role-playing. First, the teacher should read the general scenario as outlined below. The teacher
will serve as meeting moderator and facilitator. Some general guidelines regarding role-playing
should be reviewed with the class. The following are some suggested guidelines:
Each of you will be playing a role, perhaps acting different than how you normally act in the
classroom. Think of your role as an opportunity to play a character. To the best of your
ability, try to stay in character while in the activity. This means you should say and do what
your character would say and do. Everyone will be playing a role, so don’t assume
someone’s behavior or opinion reflects his or her true beliefs about this issue. Remember,
everyone is playing a character. That being said, there are still some general rules you need
to follow while in your character:
•
•
•
•
No abusive or foul language.
No physical violence or fighting.
No personal name-calling or character attacks.
etc.
ROLE PLAYING SCENARIO:
The State Water Board has scheduled a series of public forums to discuss the decision allowing
the City Water Authority to drill wells and build a $1 billion pipeline to tap rivers and
groundwater from neighboring rural counties. The issue under consideration is:
Should the State Water Board allow the pipeline to be built?
The City Water Authority claims the pipeline will provide needed water to the City, thus helping
to continue growth and development, which generates important revenue that benefits the entire
state. Some residents in the rural counties disagree. They feel that the pipeline will deplete what
little water currently exists. The Federal Wildlife Service feels the pipeline will negatively impact
native wildlife and plants by drying up streams and natural springs on public land. The
Department of Tourism feels the pipeline is vital for the economic well-being of the state, and
without the pipeline, the entire state will suffer.
1. The teacher will explain that each group has an interest in the issue of building or not
building the pipeline.
19
2. The teacher will allow each of the five small groups to strategize and complete their
worksheets (Handouts 2-1 through 2-5) before beginning the forum. The teacher will
need to assist each group as it prepares its worksheets. The teacher should serve as
mediator, forum facilitator and timekeeper. Each group should be allowed no more than 5
minutes to make their presentation and answer questions from the water board.
3. The teacher should observe group behavior during the activity and look for key teachable
moments that arise during the activity. The teacher can then reflect on these observations
during the debriefing exercise.
4. Set an ending time limit and remind the class when a few minutes are remaining. Allow
the water board time to reach a decision and share this with the class.
5. The class will then discuss this issue as a group and discuss how the activity went.
6. Some questions to help facilitate discussion and debriefing after the activity include:
a. What was the “public or common good”?
b. Why is this a public good?
c. Did each group support the public good? How did each group say it supported the
public good?
d. When did the public good of water (or public lands) turn into a public issue?
e. How does a public good benefit us all?
f. How do public needs restrict the rights of an individual?
g. How do we balance individual rights with the public good?
h. What is more important, an individual’s right or the public good?
i. Why do we need each other in working for the public good?
The notes taken by the teacher during the small group activity will help tailor the
debriefing more specifically to the dynamics that emerged.
20
A fundamental value of American democracy is the public good. In a general sense, the public
good refers to the overall welfare of the community. In our social contract as citizens of the
United States, each citizen is expected to be committed and motivated to promote the general
welfare of the community and to work together with other members of the community for the
greater benefit of all. The concept of the public good dates back to the founding of the American
Republic. In Rousseau’s The Social Contract (1762), he supported the “General Will” as the only
way to reach the public good, seeking to benefit society instead of any lesser part. In fact, our
preamble refers to the promotion of the “general welfare,” and one of the many grievances held
against the king of England had to do with his refusal to agree to laws necessary for the “public
good.” Hence, the fighting charge of “taxation without representation” was coined.
At times, this obligation to the public good may translate to an individual’s personal interests,
becoming secondary to those benefiting the whole of society. As citizens, we agree to accept the
personal obligation to serve the general welfare of our community. Every time we recite the
Pledge of Allegiance, we are reaffirming our social contract and hence our obligation to work
toward the public good. Typically, this obligation is carried out through participation in various
civic groups, such as religious groups, work places and/or community-oriented associations
(such as homeowners’ associations, PTA’s, local boards and commissions). Meeting these civic
obligations ensures the stability and very existence of our civic and political community.
Public goods are best described as things that can be used jointly by society, and that benefit
everyone. Typically, a public good has two important characteristics: nonexclusionary and
nonexhaustible. A public good is nonexclusionary if it is available to everyone and it is
impossible to exclude anyone from benefiting from its use. A public good is nonexhaustible, if,
when one person uses or benefits from it, it is still fully available for everyone. Some common
examples of the public good include stop signs, traffic lights, public schools, public swimming
pools, clean air, clean water, healthy forests, military presence overseas or at home, health care,
etc.
Issues regarding the public good, and how best to serve the public good, can create conflicts. In a
democratic, pluralist society, major differences of opinion exist regarding how the public good
should be defined, who the definers should be, and how we should achieve the public good. How
do we define what is best for all? Although public goods are public, meant for the use and
benefit of all citizens, this does not imply that all citizens will automatically value the goods in
the same way. Conflict often emerges regarding the public good and how best to achieve it.
Public goods can easily turn into public issues and needs. Public needs are always in dispute. For
example, how does government balance the need for meeting energy consumption requirements
with reducing threats to the environment as a result of certain energy extraction practices?
Almost everyone agrees that educating our citizens is a public good that is vital for the
continuation of our democracy. However, not everyone agrees on how best to achieve this good.
21
Handout 2-1: State Water Board Participants
The City Water Authority claims the pipeline will provide needed water to the City thus helping
state.
Some residents in the rural counties disagree. They feel that the pipeline will deplete what little
water currently exists.
The Federal Wildlife Service feels the pipeline will negatively impact native wildlife and plants
by drying up streams and natural springs on public land.
The Department of Tourism feels the pipeline is vital for the economic well-being of the state,
and without the pipeline, the entire state will suffer.
As a member of the State Water Board, your responsibility is to determine how the
water in the state best serves the public interest. Water is a public good. Everyone
benefits from water and everyone should have access to clean water for life and
livelihood. As a board, your decision will be a difficult one, but it should be based on
how best to benefit the residents of the state.
As a board you must first answer the following questions before holding the public forum:
1. How will you make a decision? Will you use consensus (everyone agrees) or
majority rule (51 percent of you agree) or some other decision-making procedure?
2. Who will chair the board? The chair is usually responsible for running the meeting
and keeping people organized.
22
Handout 2-2: Residents of the Rural Counties
state.
As a resident living in the rural county, you feel like the water authority is coming in
and stealing your water. Water is a public good; everyone should have access to clean
water. You want to try to save your water. You feel that your well pumps and springs
on your ranch will dry up if the water is pumped out. Many of you own cattle and sheep
ranches and feel the real livelihood of the state is in maintaining the rural ranching way
of life. If the pipeline is built, it could mean the death of your town and way of life. You
will do anything to stop the pipeline from being built.
Before attending the public forum, as a group you need to discuss and complete the following
questions:
1. What is the main point you want to make to the State Water Board?
2. How will you organize yourselves to send a strong and effective message to the State
Water Board?
23
Handout 2-3: Federal Wildlife Service Participants
state.
As an employee of the Federal Wildlife Service, you feel the pipeline will reduce water
in streams and dry up natural springs on public lands. Public lands are considered
public goods, and all American citizens own public lands. In addition, every citizen has
a right to enjoy his or her public lands. Your role as a federal employee is to manage
the wildlife species that live on the land. The proposed pipeline will draw water from
Muddy River and its tributaries. Muddy River is home to the Moapa dace, a fish unique
to the area that was federally listed as endangered in 1967. Although you do not live in
the state, you are a federal employee and speak for all American citizens. You must
help ensure that the pipeline does not impact the Moapa dace or other wildlife.
questions:
1. What is the main point you want to make to the State Water Board?
2. How will you organize yourselves to send a strong and effective message to the State
Water Board?
24
Handout 2-4: City Water Authority Participants
state.
As a member of the City Water Authority, your job is to ensure the city has enough water
to meet the needs of its residents (currently 1.6 million people). As the fastest growing city
in the nation, they city’s population has been projected to increase to 3 million in the next
10 years. Also, as the City Water Authority, you are responsible for supplying water to
meet the growing needs of the city and for the 35 million tourists who visit the city each
year. Based on your study of the pipeline, there is plenty of water in the state and you feel it
is in the best interest of the public to build the pipeline.
questions:
1.
What is the main point you want to make to the State Water Board?
2.
How will you organize yourselves to send a strong and effective message to the State
Water Board?
25
Handout 2-5: Department of Tourism Participants
state.
As an employee of the Department of Tourism, you feel the pipeline is vital to the
state. Water is a public good and everyone should have access to the water. Over 90
percent of the state’s economy (or $65 million) is based on tourism. The entire state
depends on continued growth and tourism of the City, given that the City financially
supports a good portion of the state. Without this pipeline, the entire state may face
severe financial hardships.
questions:
1.
What is the main point you want to make to the State Water Board?
2.
How will you organize yourselves to send a strong and effective message to the State
Water Board?
26
References
Quigley, C.N., and Bahmueller, C.F. (Eds.). (1991). Civitas: A framework for civic education.
Calabasas, CA: Center for Civic Education. A collaborative project of the Center for
Civic Education and the Council for the Advancement of Citizenship.
Hardin, Russell. (1982). Collective Action. Published for Resources for the Future by the Johns
Hopkins University Press.
Samuelson, Paul A. (1954). “The Pure Theory of Public Expenditures,” Review of Economics
and Statistics, XXXVI, No. 4.
Zukin, Cliff, Andolina Molly, Jenkins, Krista; and Delli Carpini, Michael. (2006). A New
Engagement? Political Participation, Civic Life and the Changing American Citizen.
Oxford University Prep.
27
Lesson 3: Appreciating our Community
and Its Values
Summary:
Continuing on the theme of contributing
to community and civic engagement,
Lesson Three begins an appreciative
inquiry process with the class. Students
will learn that every community has
assets (positive features) as well as needs
(problems and issues). Identifying the
assets first, followed by what fellow
citizens value about a community,
highlights the tools and resources needed
to address the problems and issues.
Students will discuss the four groups of
community players who contribute to the
betterment of a community: 1) private
entities, 2) public entities, 3) community
groups and 4) individuals. Students will
be responsible for interviewing at least
one community contributor to discover
what they value most about the
community and how they contribute to
the betterment of our society.
1. Identify what is good about
their community and what
they value about the
community.
2. Create an interview
questionnaire with three
items.
3. Conduct an interview with a
community member.
4. Evaluate voluntary efforts in
terms of their effects upon the
rights of individuals, the goals
of the community and the
common welfare.
Standards:
C13.5.3
Describe criteria for U.S. citizenship.
C15.6-8.6
Provide examples of contemporary public issues that may require public solution.
28
G5.6-8.3
Make and defend a spatial decision using basic geographic vocabulary, tools, and concepts.
C13.9-12.7
Analyze the role of citizen participation in U.S. civic life.
Ask for and provide specific evidence in support of an opinion.
formats.
Standard Xc.
Locate, access, analyze, organize and apply information about selected public issues –
recognizing and explaining multiple points of view.
Standard Xd.
Standard Xe.
Analyze and evaluate the influence of various forms of citizen action on public policy.
Standard Xj.
Participate in activities to strengthen the “common good,” based upon careful evaluation of
possible options for citizen action.
Handout for Lesson 3
Handout 3-1: Interview Worksheet
Overheads for Lesson 3
Overhead 3-1: Identify Assets and Values
Overhead 3-2: Who Contributes to our
Community?
Materials for Lesson 3
Overhead projector
29
Identifying Community Values and Assets
a. The teacher will be using appreciative inquiry to help the students think about what they
value, before thinking about problems.
b. The teacher may need to help students understand the concept of value and things that are
good about the community. The teacher may prefer to share with the class examples of
what they think are good about the community.
c. The teacher could begin the lesson by asking students, When you value something, what
does that mean?
The teacher needs to prepare the homework assignment prior to class. The teacher
could identify various potential interviewees and gather their contact information
prior to making interview assignments.
Step 1: Identifying Community Assets and Values
1. Students should get out paper and draw a line in the center of the paper that vertically
divides the paper in half. Ask students to write “Good Things” on the top left side of
paper and “Values” on the top right side of the paper. The teacher could demonstrate on
the board to help the students. Ask students to think and answer the following two
questions outlined on the Overhead 3-1, as they relate to their community.
Questions:
1. List a few things that you think are good about our community. (left side of paper)
2. What do you value about your community? (right side of paper)
Allow a few minutes for students to complete their answers. Facilitate the sharing of positive
assets and values as listed by the students. The teacher can record these items on the board or
overhead projector.
Some suggested debriefing questions may include the following:
a.
b.
c.
d.
Did anyone have the same values?
Did anyone have a different value?
Does everyone agree on the same values and assets in our community?
Why are values and positive assets important in a community?
When we look at the “good things” and “values” in our community, who is responsible for
helping to bring these features to our community? Are they schools, parks (public entities,)
or local stores and business (private entities), boy/girls clubs,( community groups) or our
family and friends (individuals)? It takes all of us to make our community better. The teacher
can share Overhead 3-2: Who Contributes to our Community? with the class.
30
Step 2: Creating a Community Vision
2. If possible, provide students with blank (unruled) 8 ½” x 14” white paper and colored
markers to share. Have students work individually. Set the stage for students with the
following scenario:
Each of you has been given a magic wand (through your pencils and markers). If you
could wave your wand to create your ideal or dream community, what would it look like?
Thinking about the “good things” and “values” you listed, draw your ideal community.
a. Ask students to draw a picture of what their dream community would look like.
Allow students to use color markers, etc. to help make the pictures vibrant and
compelling.
3. Ask for volunteers who would like to share their ideal community. Take a few volunteers.
Collect the pictures to post after class time to allow students to view each other’s
pictures. If possible, post the pictures on the wall or bulletin board for viewing after class
time.
We’ve shared our opinions on the good things in our community and what we value. Now
I wonder what other people in our community think?
Share Overhead 3-2: Who Contributes to Our Community? with the class.
The only way to learn what others think is to ask them. Each of you will be responsible
for interviewing someone who contributes to the betterment of our community to discover
what they value and how they contribute to the betterment of our community.
Note: The teacher needs to prepare the homework assignment prior to class. The
teacher could identify various potential interviewees and gather their contact
information prior to making interview assignments.
4. The teacher assigns each student at least one person to interview and provides contact
information. The class may choose their community to be the school, rather than the
broader community. The teacher should identify different entities that help contribute to
the betterment of their school. Some potential interviewees could include school
administrators, coaches, fellow teachers, students and parents. Parents could be
interviewed as a worker in the community, or as a concerned parent, or both. Each
student should conduct at least one interview.
5. Review with students the interview questionnaire (Handout 3-1) and tips for conducting
interviews. (See background information.) Make sure that the students use one worksheet
per interview conducted. If a student conducts two interviews, he or she must complete
two interview worksheets. As a practice session, have students interview one classmate.
6. For homework, have students conduct the interviews with at least one (ideally two) of the
four groups listed (individual, community group, private or public entity) as displayed on
Overhead 3-2 (Who Contributes to Our Community). The students should complete their
interview worksheet before the next class session.
7. EXTRA CREDIT: Can you identify an appropriate agency/office/entity/individual you
may need to interview for your assigned group?
31
The traditional problem solving approach begins with defining the problem and why the problem
is important. Information is gathered about the problem. Next, alternatives are constructed and
criteria are generated to select the best alternative. Then, a solution, typically a policy, is
proposed, implemented and finally evaluated to determine its effectiveness. These are important
concepts and process tools to introduce to the student. However, since the primary focus is
usually on a problem, or what is wrong with something, this mental reference is typically on
something that is lacking in the community.
The approach in this lesson borrows from appreciative inquiry where what is valued most is first
examined, before ever discussing problems. The students are asked to inquire and self-reflect
about what they appreciate, or value most at their school, community, etc. The intent of
appreciative inquiry is to mobilize positive questions into actions that reflect people’s values,
visions and accomplishments. Using appreciative inquiry does not ignore problems. Asking what
is of value and dreaming of a vision helps establish a positive mental image of an action that we
can work toward achieving. An appreciative inquiry consists of four main phases, all
interdependent and continuously revolving in a circle – the 4-D cycle.
Discovery Phase – Appreciate the best of “what is.”
Dream Phase – Students boldly envision what the future might become.
Design Phase – Students begin to design an action plan to carry forward their vision.
Delivery Phase – Students implement or showcase their work.
A public problem is often defined as some human need that cannot be met privately. Public
problems are ones that impact or affect large numbers of people. Although private problems,
such as divorce, may affect a small group of people, some private problems escalate into public
problems due to the number of people they affect. For example, obesity is now considered a
public problem since such a significant portion of the population is considered overweight or
obese. When problems become public, a solution is chosen among a set of alternatives that best
address the problem, usually in the most cost-effective way with the least amount of
consequences. Public problems also require some official governing body, agency or
governmental entity to take formal, legitimate action and make a decision based on citizen input.
Problem perception is critical in defining public problems since the manner in which a problem
is defined usually determines what policy will be created to resolve the problem. However, not
all problems become public and what events trigger a problem moving from private to public is a
complex political process.
32
General guidelines for conducting an interview:
1. Introduce yourself, indicating you are a student at _________________ School and ask
them politely if you could take a few minutes of their time to ask them some questions.
2. Be familiar with your questions.
3. Follow the question wording exactly.
4. To the best of your ability, record their exact responses.
5. If necessary, probe for responses. Sometimes a person will not answer the question, but
will instead provide their opinions about some other topic.
For example, you may ask, Do you think using manners is an important issue in our
society?
The person may respond, I was at the store yesterday and the saleslady was rude to me
after I made a return. Her cashier’s line was backed up and it was lunchtime. Everybody
was hungry, including me, and she had the nerve to tell me I needed my sales receipt.
Now that is just plain rude.
As the interviewer you would probe, asking clarifying questions such as, So you do feel
that manners are an important issue in our society?
33
Handout 3-1: Interview Worksheet
Name:
Person or group interviewing:
Interview questions:
1) What do you value about our community?
2) In your opinion, how do you (or how does your group) contribute to the betterment of our
community?
34
Overhead 3-1: Identify Assets and Values
“Good things about our community”
35
“What I value about our community”
Overhead 3-2: Who Contributes to our Community?
36
References
Center for Civic Education. (1996). We the People…Project Citizen. www.civiced.org
Cooperrider, D.L. (1990). Positive Image, Positive Action: The Affirmative Basis of Organizing. In
S. Srivastva & D. L. Cooperrider (Eds.), Appreciative Management and Leadership: The
Power of Positive Thought and Action in Organizations. San Francisco, CA: Jossey-Bass.
Kretzmann, John P. and McKnight, John L. (1993). Building Communities from the Inside Out: A
Path Toward Finding and Mobilizing a Community’s Assets. ACTA Publications, Chicago,
IL.
Jones, Charles. 1984. An Introduction to the Study of Public Policy, third edition. Harcourt Brace
College Publishers.
37
Lesson 4: Mapping Ideas for Community Change
Summary:
Lesson Four exposes students to the concept
of mind-mapping as the teacher visually
displays the various community values
gathered from the student interviews. The
class reviews all values gathered from
community members and students, and
discusses similarities and dissimilarities.
Continuing with the appreciative inquiry
process, the class then envisions a desired
future for their community. Based on class
discussions, the teacher facilitates one idea
the class can undertake to help move toward
their desired future.
Standards:
1. Assimilate a diversity of
opinions regarding
community values.
2. Understand and articulate
that every community has
both assets and problems.
3. Identify a desired future
condition for their
community.
4. Analyze and select one idea to
help move toward their
desired future.
C15.6-8.6
Provide examples of contemporary public issues that may require public solutions.
Give clear and concise multi-step directions to complete a complex task.
G5.6-8.3
Make and defend a spatial decision using basic geographic vocabulary, tools, and concepts.
H3.4.3
Define social responsibility.
38
H3.5.3
Describe ways individuals display social responsibility.
Standard Xc.
Locate, access, analyze, organize and apply information about selected public issues –
recognizing and explaining multiple points of view.
Standard Xe.
Analyze and evaluate the influence of various forms of citizen action on public policy.
Standard Xj.
Participate in activities to strengthen the “common good,” based upon careful evaluation of
possible options for citizen action.
Handout 4-1: Mapping your Action Step
Overheads for Lesson 4
Overhead 4-1: Mind-map for Community
Values
Overhead 4-2: Vision Statements
Overhead projector
39
Mind-mapping Values
1. The teacher can either use the mind-mapping outline on Overhead 4-1 or recreate a new
mind-map on the board.
2. Students should have completed their interview worksheets from Lesson Three and
brought them to class.
3. Divide the class into groups depending on who they interviewed. Students who
interviewed a public entity will be in one group, those who interviewed a private entity
will be another group, and so on. As a team, ask the students to summarize their
interview responses for that group. Ask each team to select one spokesperson to share
their results with the class.
4. The teacher can begin demonstrating the process of mind-mapping by asking each group
to share the community values they gathered from their interviews.
5. The teacher should continue mapping until at least five to six values are listed for each
group.
6. After the teacher has mapped the community values, reflect back on the student values
recorded during Lesson Three.
•
Are there any values from the people we interviewed in the community that seem
similar to the values we listed in our classroom? Add another group “class” to the
mind-map and show the links through arrows, lines, etc.
•
Did anyone gather a different value during the interview that is not listed here? Add
those values to the mind-map.
•
What do these values tell us about what is important in our community?
•
I have posted everyone’s picture of his or her dream community from our last
activity. Do our values support our individual dreams and visions? How do they?
7. Future dreams or “a vision” are very common. Remember the Founding Fathers had a
vision that each succeeding generation would add to the building of America. Another
famous and frequently quoted vision is from Martin Luther King Jr. in his “I have a
dream” speech. (Teacher shows Overhead 4-2.)
Ask class the questions on Overhead 4-2 .
1) What values are expressed in Martin Luther King’s speech about a future
community? (Possible values may include: equality, equal treatment, respect,
human potential, etc.)
40
2) What is the problem Dr. King wants to change? (racism)
3) What is Martin Luther King Jr’s dream or vision? (A nation free of racism, a
nation that supports and fosters the full development of all individuals equally,
etc.).
4) What values are expressed in our dream pictures from class?
5) What is the problem we want to change?
6) What is our vision or dream?
8. The teacher facilitates students’ ideas and records comments regarding their vision. The
teacher may choose to allow students to discuss a vision for the community in small
groups first, before sharing with the whole class.
•
•
Class develops a vision of their dream community while the teacher facilitates.
Teacher writes the vision on a board, for all the students to see.
9. The teacher begins the process of selecting one action item to help move the class closer
to their vision. The teacher may want to help set the student’s mind-frame for selecting an
action item. An example is described below.
a. The teacher explains to the class, any vision or goal needs a plan of action to help
make it happen. For example Martin Luther King Jr. had a vision of a country
and a world free of racism. Perhaps Dr. King’s first action step to help move
closer to his vision was the passage of the Civil Rights Act of 1964.
10. Teacher should assist the class in developing an action idea to help move them closer to
their vision. “What is one action we can do to help move us closer to our vision? A vision
sometimes takes a very long time to reach. Teacher should help facilitate class discussion
to identify one action idea the class can undertake to move them closer to their vision.
For example if the class’ vision is a litter free school, an action idea could be planning a
litter pick-up day at the school.
11. The class should identify one action idea or project that relates to their vision. Teacher
facilitates the discussion.
12. The teacher can allow students to work individually or divide into working groups. Each
student or working group, should discuss and answer the questions for the Action Item:
What do we need to know about our action item to help make it happen?
13. The teacher can use Handout 4-1 to encourage students to use radiant thinking to map
their ideas. Teacher passes out Handout 4-1, a mind-map worksheet, to allow students to
begin the brainstorming process of what they need to do to learn more about their project
idea. Handout 4-1 can be used either as a homework assignment or at the end of class
time.
41
a. Each student should write the class vision on the Handout 4-1 in the section “Our
Vision.”
b. Each student should write the class idea in the center of the mind-map, in the
circle “Action Item”.
c. Working either in small groups or individually as a homework assignment,
students should brainstorm answers to the questions listed on Handout 4-1.
Students may feel awkward writing their responses in a radiant pattern around the
mind-map. Encourage students to write around the bubbles on the mind-map to let
them experience a different way of forming and recording their ideas. If the
teacher prefers, the mind-map (Handout 4-1) can be replaced with traditional
linear note taking.
Questions to help answer “What do we need to know about our action item to help make it
happen?” are mapped-out on Handout 4-1 and include the following questions:
a. What type of information (credible information) do we need to support our action
item? What can we learn from other schools or communities who have addressed
this topic?
b. Who else in the community, or school, needs to work with us to help make this a
success?
c. What additional resources do we need to make this a success?
d. When is our timeframe?
f. What potential obstacles do we need to be aware of that might prevent this action
item from happening?
42
Mind-mapping is a visual image for brainstorming. Mind-mapping is a fast, easy and a creative
way to organize and present information. Anybody can do a mind-map. Some of us may have to
let go of a deeply ingrained habit of recording ideas in a linear path. To do a mind-map, first
write the main idea or topic in the center of the page. New and related items radiate out from the
main idea in the center. Below is a simple step-by-step approach for mind-mapping.
1. Write the main idea or topic in the center of a large easel pad or flip chart paper. You can
also use a dry-erase board or chalkboard, but it is usually helpful to keep the mind-map
so students can refer back to it later. Hence, developing it on paper is usually a good idea.
2. Print in capitals for ease of reading. It also encourages one to keep the points brief.
3. Use blank, unruled paper.
4. Connect words, phrases or lists with lines to the center or to other “branches.” When you
get a new idea, start again with a new “spoke” from the center. The mind-map represents
a visual flowchart of ideas and tasks.
5. Go quickly, without pausing. A mind-map should be completed in 3 to 8 minutes. Try to
keep up with the flow of ideas. Do not stop to decide where to place something, just get it
down. Ordering and analyzing are “linear” activities and will disrupt the mind-mapping
process.
6. Leave plenty of space. Use the whole paper. You may want to add items, questions or
ideas after the initial mind-map is complete.
7. Write down everything without judging or evaluating. Remember, this is a visual map of
a “mind-dump.” You want to generate, not evaluate.
8. When you come to a quiet moment or a standstill of ideas, look over your map to see if
anything has been missed.
9. When the mind-map seems finished, begin connecting items together and grouping
sections.
The second part of this lesson is to create a vision based on the community values gathered in
class and from the community. A vision statement is a compelling, positive and inspiring set of
words that describe a mental picture or imagine of a desired future. A vision is typically
expressed in a statement. It is important for groups to have a shared vision to ensure all members
of the group are able to both conjure up the same mental picture, as well as unite each individual
member to confirm their commitment in working toward the same goal. A visioning process
usually begins by asking the group, What is our preferred future? A vision is usually
encompassed by the values or beliefs of a group or organization.
In Lesson 4 it is very important the students choose the action item they want to work on as a
class. One of the core values of this curriculum is to empower students to help find their own
voice. If the students are encouraged to identify the action item to work on as a class, they will
feel more vested in the process and it will help build their sense of efficacy for impacting change.
Overhead 4-2 contains an example of a vision statement. The statement is a vision of America
from Martin Luther King Jr. as taken from his “I have a dream” speech.
43
When is our
timeframe?
What are our
potential obstacles?
What do we need
to know?
Who else needs
to work with us?
(money, equipment, etc.)
What resources do
we need?
What credible
information do
we need?
______________________________________________________________________________________________
______________________________________________________________________________________________
Action Item:
______________________________________________________________________________________________
______________________________________________________________________________________________
Our Vision:
Name ________________________________________ Class __________
Handout 4-1: Mapping your Action Steps
44
Overhead 4-1: Mind-map for Community Values
45
Overhead 4-2: A Vision of America
I have a dream that one day this nation will rise up and live out the true
meaning of its creed: “We hold these truths to be self-evident that all
men are created equal.” …I have a dream that my four little children
will one day live in a nation where they will not be judged by the color
of their skin but by the content of their character. I have a dream.
Martin Luther King. Jr.
28 August 1963 delivered at the Lincoln Memorial, Washington D.C.
1.
What values are expressed in Martin Luther King’s speech about a future
community?
2.
What is the problem he wants to change?
3.
What dream do we have for our community?
46
References
Babbie, E. (1989). The Practice of Social Research. Wadsworth, Inc. California.
Buzan, T. (1996). The Mind-map Book: How to Use Radiant Thinking to Maximize Your Brain’s
Untapped Potential. Reprinted ed. New York. Plume.
Weiss, C. (1988). Evaluation, Second Edition. Prentice Hall. New Jersey.
47
Lesson 5: Developing our Action Plan and Message
Summary:
Lesson Five concentrates on researching and
critically analyzing information to further
develop the idea generated by students in
Lesson four into an “actionable” idea. The
teacher may want to divide the class into
research teams. Students will be responsible
for gathering and analyzing at least one
source of information related to their
research question. Each research team will
be part of the larger class action plan. At the
end of Lesson Five, the class will complete a
“message box” to identify the critical
information necessary for their message.
Standards:
1. Work in teams to gather
information in response to a
simple research question.
2. Complete a “message box”
that summarizes key findings
and main points of their
message.
3. Share who is potentially
impacted and alternative
solutions to addressing the
problem.
4. Organize their research and
supporting information to
demonstrate why their
proposed solution to the
problem is best.
C15.5.4
Compare sources of information people use to form an opinion.
Select and use vocabulary and public speaking techniques appropriate to audience and
purpose.
48
Formulate questions and develop a clear statement of purpose that lead to inquiry,
investigation, and research of cross-curricular topics.
Information Literacy 3.d.3
Chooses the most appropriate format for presenting information and justifies that choice.
NCSS IVh.
Work independently and cooperatively to accomplish goals.
NCSS Vg.
the common good.
NCSS VIc.
Analyze and explain ideas and governmental mechanisms to meet needs and wants of
citizens.
NCSS Xd.
NCSS Xj.
Examine strategies designed to strengthen the “common good,” which consider a range of
Handout 5-1: Team Research Questions
Handout 5-2: “Message Box”
♦ The class will require library time
to begin the research process,
under the guidance of teachers and
librarians.
♦ Research may involve use of the
Internet or contacting local
officials and community leaders, if
necessary
49
Developing Our Action Plan and Message
If students are not familiar with the research process, the teacher may want to complete the
mini-lesson Learning the Research Process prior to starting Lesson Five. The mini lesson
is included in Lesson Five in the “Background Information” section.
This lesson is focused on researching, documenting and analyzing information to be
included into the action plan and arriving at a concrete message regarding the issue or idea
the class has developed. To properly complete Lesson Five, it will need to be extended as
homework assignments and possibly two class periods.
The teacher, and if possible, librarians should help guide students in conducting a research
process to find answers to their team’s questions. Once the students have the information
recorded on Handout 5-1, each team should summarize the key points to present their
findings to the entire class.
1. The teacher should guide students in their pre-research process and draft action plan as
developed by students during Lesson Four (from Handout 4-1). To clarify the next steps
for the students, the teacher should review the questions and answers created by the
students as recorded on Handout 4-1. The class should have one complete set of answers
to Handout 4-1 and review as a whole class before beginning Lesson 5. Additional
questions, not contained on Handout 4-1, may arise as students brainstorm ideas
regarding the class action item. This is part of the research discovery process. As new
questions arise they should be added into the overall mind-map and discussed with
students. The teacher will need to apply a balanced facilitative approach, allowing
students to brainstorm but also being able to reign students back-in when they stray too
far off topic.
2. The action plan should be completed and mapped-out so the class understands the larger
planning picture of tasks and steps needed to accomplish the class action idea. The
teacher should instruct the students to set the action plan aside for now. Students can
refer to the action plan as they conduct their research. The class and students will return
to the action plan in Lesson 6, when they strategize how to convey their message.
3. Students will now begin the research process. If students are not familiar with
conducting research the teacher should review the research process with students. The
mini-lesson Learning the Research Process is included in the “Background Information”
section of this Lesson.
4. The teacher may want to divide the class into research teams. Students working in teams,
or individually, should develop their own research questions. To help students identify
potential research questions, the teacher may want to prompt students with questions as
outlined under Procedures in the mini-lesson Learning the Research Process. Each
50
research team should be responsible for identifying at least one research question to
answer for the class.
5. Each team should have at least one research question they are researching for the class.
Each team member should be responsible for identifying a source of information and
analyzing that information to determine if it is a credible source and if the information is
valuable, i.e., why it is important for our topic. Students can use Handout 5-1 to help
organize the information they gather.
6. Teams are responsible for completing Handout 5-1 for their research question, this
includes analyzing and synthesizing the sources of information they have gathered.
Ideally class time will allocated for the research process and allow students to go to the
library or access computers. It would also be helpful to enlist the help of school
librarians during the research process.
Note: The teacher may want to divide this lesson into two: a) research and analyze, and
b) developing our message.
7. When the research teams have completed Handout 5-1, the teacher can facilitate the
combined knowledge of the class. After the research process is complete, the students
can then begin the process of synthesizing the information to determine how it impacts
their topic (action idea) and what is their overall message.
8. The teacher now begins the process of completing the message box (Handout 5-2) as a
class. The students may not be able to answer some questions; however, as a result of
their research they should be able to begin synthesizing the information or identify what
information is missing. Handout 5-2 could also be used as an overhead to walk the
students through the process.
9. Complete the message box as a class. Each student should also fill in his or her copy of
the message box, as completed by the teacher’s overhead. The message box will serve as
the template for Lesson Six when the students explore different mediums for conveying
their message.
51
Additional Internet Resources
Get Involved!
52
The students have begun a challenging journey that began with appreciating and identifying what
they value about their community, what their dream community would look like, and how they
can contribute to help make that dream a reality. Visions in life are not necessarily attained, but
represent the ultimate goal one is working toward. Now that the students have identified an
action to take in working toward their vision, an action plan will help to identify steps needed to
carry out the action.
Sometimes coming up with the idea is the easiest part. The real challenge is developing and
identifying the steps necessary to turn the idea into a reality. An action plan will help the students
recognize how to move from a broad goal to concrete steps and what information is needed to
turn the action into reality. Often when people talk about problems in the community, the
problems seem overwhelming. An action plan helps to break the larger problem into smaller and
more manageable issues. The students will be responsible for researching the idea chosen and
documenting why this issue is important as well as who might be responsible for implementing
the idea or approving its implementation.
The “message box” contained in Handout 5-2 is to be used as a tool to help organize the class’
thoughts and identify their key points, as collected through their research. It is a flexible box. If
the categories listed do not reflect the intent of the class, change them accordingly. Some
suggested questions to help you organize the message box for the class include:
What are the positive features of the community? What do people
care about and value in the community? How do these values
reinforce your idea?
Information gathered from Lessons 3&4.
What will the community
gain from this action? How
does the community benefit?
How does this action lead us
toward a better future and
our vision?
Synthesize from class
discussion.
Our message and
action idea
Identified in Lesson 4.
What supporting research and
information should we share with
others in the community? Why is
this important to us?
Information gathered from
Lesson 5
What are the problems and issues involved in our community?
How does this impact our community?
Information gathered from Lessons 3, 4 and
possibly 5. Synthesize the information
53
Learning the Research Process
As Adapted from Cambridge Rindge & Latin School
http://www.crlsresearchguide.org/Big_Six_Steps.asp
NOTE:
Consider this mini-lesson a guide for helping you to create your own lesson if your students need
additional assistance before beginning their research. If you chose to run your students through
an example of research, be specific and select a simple topic, such as Making Our School More
Environmental Friendly. A good research process should identify good questions first before
finding facts. Also a successful research process should be student driven that allows time for
student reflection and peer review. Remember the research process, is just as important as the
product. The purpose of this lesson is to acquaint students with the process of research, rather
than to arrive at a perfect product.
Objectives:
1. Choose and narrow a topic to research.
2. Locate, collect and analyze information from various sources.
3. Record, paraphrase and summarize information.
4. Organize collected information.
5. Document and cite sources in a consistent format.
Standards:
Write research papers by:
•
•
•
•
•
•
Choosing and narrowing a research topic.
Locating, collecting, and analyzing information from primary and secondary sources.
Recording information.
Paraphrasing and summarizing information.
Organizing collected information.
Documenting and citing sources in a consistent format.
Procedures:
Follow the “Six Steps” when beginning a research project:
1. Task Definition
♦ What do I need to do to learn about my topic?
♦ What kind of information do I need to gather about my topic?
♦ What are my tasks?
♦ What are the questions I need answers to? Identify good questions first before
finding facts.
54
2. Identify Information Sources
♦ What credible (i.e., providing reliable information that can be substantiated) sources
should I investigate and use?
♦ Are their some local experts who I can interview to learn more about my topic and
its impact in the community?
3. Location and Access
♦ Where do I locate credible sources?
♦ How can I find the information I need in my library?
♦ Who can help me with the online catalogs, reference sections, or government
documents area, etc.
4. Use of Information
♦ What question does the information answer?
♦ How is the information provided, what type of format?
♦ How will I use this information in my research? Is this information credible and
persuasive for my argument?
♦ How does the information relate to my topic or question?
♦ Does the information generate new ideas or lead me to other sources?
5. Synthesize
♦ What is a logical way to organize my information?
♦ How can I make an outline of my research results?
♦ What type of format will I use to present my information?
♦ How can I put the information together to tell my story?
6. Evaluation
♦ Reflect on the process of your work—Based on my research, did I answer the
questions I raised?
♦ Are my sources credible and reliable?
♦ Is your information presented in a clear and concise manner?
♦ Did I complete all the assignments given for this research project?
♦ What grade would I give myself on this project?
55
Handout 5-1: Team Research Questions
Our research question(s):
1. Source:
Date:_______________
Information:
What is the most important point of this information?
2. Source:
Date:_______________
Information:
3. Source:
Date:_______________
Information:
56
Handout 5-2: Message Box
57
References
CRLS Research Guide. no date. Cambridge Rindge & Latin School. Cambridge Public School
District, Cambridge. Massachusetts. http://www.crlsresearchguide.org/Big_Six_Steps.asp
Approaches to Civic Education: Lessons Learned. (2002, June). Retrieved January 8, 2007, from
Office of Democracy and Governance database (PN-ACP-331):
http://www.usaid.gov/our_work/democracy_and_governance/publications/pdfs/pnacp331
.pdf
Homana, G., Barber, C., and Torney-Purta, J. (2006, June). Assessing School Citizenship
Education Climate: Implications for the Social Studies. Retrieved January 8, 2007, from
The Center for Information & Research on Civic Learning & Engagement website:
http://www.civicyouth.org/PopUps/WorkingPapers/WP48Homana.pdf
The Message Box, no date. Communication Partnership for Science and the Sea.
58
Lesson 6: Conveying Our Message
Summary:
The final lesson explores the various
avenues used today for conveying a public
message. Students will choose which
delivery technique they prefer for
disseminating their public message. Students
may give a traditional presentation to
responsible decision makers, use some form
of digital media (podcasts, myspace, Web
page, youtube, etc.), create posters in the
school, engage in a letter-writing campaign,
or implement a public-advocacy campaign
to broadcast their message and action plan.
The technique chosen is not as important as
the students experiencing and understanding
that each individual has a public voice.
Conveying the class’ message is the first
step toward adding to the pyramid. The
lesson ends with the take-home message,
“As a citizen, what other contributions will
you add to the pyramid through your life?
Whether your contributions are big or small,
remember that citizenship requires active
participation.”
1. Discuss how their
message/action contributes to
the public good.
2. Organize their research and
supporting information to
demonstrate how their
proposed action adds to the
public good.
3. Choose and use at least one
technique for conveying a
message.
Standards:
C15.6-8.4
Identify the influence of the media in forming public opinion.
C15.6-8.5
Identify propaganda and persuasion in political advertising and literature.
59
Select and use vocabulary and public speaking techniques appropriate to audience and
purpose.
Organize and deliver planned presentations appropriate to audience and purpose.
formats.
Organize and present research findings using appropriate media.
Information Literacy 2.c.3
Judges and supports judgments of the degree of inaccuracy, bias or misleading information in
information sources and products.
Information Literacy 3.d.3
Choose the most appropriate format for presenting information and justify that choice.
NCSS IV f.
Identify and describe the influence of perception, attitudes, values and beliefs on personal
identity.
NCSS IV h.
Work independently and cooperatively to accomplish goals.
NCSS Vg.
the common good.
NCSS VIc.
Analyze and explain ideas and governmental mechanisms to meet needs and wants of
citizens.
NCSS Xd.
NCSS Xj.
Examine strategies designed to strengthen the “common good,” which consider a range of
60
Depending on the delivery technique
chosen:
Poster board and markers
Computer and/or Internet access, iPods,
etc.
61
Preparation for Presentations
1. Advise the class of the time and date of presentations.
2. The teacher will discuss the variety of ways to convey a public message. Possible
presentation techniques and dissemination methods include:
a. a speech or presentation to local decision makers
b. any form of digital media, such as a podcast, myspace.com, facebook, Youtube, web
page, etc.
c. a political cartoon(s) made by the students and displayed for others to see
d. a public-advocacy campaign
e. a letter-writing campaign
f. an article in the school or community newspaper
g. a school forum similar to a town hall meeting
h. etc.
The teacher should encourage students to be creative and find a medium they would
enjoy. If the students are having fun they are more prone to complete the assignment and
remember the importance of using one’s public voice.
Remind students they have many skills, especially as it concerns digital media (internet,
web, etc.). The teacher can ask students:
♦ How many of you have a page on myspace or have looked at a video clip on
Youtube?
♦ These forms of media, we call them digital media, are just another way to express
yourself, to use your public voice in a public forum.
♦ If you have a site on myspace or have posted clips on Youtube, have you ever
thought about what it tells us about you or others?
♦ How are you expressing yourself through these digital formats?
♦ You can use these same avenues such as myspace, facebook, Youtube, etc. but this
time post your message about the topic we have researched and discussed. Think
about how you will convey that message.
3. Divide students into groups based on their chosen medium.
4. Regardless of their chosen medium, students should all be conveying the same message
as contained in their “message box” from Lesson Five. Remind students what they will
say (i.e., their message) is already completed and contained in the “message box”
Handout 5-2. Now the students need to determine how they will convey their message.
Students will need to refer to their action plan from Lesson Four to ensure they completed
their necessary tasks or to check to see if tasks have changed as they learned more about
their topic.
62
5. Allow time for students to work in teams to put their message together. All students will
be conveying the same message, but using different mediums (if chosen and allowed by
the teacher). Some homework time will be required to complete their presentations.
6. Ideally, each group will have class time to showcase their chosen medium in conveying
the class message. The class can provide constructive critiques with the suggested
following questions:
a.
b.
c.
d.
e.
f.
Was the message clear and concise?
Did you understand the message?
Did you feel as though you wanted to do something about the issue?
How might another community member respond to this message?
How could we improve this message?
Which medium seemed to have the strongest impact on you?
7. The teacher should end the activity with a brief summary (three to five sentences) of the
curriculum and the concepts discussed. The teacher could allow the students to provide
the summary and what were some of the highlights for them about the PEACE Program.
The final parting thoughts from the teacher should remind students, the program began
with the Great Seal of the United States and the incomplete pyramid that represented the
building of our nation.
You have just completed a brick on the pyramid. As citizens what other
contributions will you add to the pyramid through your life? Whether your
contributions are big or small, remember that citizenship requires active
participation.
Optional. If there is time discuss the quote.
Based on your experience with this class project,
and now that you are all engaged citizens and
understand the importance of participating in a
democracy, what would you add or change to this
quote ?
“Democracy is measured not by its
leaders doing extraordinary things, but
by its citizens doing things
extraordinarily well.”
-John Gardner
63
Finding and using one’s public voice is due in large part to having the confidence and experience in
exercising one’s voice. Public voice can best be described as making one’s voice and opinions heard
on public issues and concerns. When an individual uses their public voice they are engaged in
democracy and hence are more likely to effect community change. Lesson Six is concerned about
fostering a positive experience for the students and having them gain the skill and confidence in
using their public voice.
A variety of civic skills are necessary for participation efforts to be effective and for citizens to be
lasting participators in our democracy. Writing a letter is one of the most significant civic skills for
predicting future participation. However, current research is also indicating younger generations are
engaging in very different ways of participating then their parents. Younger people are engaging and
using their public voice in the various avenues offered through digital media (Bennet and Xenos
2004, Zukin et al. 2006). Although e-democracy has enabled participation to be more convenient, it
does not replace the critical civic skills required for face-to-face interactions that often foster
community change and build public support.
Digital media refers to any type of information in digital format, including computer-generated text,
graphics, animations, photographs, sound or video. Some of the more popular youth interactive sites
include myspace.com, facebook.com, Youtube.com, and student-voices.org. Myspace.com is a
social networking website that offers interactive, user-submitted information to share with other
members. Myspace.com is free, easy to use and currently the third most popular website in the
United States. Most students may not realize they are already well trained for engaging
electronically either with peers or on public issues. If students can see the connection between their
recreational use of digital media and digital media as a powerful forum for engaging both politically
and civically, then students may gain a greater sense of their own confidence and efficacy.
As this lesson is about using the media to shape public opinion, some discussion on public opinion
may be helpful. Politicians utilize all types of media to gain credibility and influence decisions.
Typically, politicians will stress their ideas on issues that are popular with the public. They tend to
suppress any unfavorable information, which their opponents may try to uncover in the campaign.
This often results in inaccurate information and misleading conclusions.
There are numerous ways to send a message to policy makers, fellow classmates, or community
members. The most important aspect in presenting an idea is to send a clear message and know
what you hope to gain or change with your message. A clear message should include identifying
why the issue or topic falls under the jurisdiction of a certain decision-maker. Additionally,
presenting a successful proposal also means alternative solutions were analyzed, and from that
analysis, one solution was selected because it best met the issue or solved the problem. Reasons for
making a decision usually depends on some specific criteria, such as cost-effectiveness, feasibility,
broad support by various interests or the likelihood the proposal will have the greatest impact.
Allowing students to experience the process of identifying an action and taking the steps to
implement their action is a critical skill that they can apply and use on any future issue. Again, the
importance of citizen participation in all aspects of government should be stressed.
64
Tips for Public Speaking
1. Know the room. Be familiar with the place you will be speaking. Arrive early. Walk
around the room.
2. Know the audience. Greet people as they arrive. Talk to people as you are waiting for
the meeting to begin.
3. Know your material. Review your main points and your message. What are you going
to say and why is it important? What do you want from the group?
4. RELAX. Breath or move to ease tension and fear. The urge is for fight or flight. Our
bodies are geared to fight or flight from ancient times – fight the mastodon or get the
heck out of the way. You will feel the adrenalin. Recognize it and channel it!
5. People want you to succeed! Audiences want you to be successful and informative. If
you are comfortable, they are comfortable.
6. Mistakes are okay. If you make a mistake, it is okay. Recovering from a mistake makes
you seem human. The audience will identify with you. They have been there themselves.
7. Don’t apologize. Don’t apologize for your nervousness, the portfolio or anything. Just
don’t be late.
8. Concentrate on your message. Focus your energy on your own message and not on
your own anxieties.
9. Watch your body language. Standing, walking or moving about is better than sitting.
Keep your hand movement to a minimum, as it can be distracting.
10. Maintain eye contact. Use a three-second method. Look straight into the eyes of a
person for three seconds at a time. Every now and then, look at the whole audience.
11. Speak with conviction. Speak what you believe and persuade your audience effectively.
65
References
Approaches to Civic Education: Lessons Learned. (2002, June). Retrieved January 8, 2007, from
Office of Democracy and Governance database (PN-ACP-331):
http://www.usaid.gov/our_work/democracy_and_governance/publications/pdfs/pnacp331
.pdf
Bennet, W. Lance, and Xenos, Mike. (2004). Young Voters and the Web of Politics: Pathways to
Participation in the Youth Engagement and Electoral Campaign Web. CIRCLE Working
Paper 20. August 2004. The Center for Information and Research on Civic Learning and
Engagement.
Homana, G., Barber, C., and Torney-Purta, J. (2006, June). Assessing School Citizenship
Education Climate: Implications for the Social Studies. Retrieved January 8, 2007, from
The Center for Information & Research on Civic Learning & Engagement website:
http://www.civicyouth.org/PopUps/WorkingPapers/WP48Homana.pdf
Zukin, C., Keeter, S., Andolina, M., Jenkins, K., and Carpini, M.X.D. (2006). A New
Engagement? Political Participation, Civic Life, and the Changing American Citizen.
Oxford University Press: New York, NY.
66
Rubric
Teacher Name: _____________________________________________________
Student Name: _____________________________________________________
CATEGORY
4
3
Students create an
original, accurate and
interesting product that
adequately conveys the
class message.
Students create an
accurate product that
adequately conveys that
class message.
Students create an
accurate product, but it
does not adequately
covey the message.
The product is
incomplete or not
accurate.
Facts used with care
and clearly relate to the
message.
Facts used and relates
to the message.
One fact or fact
randomly placed, does
not relate to the
message.
Fact/s inaccurate or
no fact used.
Actively looks for and
suggests solutions to
the problem and issue
in our community.
Suggests solutions to
the problem and issue
in our community.
Does not suggest or
refine solutions, but is
willing to try out
solutions suggested by
others.
Does not try to
solve problems or
help others solve
problems. Lets
others do the work.
Listens to everyone and
has high degree of
tolerance for other
ideas. Always has a
positive attitude about
the task(s).
Listens to others and
shows tolerance for
other ideas. Often has a
the task(s).
Occasionally does not
listen to other ideas or
show tolerance for
others. Usually has a
the task(s).
Often is critical of
other ideas and
rarely listens to
other people. Often
has a negative
attitude about the
task(s).
Almost always listens
to, shares with and
supports the efforts of
others. Tries to keep
people working well
together.
Usually listens to,
shares with and
supports the efforts of
others. Does not cause
"waves" in the group.
Often listens to, shares
with and supports the
efforts of others, but
sometimes is not a
good team member.
Rarely listens to,
shares with and
supports the efforts
of others. Often is
not a good team
player.
Brings needed materials
to class and is always
ready to work.
Almost always brings
needed materials to
class and is ready to
work.
Almost always brings
needed materials, but
sometimes needs to
settle down and get to
work.
Often forgets
needed materials
or is rarely ready to
get to work.
Thoughtful or insightful
and complete, including
how the entity benefits
the community.
Complete and includes
how the entity benefits
the community.
Complete, but lacks
benefit to the
community.
Not completed.
Community
interviews
Research
Completed entire
worksheet, developed
ideas, and found
answers to questions.
Completed worksheet,
but minimal thought
development.
Worksheet less than
75% complete, ideas
not developed.
Worksheet less
than 50%
complete.
Sources
Reliable and informative
sources, more than
minimum number of
sources included.
Reliable, minimum
number of sources
included.
Sources questionable or
information
questionable.
None, sources not
reliable or
information
inaccurate.
Message
Facts
Problemsolving
Civility/
Attitude
Working with
Others
Preparedness
2
1
TOTAL
Total
http://rubistar.4teachers.org/index.php
Grade
67
Additional Resources
Branson, M. (2003, January 31). The Importance of Promoting Civic Education. Retrieved
January 8, 2007, from ERIC database (ED476345):
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68
Appendix A: Certificate
69

Policy Education and Civic Engagment (PEACE)

Transcription

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