BY: MEGAN MCCAUSLAND

Project Citizen for JAG Specialists

Welcome!

•Do you know what it means to miss New Orleans?•Goals and Agenda

Project Citizen KWL

What do you

Know?What do you Want to know?

What did you

Learn?

Student ledPublic policyAffects students’ livesChange is the goalLots of research

How to prepare?What resources are there?How does the contest work?

Goals of Project Citizen

Examples:•Why do we need government?•What is the structure of government?•How do you monitor and influence public policy?•Individual rights (personal, political, economic)•Role of the citizen in democracy (rights of citizenship, responsibilities of citizenship)•How the citizen can participate in community decisions

•Examples:•Civility•Respect for the rights of other individuals•Respect for law•Honesty•Open-mindedness•Critical-mindedness•Negotiation and compromise•Persistence•Civic-mindedness•Compassion•Patriotism•Courage•Tolerance of ambiguity

Examples:•Gather and assess information•Clarify, prioritize, evaluate, and reflect•Identify and assess consequences•Communicate effectively and creatively (in writing and verbally)•Negotiate•Cooperate•Reach consensus•Participate in policy making

Six Steps to Project Citizen

1. Identify public policy problems in the community.

2. Select one problem that requires government involvement in the solution.

3. Gather detailed information on the problem.4. Develop a class portfolio that analyzes the

problem, considers alternative solutions, proposes a public policy solution and develops an action plan to get the policy adopted by government authorities.

5. Participate in a simulated public hearing to present and defend the research and recommended public policy.

6. Reflect on the learning experience.

Let’s See it in Action!

Read your assigned article with your partner. Look for evidence of the six steps. Look for evidence that the goals of Project

Citizen were met with this class. Make note of any general observations, ah-

has, questions, etc.When you are finished you will summarize

your article and findings for the rest of the team.

One more example:

What is public policy?

Have students define public policy and/or share others definitions of public policy.

…the study of what governments do, why they do it, and what difference it makes. –Thomas Dye

…the sum of government activities, whether acting directly or through agents, as it has an influence on the lives of citizens. –G. Guy Peters

…the combination of basic decisions, commitments, and actions made by those who hold or affect government positions of authority. –Larry N. Gerston

The Center for Civic Education’s Definition

Public policy is an agreed upon way that government fulfills its responsibilities to protect the rights of individuals and to promote the general welfare by solving problems. -Center for Civic Ed.

Public policy…

is meant to promote the public good, common welfare. It’s purposeful.

is done by someone who can make it happen. It’s authoritative.

changes with the public agenda. It’s responsive.

is usually debated between two sides. It involves conflict.

has public input. It’s interactive.

Policymaking Process

OR something more like this: http://www.youtube.com/watch?v=mEJL2Uuv-oQShorter version: http://congress.indiana.edu/how-bill-becomes-law

Who are the players in public policymaking?

Public policy issues gain their status when they reach the eyes and ears of government actors. The process is initiated by: Individuals

Avenues of Civic Participation Interest Groups (for video, click “importance of

civic education” then “joining interest groups”) The Media

Public Policy Environments

Public policy decisions are made at every level of government: National State Local (county, city, town/village, school board)

For interactive module, click http://congress.indiana.edu/interactive-learning-modules click “Importance of civic participation” then “Where to go with a problem”

Triggering mechanisms that influence public policy:

Scope- Those affected (number or population)

Intensity- How intense are the feelings surrounding the issue? Extent to which people are bothered by an event. (think 9/11, Columbine)

Duration- How long has it been on the agenda?

Resources- The “capital” at stake in a conflict or potential policymaking setting; not always money, maybe “values.”

Let’s try it!-Identify the scope, intensity, duration and resources involved in these potential amendments

A potential amendment introduced by John Conyers “Makes a person who has been a citizen of the United States for at least twenty years eligible to hold the office of the president”

A potential amendment introduced by Jo Ann Emerson “Declares that the Constitution shall not be construed to prohibit individual or group prayer in public schools or other public intuitions. Prohibits the United States or any state from requiring any person to participate in prayer or from prescribing the content of any prayer.”

A potential amendment introduced by Jesse Jackson Jr. “States that all U.S. citizens shall have a right to decent, safe, sanitary, and affordable housing.”

Types of public policy:

Requirements (drivers license, draft registration, building permits)

Incentives (tax rebates, tax forgiveness)Prohibitive (things you can’t do)Disincentive (things you can do, but they

hope you’ll do less of, like tobacco warnings and taxes)

Service (water and sewer)

What is and is not public policy?

Teacher book pg. 90Public Policy Solution Community

ProblemCivil Society Solution

City officials fund a program to give needy individuals vouchers to “buy” food and clothing from participating merchants.

Poor families in the community need food and adequate clothing.

Members of a religious organization conduct a drive to collect food and clothing and then distribute the items to the needy.

School aged children are out on the streets late at night.

Parents are not using protective care seats properly.

Take a Break!

Step 1-Identifying public policy problems in the school or community

During this step students:Identify problems facing their communities.State what responsibility government may

have to provide solutions to these problems.State what is already known about these

problems.Conduct research to obtain additional

information on these problems in order to reach group consensus on the one problem they will study.

Ideas for generating problem ideas

An ongoing “Interest Board” and/or a “Frustrations Board”

NewspapersInterviewsSpeakersDiscussion with class/school matesObservationDraw the Community

Let’s make a list!

Examples of past projects:

Better Lights for Better NightsDaily PE is Best for Me!Pollution Abatement: Making Lakes

SaferCyber BullyingRestoration of Holland ParkDon’t Start: Preventing Youth ShopliftingStyrofoam Free, The Way to BeTraffic and SafetyJobs on Reservations

More Examples

Check out our wikispaces site.These can be used to get students

engaged and to help them think about different issues, players, levels of government.

Try it!

Important Criteria for Selecting a Problem

Is the problem you selected important to you and other people in your community?

Does government have some responsibility to deal with this problem?

Will there be sufficient information about the problem to develop a good project?

Is there a realistic possibility of solving the problem selected?

Eliminate all problems that don’t fit the criteria.

Step 2- Selecting a Problem for Class Study

Start with your large brainstormed list (everything you had that fits the criteria)

Problems in a hatHave students present on why a certain problem

should be the class problem for the projectVote to narrow it downVote with three stickers

Build as much consensus as possible and make a final decision. Write and rewrite the problem on the board until everyone agrees on the wording.

What to do with unhappy campers

Try to identify a part of the problem that interests them.

Have them research and present on the opposing viewpoint.

What to do if you’re an unhappy camper

If it meets the criteria, LIVE with it, it’s

their project, but share your concerns and professional opinion.

If it’s too controversial and will cause serious issues with parents, school administration, and/or the community, have the students choose another issue. Don’t put yourself and your students at risk.

Take a Break!

Step 3- Gathering Information on the Problem Your Class Will Study

Becoming an informed citizenWeb research

Teach your students to evaluate websites

Field research InterviewsSurveysAnalyzing relevant documentsLetters

During research

Students work in research teamsMake sure you/the students have some

sort of organizational systemStudents take notes, highlight, and use

worksheets in the bookMake sure all sources are documented.

http://www.easybib.com/Don’t forget to scaffold: work with

students on evaluating websites, creating surveys, how to conduct an interview, etc.

Humpty Dumpty

Take a Break!

Step 4- Developing a Class Portfolio

Developing a Class Portfolio

Make sure research is thorough and completeFour Teams:

Explaining the problem Examining alternative policies to deal with the problem Proposing a public policy to deal with the problem Developing an action plan

Have each group formally request information from other groups

All decisions are made as a group with as much consensus as possible, groups are just responsible for the presentation of the information on the board

The digital portfolio: http://www.civiced.org/digitalPortfolio/index.php?page=Home

Portfolios

Should display summary information and answer all questions in the book and meet all criteria on the rubric

Binders should have the full length documents used to prepare the portfolio (sections of binder correspond to four portfolio boards)

The fifth and final section of the binder is the reflection section

Reflect on the work done on the portfolio and in the groups

Tips

The whole class should choose the title, color scheme, font style and size, and other visual elements so that you have a unified look

Use other teachers in the building if possibleHave a grouping method in mind before you begin

(mix strengths and talents)Have students choose roles within their groupsDon’t number binder pages until you are totally

finishedHave students use the checklistHave other students, parents, teachers and others

review the work before it is presented

Step 5- Presenting Your Portfolio

ShowcaseFour minutes of prepared testimony (notes),

six minutes of follow up questions (no notes)You need a panel of at least three judges and

a timer.

Presenting to real legislative bodiesFollow standard operating procedures

No additional media or information can be introduced

Tips for presentations

Notes are okay, but don’t read the prepared testimony

Refer to graphics on the portfolioPractice, practice, practice!

Step 6- Reflecting on Your Learning Experience

Discuss what they learnedDiscuss what went well and what didn’t

Discuss the team dynamicsDiscuss what they would do differently next time

Discuss what they now know about shaping public policy

Discuss the skills they gained

Connect with other Project Citizen teachers

Connect with other Project Citizen teachers on Facebook: http://www.facebook.com/projectcitizen

And at the group Project Citizen Teachers & Trainers: http://www.facebook.com/group.php?gid=93935255303

KWL

Final Questions and Evaluation