CAPIllinoisFinal.pdf

Civic Action Project

Field Test Version Illinois

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Field Test Version

Developed and Written by

Marshall Croddy

Bill Hayes

Keri Doggett

Damon Huss

Karen Hirsch

Edited by

Marshall Croddy

Carolyn Pereira

Keri Doggett

Bill Hayes

Karen Hirsch

Contributors

Gregorio Medina

Laura Wesley

David De La Torre

Design and Production

Keri Doggett

Andrew Costly

Constitutional Right Foundation

601 South Kingsley Dr.

Los Angeles, CA 90005

(213) 487-5590 Fax (213) 386-0459

[email protected] * www.crf-usa.org

© 2009 Constitutional Rights Foundation

Civic Action Project Teacher Background

CAP is designed to support your government course by providing students with a primer, a practicum, in how they can affect government and the decisions that governmental bodies make. It will help them in a practical way to gain knowledge and skills of effective citizens and apply what they learn as they take civic actions to impact a real issue or problem. Students will learn about policy and how citizens influence policymaking. Students will choose a problem that government is dealing with, or that they think government should deal with, and try to have an impact. The idea is that students try to affect policy by taking a variety of civic actions. The twelve lessons provided in this CAP field-test version are designed to support students as they think about ways they can impact problems and policies. Possible connections between the lessons and your state standards (civics, social studies, or other applicable standards) are listed. As the lessons are piloted, CRF will gather feedback from teachers to more precisely align each lesson with state standards. CAP and the Civic Mission of Schools The CAP program is designed to support research in effective civic education. In 2003, The Civic Mission of Schools, a report from Carnegie Corporation of New York and CIRCLE: The Center for Information and Research on Civic Learning and Engagement was released. This report spawned a national Civic Mission of Schools (CMS) movement to improve and increase civic education in the United States. The CMS report provides six promising approaches for civic learning: 1. Provide formal instruction in government, history, law, and democracy. 2. Incorporate discussion of current local, national, and international issues and events into the

classroom, particularly those that young people view as important to their lives. 3. Give students the opportunity to apply what they learn through community service linked to

the formal curriculum and classroom instruction. 4. Offer extracurricular activities that involve students in their schools and communities. 5. Encourage student participation in school governance. This can include providing

opportunities for students to make decisions in the classroom. 6. Encourage student participation in simulations of democratic processes and procedures. CAP provides opportunities to engage students in most of the CMS Promising Approaches.

Summary of Lessons Lesson 1: A Different Kind of Government Course introduces students to the Civic Action Project (CAP) as a practicum for their government course. To help students understand CAP’s rationale, they first discuss why government is a required course and then brainstorm knowledge, skills, attitudes, and actions of effective, productive citizens. Lesson 2: Policy and Problems introduces the link between policy and problems. First, students brainstorm the causes and effects of a problem. Then they discuss policy, what it is, and its connection to problems. Next, in small groups, they do a newspaper search to find examples of public policy. As homework, students read and answer questions about public policy. Lesson 3: Introducing Policy Analysis helps students develop a deeper understanding of public policy and the interaction between government and citizens in making policy. They look at case studies and are introduced to policy analysis. Lesson 4: Policy Making in the Three Branches of Government introduces students to executive, legislative, and judicial policymaking and to policy evaluation. First, students discuss how policy can be made by each of the branches. Then they read about and discuss how the Chicago City Council passed an ordinance to suppress gang activity and how each branch of government was involved in the policy. Finally, students are introduced to a policy-analysis rubric (GRADE) and apply it to the Chicago gang ordinance. A supplemental activity is provided to engage students in analyzing a variety of anti-gang policies using GRADE. Lesson 5: Policy Making at the Local Level gets students to examine an instance of policy making at a school board, one of the most common institutions at the local level. First, students read about and discuss a common local (and national) problem, the dropout rate. Then they role play subcommittees of a hypothetical school board, examine documents about the dropout problem, and craft a policy to address the dropout problem. Finally, they exchange policies with other groups and evaluate one another’s policies using the GRADE rubric. Lesson 6: Law & Policy informs students about how law can influence public policy and policymaking. First, students read about and discuss how law can influence public policy. Then in small groups, they role play members of a public policy law firm and decide whether a policy of evicting renters violates existing law and whether a new law is needed to protect renters. Lesson 7: Persuading introduces students to the art of persuasion. First, they read about and discuss the three types of persuasion: logos, ethos, and pathos. Then students prepare two-minute persuasive talks on why the issue that they have chosen to address in CAP is important. Finally, in pairs, students present and critique one another’s talks.

Lesson 8: Building Constituencies introduces students to the importance of building a constituency to support or oppose public policies. First, students read and discuss about how a historically significant movement gained support in the community. Then in small groups, students brainstorm how they can get support for their CAP issue. Lesson 9: Setting the Public Agenda introduces students to the public agenda and its importance to policy. First, students read about and discuss the public agenda and ways that citizens can influence it. Then in small groups, students are given different situations and they develop strategic plans for getting their issues or solutions to issues on the public agenda. Lesson 10: Using the Media helps students learn about the importance of the media in setting the public agenda. First, they read about and discuss how the media help set the public agenda and how citizens can influence the media and even create their own media to help change the public agenda. Then they develop a plan do one action to use or affect the media. Finally, they will begin to implement their plan. As homework, they will complete their action. Lesson 11: Persuading Policy Makers informs students that legislative and executive bodies often hold public hearing and how students can make effective presentations at these hearings. First, students read about public hearings and techniques for making presentations at these hearings. Then students role play a city council and people appearing before it attempting to persuade policy makers on hypothetical issues. Lesson 12: Creating Change Through the Electoral Process focuses on electoral politics and how it deeply influences policy making. First, students read about and discuss the role that electoral politics plays in policy making. Then in small groups, students role play campaign workers and create strategies to attract young people to participate in an election campaign.

Lesson 1: A Different Kind of Government Course

Overview This lesson introduces the Civic Action Project (CAP) as a practicum for their government course. To help students understand CAP’s rationale, they first discuss why government is a required course and then brainstorm knowledge, skills, attitudes, and actions of effective, productive citizens. Civic Mission of Schools Promising Approach: 1, 2 State Standards:

Social Emotional Learning Standards Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. A: Consider ethical, safety, and societal factors in making decisions. 3A.5a. Apply ethical reasoning to evaluate societal practices. 3A.5b. Examine how the norms of different societies and cultures influence their members’ decisions and behaviors Objectives Students will be able to: Identify the basic responsibilities and expectations of every citizen. Brainstorm traits of effective citizenship in terms of knowledge, skills, attitudes, and actions. Decide on and support their opinion of the most important elements of effective citizenship

in each of these areas. Preparation & Materials Markers and Chart paper: eight sheets. Title each with one of the following words: Action,

Skills, Knowledge, and Attitudes. (You will have two sets with the same titles.) Small stickers of the same color (dots): 3 per group of 4–5 students Note: Students will use these stickers to identify knowledge, skills, attitudes, and actions they

think are important to learn. Throughout the CAP program, they will continue to identify things they think they need to learn with similar stickers. A different color/style of sticker will be needed for students to identify things they think they have learned.

Procedure I. Focus Discussion A. Ask students: Since you were in elementary school, you have been required to take classes to ensure that when you graduate, you are able to read and write. Why? B. Explain that nearly every state in the nation requires students to take a government

course. Ask students to work with those around them (groups of 2–4) to talk about the possible reasons why government is a required course and ask them to jot down their best three answers.

Provide an opportunity for the groups to share their responses. Answers might include:

• Know what government does, how it works • Learn how to participate in government • Learn why government is important • Understand why we have government • To prepare them for college • To learn how to think critically • To be prepared to participate in American democracy.

Acknowledge students’ responses. Remind them that our form of democracy depends on

“We, the people” and briefly discuss the importance of citizen participation. II. Citizenship Brainstorm A. Explain to students that the goal of this government course is to ensure that they are ready

to go out there in society and be effective and productive citizens. Set up the brainstorm: Let’s think about what effective citizens look like…

What do they know? What do they know how to do—what skills do they have? What attitudes do they have? What actions do they take?

B. Divide students into eight groups. Divide them into teams of four groups each. Each team

will conduct a brainstorm on the four questions (Knowledge, Skills, Attitudes, Actions). Give each group one of the pre-labeled charts and explain:

Groups will have time to brainstorm the topic on the chart in front of them. Charts will rotate every 3–5 minutes so that each group has a chance to add its ideas

to each category. (Knowledge, Skills, Attitudes, Actions) C. When sheets come back to the original authors, ask each group to:

Review all of the additions that the other groups made. Reach consensus in choosing three items that they think are most important to take

away with them from this government course. Mark the three items with a dot.

Provide an opportunity for each group to state and provide a rationale for their top-three

choices. Explain that you’ll be keeping these charts for them to refer to throughout the course and they will likely add more items along the way.

III. Closing Discussion Key points:

All of us are going to work toward gaining the knowledge, skills, attitudes, and actions listed on the charts.

Think of this government course as a practicum—a place where we get to practice the “stuff” that effective, productive citizens do.

You are going to try to impact a real issue through “civic actions.” We’ll talk more about what “civic actions” are, but for now, start thinking about issues or problems you might want to address.


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Lesson 2: Policy and Problems Overview In this lesson, students look at the link between policy and problems. First, students brainstorm the causes and effects of a problem. Then they discuss policy, what it is, and its connection to problems. Next, in small groups, they do a newspaper search to find examples of public policy. As homework, students read and answer questions about public policy. Civic Mission of Schools Promising Approach: 1, 2 State Standards: 5.1 Principles and Documents of Government C. Evaluate the importance of the principles and ideals of civic life. 5.2 Rights and Responsibilities of Citizenship B. Evaluate citizens’ participation in government and civic life. C. Interpret the causes of conflict in society and analyze techniquest to resolve those

conflicts. E. Analyze how particpaton in civic and political life leads to the attainment of

individual and public goals. 5.3 How Government Works A. Analyze and evaluate the structure, organization and operation of the local, state, and

national governments including domestic and national policy-making. Objectives Students will be able to: Define public policy and explain that it is created to address problems and needs. Brainstorm the possible causes and effects of a problem. Find and identify problems and policies in a newspaper. Preparation & Materials Newspapers: 1 per 2–3 students Handout 2A: Newspaper Search—1 per student Handout 2B: Policy and Problems—1 per student Procedure I. Focus Discussion A. Refer to the Citizenship Brainstorm charts and remind students that during this course,

they are going to be doing more than simply reading about government to gain the knowledge and skills they listed. Remind them that they are going to be learning about government by taking actions to try to address a real problem or issue.

B. Tell students that when they examine problems or issues, it’s important to think about

their causes and effects. Write “Crime” on the board and the words “Causes” and “Effects” on each side. Ask students: What do you think the causes of crime might be? Allow a couple of minutes for the brainstorm and accept all reasonable answers, writing


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them under “Causes.” Students might respond with the following causes:

Drug and alcohol abuse Poverty Racism Child abuse and neglect The proliferation of guns Lack of values Mental illness Failure in school

C. Repeat the same process for the effects of crime. Students might respond with the following effects:

Injuries and death Lost income and money Fear of going out at night Fear of certain neighborhoods Business failure Rise in insurance rates Hospital costs Expense of more police

D. Hold a discussion by asking students:

Experts debate the causes of crime. How might these debates affect finding solutions to crime?

(These debates often are about policy proposals. If, for example, someone believes that guns do not cause crime, then that person will believe that a gun-control policy will not affect crime.)

Why is it important to look at the effects of a problem?

(One reason is to judge the problem’s importance. If a problem has few effects, it is probably less important than one with many effects.)

II. Connecting Policy and Problems A. Explain that the problem they work on needs to have some connection to government and

that connection will likely be through “policy.” Explain that today they are going to focus on the connection between problems and policies.

B. Provide students with some simple examples of policy/problem connections such as:

1. Policy: In the last few years, at least six states have enacted laws restricting cellphone use while driving.

What problems do you think these state laws (which are policies) are trying to

address? (Accept reasoned responses.)

2. Problem: People who are extremely overweight are more likely to have serious health


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problems. More children than ever before are being diagnosed with diseases, like diabetes, related to being overweight.

What policies might a school district enact (which is a government agency) to address

this problem? (Ban on vending machines, cafeteria requirements to offer healthy food) C. Ask students:

Given these examples, how would you define “policy”?

Rule meant to solve a problem Regulation, law, mandate

Explain that policy made by government is called “public policy.” III. Newspaper Search: Problems and Policies

A. Divide the class into groups of 2–3 students. Provide each group with a recent local

newspaper and explain that newspapers are one of the best places to begin exploring issues and problems they might want to address in CAP. Add that newspapers are also great sources for learning about government and public policy.

Distribute Handout 2A: Newspaper Search and tell the groups that their challenge is to

find as many articles as they can that discuss at least two of the following: • Government • Policy(ies) • Problem(s)

B. When groups have completed the search, ask them to:

Quickly review all of the articles they found. Each person choose one article that describes an interesting/compelling problem. Make sure the article you select includes mention of at least one public policy. Answer the questions on Handout 2A.

C. Remind students that they need to start thinking seriously about the problem/issue/need

they will address in CAP.

IV. Assessment: Handout 2B: What Is Public Policy? Assign as homework or have students complete in class.


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Handout 2A

Newspaper Search Your team should search your paper for articles that discuss at least two out of these three things: 1. Problem. As a starting point, think about problems, issues or needs that people are concerned about in the categories of health, environment, social problems (crime, drugs), safety, or education. Problems might also be focused on people (government officials, police, unemployed, workers, etc.) or places (building being torn down, housing, certain streets/neighborhoods, parks). 2. Policy. Look for mandates, rules, laws, regulations, ordinances, etc. An article may be discussing policies that are being considered, policies that need to be changed, or the need for new policies. One article might discuss more than one policy. 3. Government. Remember: There is a broad range of government agencies—public schools, public transportation, streets, airports, county/public hospitals and clinics, and prisons are all connected to government agencies. After you have found as many articles as you can, each member of your team should: 1. Select one article that is interesting. 2. Each of you write a sentence or two about these things: A. The problem(s) described by the article. B. Policy connection(s). (Note: It could be that the problem is a need for new policy. It could be that a policy itself is the problem.) C. Government connections(s). (Note: In addition to typical federal, state, city/county government agencies and officials, don’t forget that public schools, public transportation, roads, city services like trash pick up, water and other utilities also fall under government control.) D. What interests you about this problem or policy?


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Handout 2B

Problems and Policies Background You’ve heard the word “policy” many times: “Honesty is the best policy.” “It’s the store’s policy only to give credit and not refunds on returned merchandise.” “Three tardies and I’ll see you after school—that’s the tardy policy.” Policies are established ways of doing things. You have ways of doing things and so do businesses and government. The policies that individuals and businesses adopt are private policies. Even so, these policies may affect the community. A fast food restaurant, for example, may have a policy of serving drinks in Styrofoam containers, which can harm the environment. Public policies are those that governments adopt to address problems. For example, every state government has adopted the public policy of banning the sale of alcohol to minors. This public policy addresses the problem of teenage alcohol abuse. It is expressed in the body of laws, regulations, decisions, and actions of government. Many policies are translated into law by government action. For example, to control drunk-driving deaths, a state may pass tougher drunk-driving laws. Or to improve the environment, the federal government may pass an air-quality law. Or to raise money for public libraries, a city may enact a tax increase. When public policies go into effect, they can deeply impact people’s lives. People can gain or lose significant things, such as jobs, services, and equal treatment. Changes in economic policies can affect whole countries or regions. Changes in education policies can affect whole generations. Questions 1. What are some other examples of policies that you can think of? Which of these are

private policies and which are public policies? 2. What are some institutions that create public policy? What levels of government are these institutions? 3. What problem/issue/need are you considering using for the Civic Action Project?


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Lesson 3: Introducing Policy Analysis Overview In this lesson, students develop a deeper understanding of public policy and the interaction between government and citizens in making policy. They look at case studies and are introduced to policy analysis. Civic Mission of Schools Promising Approach: 1, 2 State Standards:

Social Emotional Learning Standards Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. A: Consider ethical, safety, and societal factors in making decisions. 3A.5a. Apply ethical reasoning to evaluate societal practices. 3A.5b. Examine how the norms of different societies and cultures influence their members’ decisions and behaviors State Goal 14: Understand political systems. D. Understand the roles and influences of individuals and interest groups in the political

systems of Illinois, the United States, and other nations. 14.D.5 Interpret a variety of public policies and issues from the perspectives of

different individuals and groups. Objectives Students will be able to: Analyze a public policy in terms of its goal and who might support or oppose the policy. Recognize that there are multiple perspectives about problems and policies. State a reasoned opinion on whether they favor or oppose a particular public policy. Preparation & Materials Handout 3A: Case Study Analysis—1 per student Handout 3B: Case Studies—Two different case studies per group of 4–6 students (there are

four case studies, 8–10 copies of each case study for a class of 32–40 students) Procedure I. Introduction—Problems, Policies, and Perspectives Remind the students that the CAP lessons are going to help them learn more about government and about citizens’ role in government by looking at real issues. Tell them that today they are going to take a look at several real issues that have been in the news. All of these are issues that inspired a wide variety of opinions on the problem itself and what kind of policy might be effective in addressing that problem. II. Small-Group Activity—Policy Case Studies A. Divide the class into groups of 4–6. Distribute Handout 3A: Case Study Analysis to


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each student. Each group will analyze two of the case studies in Handout B. Provide half of a group

with copies of one case study, and the other half of the group with a different case study. Tell the students that their task is to:

Read one case study and work with others in your group to fill out the Case Study Analysis form.

Share information about your case study to the members of your group who worked on a different case study.

B. After the groups have shared their two case studies, hold a brief discussion with the

whole class to ask clarifying questions about the different case studies, such as:

Case Study #1: Suicide Barriers: Does preventing suicides comply with the Caltrans’ Safety Improvement

Program’s stated purpose of reducing accidents? Would the following fact alter your opinion of the policy? Although the bridge is

the place with the highest number of deaths each year, more deaths occur along winding stretches of Highway 154. (Critics claim this is true and urge Caltrans to spend the money improving these stretches of the highway.)

Case Study #2: Random Student Drug Testing:

The courts were involved with this policy. Other than constitutional challenges, how else might courts be involved with policy?

Case Study #3: Plastic Bag Ban:

The executive branch: How was it and will it be involved in this policy?

Case Study #4: Lead-Testing Requirement Why do you think Congress gave the Consumer Product Safety Commission the

power to draft regulations on the law? Is this policymaking? III. Debrief Ask the students:

Why are public policies created? If policies address problems, how might a policy be considered a problem? (If

students have difficulty with this question, ask them to consider how critics of their particular policy might respond to the question.)

What levels and branches of government are involved in public policy? Explain. How would you define public policy? What did you learn about public policy that you think all citizens should know?

(You might link this discussion to the Citizenship Brainstorm charts.)


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Handout 3A

Case Study Analysis Step One: Read your case study. Step Two: Work with others in your group who have the same case study to answer the questions below. 1. What is the public policy (what is government doing or proposing to do about the

problem)? 2. What problem does the policy address? 3. What debates, if any, are there over the policy’s costs, funding, or revenue production? 4. What group(s) supports the policy? What group(s) opposes it? Are any of these groups

citizens’ groups that organized specifically around this policy? What other groups might support or oppose this policy?

5. What institution, if any, is making or has made the decision on the policy? 6. What level of government is this institution (e.g., federal, state, local)? 7. In your opinion, do you believe the policy is a good one? Why or why not? Step 3: Share information about your case study with others in your group. When you hear about the other students’ case study, ask at least one good question.


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Handout 3B Policy Case Studies Case Study #1

Plan Proceeds to Build Suicide Barriers on Cold Spring Canyon Bridge

Santa Barbara, Calif.—Erected in 1963, the Cold Spring Canyon Arch Bridge is a 1,200-foot-long bridge in the Santa Inez Mountains along a Designated State Scenic Highway. Known for its scenic vistas and great architectural beauty, the bridge is also the site of many suicides. On average, one person a year has jumped from the bridge. None has survived the 400-foot drop into the canyon below. Four people jumped in 2008. The California Department of Transportation (Caltrans) maintains the state-owned bridge. It is planning on building suicide barriers on both sides of the bridge. The barriers would be six-foot high steel fences curving inward at the top. The plan came after years of investigation and public hearings. Caltrans formed a special task force to find out what could prevent suicides on the bridge. In addition to Caltrans, task force members included police agencies, emergency services, local government agencies and elected officials, and professionals in suicide prevention.


At public hearings, opponents argued that barriers will not prevent suicides, because people will simply go somewhere else or try a different way to kill themselves. They said the barriers were suitable to bridge over a city freeway, not a beautiful natural setting. Opponents see the barriers as wasting taxpayers’ dollars. Caltrans initially projected the cost at less than $1 million. The latest estimate is $3.2 million. Groups opposing the barriers include taxpayer and environmental

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groups and also Friends of the Bridge (a citizens’ group formed to oppose the barriers). Supporters of the barrier counter that people who commit suicide are torn about whether they want to live or die, and suicide is often an impulsive act. They say that if a person is stopped from their impulsive act, the person often will not go somewhere else to commit suicide. They cite the case of two neighboring bridges in Washington, D.C. A suicide barrier was erected on one, ending suicides from it. No barrier was erected on the other bridge, but no increase in suicides has occurred on it. Supporters further point out that rescuers endanger themselves on the bridge. The Sheriff’s Department has responded to about 160 incidents on the bridge in the last eight years. The barriers have many supporters. Among them are the agencies on the task force, mental health groups, and Stop the Tragedy (a citizens’ group formed to support the barriers). Funding for the barriers will come from state and federal highway money as part of Caltrans’ Safety Improvement Program. This program aims to “reduce the number and severity of accidents on the State’s highway system by implementing safety improvements to existing roadways.” The Cold Spring Canyon Bridge has the highest concentration of fatalities in Caltrans District 5. The final decision on the barriers rests with Caltrans. If the project is approved, opponents threaten legal action to stop it.


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Handout 3B Case Study #2

Random Student Drug Testing Adopted at Hackettstown High Hackettstown, N.J.—To combat the threat of drug use among students, the Hackettstown Board of Education in 2004 adopted Random Student Drug Testing (RSDT). The RSDT policy is directed at the district’s only high school, Hackettstown High School. RSDT affects about three-quarters of the student body. It applies to students who are engaged in athletics, take part in extracurricular activities, or have campus parking permits. These students must return a form signed by their parents consenting to random drug tests. Students who do not consent to the tests may not participate in athletics or student clubs or park their cars at school. Few students are actually tested. Each week, a computer randomly selects about six students, who are summoned to the guidance office. From there, a counselor takes students to the nurse’s office where they supply a urine sample. The sample is tested immediately. If positive, it is sent to a medical lab to verify the results.

The federal No Child Left Behind Act authorizes spending federal education funds on random student drug testing. About 7 percent of public schools across the nation have adopted random drug testing.

The principal notifies the parents. The student will be removed from athletics, extracurricular activities, and parking at school and may not return to these until passing a subsequent drug test. The student must also undergo counseling and a treatment program. Everything is done in confidence, and the school does not notify the police. The purpose of the program, according to a school counselor, is “to deter, delay and detect use.” So far, she reports, it has worked. In the first three years, only two students have tested positive for drug use. The costs of the program are relatively low. The initial screening costs $18 and a verification costs another $25. The school pays about $3,000 per year for RSDT. Drug-testing programs often face legal challenges. But two recent U.S. Supreme Court cases have ruled that programs similar to RSDT do not violate the Fourth Amendment to the U.S. Constitution. In some states, these programs have been challenged as violating the state’s constitution. In Washington state, for example, the state’s highest court ruled that the state’s Constitution did not allow random drug testing. A similar challenge was rejected in New Jersey, where Hackettstown High is located. The New Jersey Supreme Court ruled that students have a lesser expectation of privacy at schools and that properly conducted testing may be done. In Hackettstown, many parents, members of the community, and school officials support the drug testing program. Opposition, however, comes from some parents and students. They think it invades students’ privacy, makes them less trusting of parents and the school, and does not work. One student stated: “There were some kids who just switched to drinking. And some kids drank to rebel, because they were upset about the tests. Kind of like, ‘Oh yeah? We’ll show you!’ ”

Hackettstown is a small town in Northwest New Jersey with a population slightly over 10,000. About 1,000 students attend Hackettstown High.


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Plastic Bags Banned in San Francisco San Francisco—In March 2007, the Board of Supervisors passed and the mayor signed into law a ban on plastic bags. The ordinance bans San Francisco’s chain supermarkets and pharmacies from offering traditional plastic bags to their customers. If the stores continue to pass out bags, they must be reusable, made of recyclable paper, or composed of biodegradable plastic. To give the stores time to comply, the ban went into effect for supermarkets six months after passage and for pharmacies, one year after passage. The ban only applies to large supermarkets (an estimated 54 are in the city) and to pharmacies with at least five stores in San Francisco. San Francisco is the first city in the United States to ban plastic bags. Other countries, including Australia, Denmark, Ireland, South Africa, and Switzerland, have imposed taxes, bans, or restrictions on plastic bags. Plastic bags are an environmental problem, littering cities, clogging storm drains, harming wildlife, and taking up space in landfills. Since they are not biodegradable, they ultimately break down into small bits of plastic. The city of San Francisco uses about 200 million bags each year. It takes 860,000 gallons of oil to produce 200 million plastic bags, which in turn produce 2,000 tons of waste. San Francisco’s ban grew out of a proposal in 2005 to discourage their use. Supervisors proposed imposing a 17-cent tax on plastic bags at large San Francisco supermarkets. (The city estimated it cost 17 cents in disposal and cleanup costs for each plastic bag dispensed.) Environmentalists supported the tax, and the grocery and plastic industries opposed it. Before supervisors voted on the tax, the mayor intervened and got the major supermarkets to agree to report on how many bags they dispensed during 2006 with a goal of dispensing 10 million fewer plastic bags. In return, the city promised not to impose a tax on the bags. During 2006, the grocery industry successfully lobbied the California legislature to pass a law against cities’ taxing plastic bags or requiring stores to disclose the number of plastic bags they dispense. The law also required large supermarkets to set up in-store recycling programs for plastic bags. San Francisco, with a population of over

800,000, is the fourth largest city in California. It is also one of California’s 58 counties. Its combined city-county government, unique in California, consists of an elected Board of Supervisors, an elected mayor, and various departments and commissions.

At the end of 2006 after some delay, the supermarkets announced they had dispensed 7.6 million fewer bags in 2006. This number was 2.4 million short of the 10 million goal, and the city questioned the reliability of the number. Since California law now forbid it from taxing plastic bags, the Board of Supervisors decided to ban plastic bags at supermarkets and chain pharmacies. Since San Francisco enacted its ban, nearby cities have enacted similar bans. Supporters hope that more cities and states will ban plastic bags.


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Lead-Testing Requirement Delayed Washington—The Consumer Product Safety Commission (CPSC) announced that a new lead-testing requirement will be delayed until at least 2010. In August 2008, Congress passed the Consumer Product Safety Improvement Act. Among other things, the law limits the amount of lead allowed in children’s products. Lead is highly toxic and poses great danger to children. Lead poisoning can harm nerve development, cause brain and kidney damage, and even result in death. For many years, lead has been banned in house paint and paint on toys. Manufacturers long ago agreed to remove it from toys. Recently, however, lead has been discovered in children’s products, many (but not all) manufactured in China. Highly publicized product recalls resulted. An estimated 30 million toys and 15 million other children’s products were recalled in 2007 alone. This crisis prompted Congress to investigate the problem and pass the new law. The act requires manufacturers, importers, and stores to remove lead from products made for children age 12 and younger (clothing, toys, books, games, etc.). It further requires them to prove that the products have been tested for lead content. The law also gives CPSC the power to issue regulations to enforce and clarify the law. Violators of the law can receive civil and criminal penalties. The law’s testing requirement was to begin on February 10, 2009. But CPSC received complaints about the high cost of testing. Thrift stores and people making handmade products for children expressed doubt that they could comply with the law. One protester even set up a web site called National Bankruptcy Day. It referred to the February 10 deadline as the day many small businesses would go under. Many libraries also voiced concerns that they would have to remove all children’s books from their shelves. CPSC posted guidelines on the law. It exempted thrift stores from testing. It also exempted testing products with no history of lead contamination, such as cotton clothing and children’s books made after 1985. Most important, it delayed all testing until at least February 2010. Those supporting the delay include groups representing toy stores, makers of handmade toys and children’s products, and clothing companies. None favors getting rid of the law entirely. But a columnist for Forbes, a business magazine, called for its repeal or drastic revision. He argued that “although it is surely useful to ban lead in paint on toys, in this case the risk was not sufficient to justify a major emergency bill with ill-thought-out and costly provisions.” Environmental, children’s health, and consumer groups oppose the delay. An environmental consultant said: “Try telling a mother whose child was poisoned by a toy containing lead that we need another year to figure this out.”

Created by Congress in 1972, CPSC is an independent U.S. government agency with the mission of protecting the public “against unreasonable risks of injuries associated with consumer products.” Three commissioners head the agency. Each is nominated by the president and confirmed by the Senate for a seven-year term. About 400 employees work at CPSC.


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Lesson 4: Policymaking in the Three Branches of Government

Overview This lesson introduces students to executive, legislative, and judicial policymaking and to policy evaluation. First, students discuss how policy can be made by each of the branches. Then they read about and discuss how the Chicago City Council passed a controversial ordinance to suppress gang activity and how each branch of government was involved in the policy. Finally, students are introduced to a policy-analysis rubric and are guided through applying it to the Chicago gang ordinance. A supplemental lesson is provided that gives students practice in analyzing policy. First, as a whole group, they evaluate an anti-gang policy using GRADE, a policy-analysis tool. Then in small groups, they are given policies that address gang violence and they evaluate each. Civic Mission of Schools Promising Approach: 1, 2 State Standards: Social Emotional Learning Standards Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. A: Consider ethical, safety, and societal factors in making decisions. 3A.5a. Apply ethical reasoning to evaluate societal practices. 3A.5b. Examine how the norms of different societies and cultures influence their

members’ decisions and behaviors State Goal 14: Understand Political Systems D. Understand the roles and influences of individuals and interest groups in the

political systems of Illinois, the United States, and other nations. 14.D.5 Interpret a variety of public policies and issues from the perspectives of different individuals and groups. Objectives Students will be able to: Explain and give examples of how each branch of government can make policy. Explain how each branch of government was involved in a particular policy case study. Evaluate a policy using a rubric. Preparation & Materials Handout 4A: Chicago’s Gang Congregation Ordinance—1 per student Handout 4B: GRADE—1 per student Procedure I. Focus Discussion


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A. Remind students that they have been studying policy and policymaking and tell them that today they are going to take a look at how policy can be made in the three branches of government.

Ask students for examples of policymaking in each branch. Begin with the legislative

branch. If students have trouble coming up with examples, use the prompts below:

Legislative. This branch makes laws and students probably will have little difficulty grasping this and coming up with examples. Remind them of examples from previous case studies: Plastic bag ban (San Francisco Board of Supervisors) Lead-testing requirement (Congress) Bans on driving with hand-held cellphones (state legislatures)

Executive. This branch enforces the law. It can be involved in making policy by

deciding how to enforce the law. Remind them of examples from previous case studies: The executive was involved in the three legislative examples above because

the executive signed them into law. Suicide barriers on bridge (Caltrans—Department of Transportation in the

executive branch of California)

Judicial. This branch interprets the law. Clearly, this branch affects policy as students have seen in the random drug testing case study (which the Supreme Court ruled constitutional). But this branch also makes policy. Consider these examples: A Colorado judge has a sentencing policy for young people convicted of

playing their music too loud while driving around the city. Instead of imposing a fine, he sentences them to one hour of listening to his music. He claims to no longer see repeat offenders.

The Miranda rule was created by the Supreme Court in a confession case. The rule sets forth requirements that police must follow before questioning a criminal suspect. It is a policy to make sure police comply with the Fifth Amendment.

B. Tell students that they are going to examine a case study showing how all three branches

of government can be involved in policymaking.

II. Reading and Discussion—Chicago’s Gang Congregation Ordinance A. Distribute Handout 4A: Chicago’s Gang Congregation Ordinance to each student.

Tell students that this handout tells the story of an attempt by the city of Chicago to put a new gang suppression policy into place. Ask them to read it and look for the actions taken on the policy by the legislative, executive, and judicial branches.

B. When students finish reading, hold a discussion using the questions on the handout:


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1. How was the legislative branch involved with the policy? Name the actions and

what legislative body did them. Public hearings on gangs (City Council’s Committee on Fire and Police) Passed the Gang Congregation Ordinance (City Council)

2. How was the executive branch involved? Name the actions and what executive

body did them. Signed Gang Congregation Ordinance into law (Mayor) Issued General Order 92-4 (Chicago Police Department) Issued dispersal orders (Chicago Police Department) Arrested people for violating the ordinance (Chicago Police Department) Put those arrested on trial (Prosecutors) Handled appeals (Prosecutors)

3. How was the judicial branch involved? Name the actions and what judicial body

did them. Tried the defendants (State Trial Courts) Heard appeals (Illinois Appellate Court, Illinois Supreme Court, and U.S.

Supreme Court) Ruled on the ordinance’s constitutionality (All of the courts mentioned above)

III. Guided Activity—GRADE A. Explain that analyzing policy is important:

It is important to policymakers deciding what to do about a problem and when deciding whether to change a policy. Analyzing policy is also important to citizens. Voters may be asked to vote on policy initiatives. Politicians may promise to enact certain policies, and citizens may need to analyze what the politicians are proposing. Citizens in a democracy can influence policy, and it’s important to have the tools to analyze it.

B. Tell them that they are going to practice analyzing policy by evaluating the Chicago

Gang Congregation Ordinance using a policy-analysis tool. Distribute Handout 4B: GRADE to each student. Review the handout and then, calling on students, begin using GRADE to analyze the ordinance. Below are some possible responses:

G — The goal of the policy is to stop gang members from hanging around

neighborhoods and intimidating people.

R — The reading does not specifically mention supporters or opponents. It’s important that students begin thinking about who might support and oppose particular policies. Ask students to think of who might support or oppose the policy. Below are a few possibilities:


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Possible Supporters police prosecutors neighborhood associations people who have been terrorized by gangs local politicians

Possible Opponents gang members minority-group organizations civil-liberty organizations non-profits supporting the homeless defense attorneys

A — Among the advantages: Police can break up groups even when they are doing nothing wrong and thus

rid neighborhoods of gang members. People will not be intimidated by gang members hanging around the

neighborhood.

D — Among the disadvantages: Police may arrest people who are doing nothing wrong and are not even gang

members. The law violates peoples basic liberties.

E — Ask them to weigh the advantages against the disadvantages. If they believe the

advantages outweigh the disadvantages, then they favor the policy, but they must also consider alternatives. Tell them that one alternative is always to do nothing. Ask them if they know of any other alternatives. If they do, briefly discuss them.

IV. Debrief Ask the students: • Can you think of other examples of policy-making in the different branches of

government? (national and local)

• Why should citizens know about policy-making in the three branches of government? Think of some times when knowing which branch might be associated with a particular policy would come in handy.


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Handout 4A

Chicago’s Gang Congregation Ordinance In the United States, particularly in urban areas, criminal street gangs pose great danger. They often try to take over parts of a city, battling other gangs in turf wars and terrorizing residents. Like other cities, Chicago has had much experience with gangs. In the 1990s, more than 100 criminal gangs roamed its streets. In an eight-year period, Chicago street gangs committed more than 60,000 crimes, including 20,000 violent crimes and 894 homicides. In 1992, the Chicago City Council’s Committee on Fire and Police conducted public hearings on the city’s street gangs. Many testified about the terror they felt on city streets. One woman stated: “When I walk out my door, these guys are out there . . . . They watch you . . . . They know where you live. They know what time you leave, what time you come home. I am afraid of them.” Another resident said: “I have never had the terror that I feel every day when I walk down the streets of Chicago. . . . I have had my windows broken out. I have had guns pulled on me. I have been threatened. I get intimidated on a daily basis. . . .” From these hearings, the City Council concluded that “criminal street gangs establish control over identifiable areas . . . by loitering in those areas and intimidating others from entering those areas.” It found that the “burgeoning presence of street gang members in public places has intimidated many law abiding citizens” and “creates a justifiable fear for the safety of persons and property in the area.” In response, in June 1992, the City Council passed the Gang Congregation Ordinance, and the mayor signed it into law. To violate this law, four things must happen. First, a police officer must reasonably believe that a street gang member is present in a group of two or more. Second, the people must be “loitering,” which the law defines as staying “in any one place with no apparent purpose.” Third, the officer must issue an order for the group to disperse. Fourth, the people must disobey the order. If convicted, an offender could face up to six months in jail, a fine up to $500, and up to 120 hours of community service. Within two months of the ordinance’s passage, the Chicago Police Department issued General Order 92-4, containing guidelines on how it was going to enforce the law. The purpose of the guidelines was “to ensure that the anti-gang loitering ordinance is not enforced in an arbitrary or discriminatory way.” The guidelines limited enforcement to “designated areas,” not made public. They further allowed only officers in the Gang Crime Section and other specific officers to make arrests under the ordinance. They also spelled out criteria for identifying gang members. The ordinance was in effect from August 1992 to December 1995. During that period, police issued almost 90,000 dispersal orders and arrested more than 40,000 people for violating the law. Many of these people were put on trial. Thirteen trials were held. In each, lawyers for the defendants challenged the constitutionality of the ordinance. Eleven judges ruled that the ordinance was unconstitutional, and the prosecutors appealed. Two trial judges, however, upheld the law, and the ensuing trials convicted some defendants. These defendants appealed their convictions.

Civic Action Project The Illinois Appellate Court consolidated all the appeals and ruled that the ordinance was

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unconstitutional. This occurred in December 1995, and police stopped enforcing the ordinance. The prosecutors appealed to the Illinois Supreme Court. This court also ruled that the law was unconstitutional. The prosecutors appealed to the U.S. Supreme Court. The U.S. Supreme Court granted certiorari, meaning it decided to hear the case. In 1999, the court issued its opinion in City of Chicago v. Morales. (Jesus Morales was one of the defendants in the case. The name of the party appealing the case is always listed first.) The court found Chicago’s Gang Congregation Ordinance unconstitutional. It ruled that the law violated the 14th Amendment’s due process clause, which, among other things, requires fair notice. The court said that the meaning of staying “in any one place with no apparent purpose” was unclear. “[T]he purpose of the fair notice requirement is to enable the ordinary citizen to conform his or her conduct to the law. . . . Although it is true that a loiterer is not subject to criminal sanctions unless he or she disobeys a dispersal order, the loitering is the conduct that the ordinance is designed to prohibit. If the loitering is in fact harmless and innocent, the dispersal order itself is an unjustified impairment of liberty.” Excerpts From the Chicago Gang Congregation Ordinance (a) Whenever a police officer observes a person whom he reasonably believes to be a

criminal street gang member loitering in any public place with one or more other persons, he shall order all such persons to disperse and remove themselves from the area. Any person who does not promptly obey such an order is in violation of this section.

(b) It shall be an affirmative defense to an alleged violation of this section that no person who was observed loitering was in fact a member of a criminal street gang.

(c) As used in this section: (1) “Loiter” means to remain in any one place with no apparent purpose. (5) “Public place” means the public way and any other location open to the public,

whether publicly or privately owned. (e) Any person who violates this section is subject to a fine of not less than $100 and not

more than $500 for each offense, or imprisonment for not more than six months, or both. In addition . . . , any person who violates this section may be required to perform up to 120 hours of community service . . . .

For Discussion 1. How was the legislative branch involved with the policy? List the actions and what

legislative body did them. 2. How was the executive branch involved? List the actions what executive body did them. 3. How was the judicial branch involved? List the actions and what judicial body did them.


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Handout 4B

G R A D E As citizen in a democracy, you’ll be confronted with policy questions. Is a tax proposal a good idea? Should you vote for a particular ballot initiative? Government policies can profoundly affect our nation and your life. In a democracy, you have a say on government policies and proposed policies. It’s important that you take a critical look at them. Use the following GRADE tests to evaluate a policy:

oal. What is the goal of the policy? If you don’t know what it’s supposed to do, you can’t measure its success or failure. Policies are designed to address problems. What problem or problems is this policy supposed to address?

ivals. Who might (or does) support the policy? Who might (or does) oppose it? Knowing the rivals can help you understand who the policy might affect and whether the policy favors special interests. Also, rivals are terrific sources for information, but

you must check their facts.

GR

dvantages. What are the policy’s benefits? What is good about the policy? Does the policy address the causes or effects of the problem? Will it achieve (or has it achieved) its goal? Will it achieve the goal efficiently? Is it inexpensive? Does it protect people

from harm? Does it ensure people’s liberties? A

isadvantages. What are the policy’s costs? What is bad about the policy? Does the policy fail to address the causes or effects of the problem? Is it inefficient? Is it expensive? Does it cause harm? Does it intrude on people’s liberties? Are there any

potential consequences that may cause damage?

valuate. Weigh the advantages versus the disadvantages. Are there alternative policies? One alternative is to do nothing. Most serious problems have various policy proposals. Evaluate them. Look at their goals, advantages, and disadvantages.

D E


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Lesson 4: SUPPLEMENTAL ACTIVITY Analyzing Anti-Gang Policies

Preparation & Materials • Handout 4C: Operation Cul-De-Sac—1 per student • Handout 4D: Anti-Gang Policy Pack—1 set per group of 4 to 5 students. Procedure I. Focus Activity A. Remind students that in the last lesson they learned about the Chicago Gang

Congregation Ordinance. Hold a brief discussion by asking:

What was this ordinance? Why did it ultimately fail? What was the policy-analysis tool that we used to examine the policy? (GRADE)

B. Explain that many cities like Chicago are concerned about gangs and gang violence and

are proposing policies to address the problem. Explain that they are going to evaluate some proposals to curb gang activity.

II. Guided Activity—Operation Cul-De-Sac A. Tell students that one city had a problem with drive-by shootings, and the police

department has proposed a new policy. Distribute Handout 4C: Operation Cul-De-Sac to each student. Ask students to read Part 1 of the handout.

B. Guide students through analyzing the policy using GRADE. Call on students to come up

with answers for each part of GRADE. Below are suggested answers.

G — The goal of the policy is to reduce the number of drive-by shootings. R — The reading only mentions one supporter—the police—and does not mention any

supporters or opponents. It’s important, however, that students think about who might support and oppose particular policies. Ask students to think of who might support or oppose this policy. Below are a few possibilities: Possible Supporters prosecutors people living in the targeted neighborhoods who feel threatened neighborhood associations in the targeted neighborhoods (but the associations

might oppose the barriers because they identify the neighborhood as dangerous)

Possible Opponents commuters who drive through these neighborhoods ambulance and other emergency services residents who feel that the barriers restrict their movement


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A — Among the advantages: The barriers will deter gang members from doing drive-by shootings because

they cannot easily leave the scene of the crime. D — Among the disadvantages:

The barriers may not work. Even if they work in one neighborhood, the policy does not go to the causes of

the problem and gang violence may simply be displaced to another neighborhood.

Commuters and others may dislike the restrictions on their movement through the neighborhood.

E — Ask students to weigh the advantages against the disadvantages. If they believe the advantages outweigh the disadvantages, then they favor the policy, but they must also consider alternatives. Remind them that one alternative is always to do nothing.

C. Explain that they are going to look more anti-gang policies on their own. III. Analyzing Anti-Gang Policies A. Ask students to imagine that a city called Central Heights is experiencing problems with

gangs. Tell them:

Central Heights is a city of about 60,000 residents. In recent years, it has experienced a surge in gang problems—drug sales, turf wars, and even drive-by shootings. Central Heights has a city council, mayor, and various departments including a police department.

B. Explain that they are going to evaluate policies proposed to address Central Heights’

gang problem. Tell them that they are going to use GRADE to evaluate a policy. C. Divide students into groups of four or five. Explain that the groups will get different

policies to evaluate. Distribute one policy from Handout 4D: Anti-Gang Policies to the members of each group. If you have more than five groups, give some groups the same policy. Review Part 2 of Handout 4C: Cul-De-Sac and answer any questions that students may have. Give them time to complete the task.

D. When students are ready, call on the group (or groups) with Policy #1 to report on the

policy. Hold a discussion on the policy. Repeat this process for all the policies. F. Debrief the activity by asking students:

Which policy, if any, addressed a cause of gang activity? Which policy, if any, addressed an effect of gang activity? Which of the policies do you think are good policies? Why?


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Optional Activity Handout 4C Part 1

Operation Cul-De-Sac Imagine that a city has had trouble with gang violence. Drive-by shootings have taken place in particular neighborhoods. The police department has proposed a new policy of setting up street barriers to close off traffic in these neighborhoods. The barriers would make streets in the neighborhoods dead-ends, making entrance and exit difficult. Cars entering the neighborhood could no longer drive through but would have to turn around to get out. Police believe that denying easy access to these neighborhoods will decrease the number of drive-by shootings.

GRADE


ivals. Who might (or does) support the policy? Who might (or does) oppose it? Knowing the rivals can help you understand who the policy might affect and whether the policy favors special interests. Also, rivals are terrific sources for information, but

you must check their facts.

GR

dvantages. What are the policy’s benefits? What is good about the policy? Does the policy address the problem’s causes or effects? Will it achieve (or has it achieved) its goal? Will it achieve the goal efficiently? Is it inexpensive? Does it protect people from

harm? Does it ensure people’s liberties? A

isadvantages. What are the policy’s costs? What is bad about the policy? Does the policy fail to address the problem’s causes or effects? Is it inefficient? Is it expensive? Does it cause harm? Does it intrude on people’s liberties? Are there any potential

consequences that may cause damage?

valuate. Weigh the advantages versus the disadvantages. Are there alternative policies? One alternative is to do nothing. Most serious problems have various policy proposals. Evaluate them. Look at their goals, advantages, and disadvantages.

D E Part 2 In your group, do the following: 1. Read and discuss your assigned policy. 2. Examine the policy using GRADE. 3. Decide whether you would support or oppose the policy. 4. Prepare to report to the class on the policy, your examination of it, whether you support

or oppose it, and your reasons.


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Optional Activity Handout 4D Anti-Gang Policy Pack

Policy #1: Anti-Tagging Policy Central Heights has been plagued with tagging. Gang signs can be seen on traffic signs, walls surrounding houses, sides of businesses, and many other surfaces throughout the city. City Council Member Greg Martin has proposed a new anti-tagging policy. It would consist of two parts: an increase in the budget for graffiti removal and a new abatement ordinance. Martin says that studies have shown that rapidly cleaning up graffiti reduces incidents of tagger graffiti. In turn, Martin says, the city and neighborhoods will look more under control, business will improve, and people will have a better quality of life. Under the policy, the city will devote $500,000 of its annual budget to graffiti removal. This will give the city the resources to remove graffiti from both public and private property. Members of the Public Services Department will locate and remove all graffiti reported to it. If the graffiti is on private property, the department will ask the owner for permission to paint over the graffiti. If the owner refuses, the department will cite the owner for violating the new abatement ordinance because (under the law) graffiti is a public nuisance and a violates the law. The property owner will then have to appear in court at a nuisance hearing. If the court finds that there is graffiti on the owner’s property visible to the public, then the court will order the owner to remove it at the owner’s expense. The Public Services Department will maintain a hotline for residents to report new graffiti, and the department says that with the new budget it should be able to respond to all calls within 24 hours, six days of the week. It will hire new five workers who will specialize in graffiti removal. Workers will use paint guns and sandblasters to remove graffiti. The paint used to cover graffiti on private property will be brown. If the property owner does not like that color, it will be up to the owner to paint over the surface. The Central Heights Chamber of Commerce supports Martin’s proposal. It thinks that the new policy will clean up the city and improve business. Some taxpayers have expressed outrage at the cost of the proposal. The Public Services Department has four divisions: Waste Management (which collects solid waste and recyclable materials), Street Maintenance (which maintains streets, sidewalks, storm drains, sewers, and trees), Automotive (which maintains the city’s fleet of vehicles), and Environment (which coordinates projects to prevent pollution and maintain the quality of life in the city). The Environment Division currently is in charge of cleaning up graffiti and will remain so under the new policy.


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Policy #2: Tutoring and Mentoring The Central Heights School District is proposing a new gang-prevention policy. The district proposes to tutor students who are struggling with school and provide mentors to students who seem prone to joining gangs. The district notes that studies have shown that failure in school puts students at risk of joining gangs. The tutoring program will cover students in all Central Heights elementary and middle schools. The mentoring program will be limited to middle-school students. Both programs will provide students with one-on-one attention for two hours twice a week. The tutors and mentors will be college students or college graduates hired and trained by the school district. Teachers will identify students who are struggling in school or who are exhibiting warning signs of likely gang involvement. Teachers who teach in areas with high gang involvement will receive training in identifying warning signs (such as exhibiting graffiti, wearing gang colors, sporting tattoos, showing signs of gang initiation, using hand signs or particular language). Tutors will focus on reading and math skills and report to teachers on student progress. The mentors will serve both as tutors and life-guides, trying to urge students to stay away from gangs. They will give students attention and challenge them to get on the right course. They will show students that they have choices and that they can make the right ones. The new program is estimated to cost about $600,000 annually. Supporters of the program include Friends of the District, a parent group. Some taxpayers have complained about the cost of the program.


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Policy #3: After-School and Summer Recreation Program

The Central Heights Parks and Recreation Department, in conjunction with the Central Heights School District, is proposing a new after-school and summer-vacation recreation program for middle and high school students. The program aims to keep students off the street where they may get into trouble and provide them a safe, fun, and supervised place. The proponents of the policy say that leaving students to their own devices for long periods makes them more vulnerable to joining gangs. The program will use schools and parks as sites. The programs will be run by volunteers and part-time employees of the Parks and Recreation Department with a ratio of 20 students to each employee/volunteer. The department will recruit college students to work in the program. An estimated 40 percent of the children in Central Heights are “latchkey children,” whose parents are at work during the day. The program will run during the school year from school dismissal to 6 p.m. and during the summer from 8:30 a.m. to 5 p.m. It will be available for free to all students. Lunch will be served during the summer. The program’s focus is recreation and will provide students with opportunities to play sports and games, practice physical fitness, develop self-esteem, read, talk, and develop friendships. Each session will begin with announcements and attendance. Then students are put in groups according to age, ability, and interest, and they will take part in indoor or outdoor activities. Every hour, activities change. The day concludes with cleanup and free time. The program will cost an estimated $2 million from taxpayers. The Central Heights Family Resource Center, a non-profit group, will attempt to obtain volunteers and raise any other funds that the program needs. Supporters include the Central Heights School District, Parks and Recreation Department, and Police Department. Some taxpayers have complained about the costs.


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Policy #4: Street-Gang Injunctions The Office of the District Attorney is proposing to adopt a policy of getting injunctions, or court orders, against gang members. The office will use existing state law to shut down “public nuisances.” A nuisance suit is not a criminal action, but a civil lawsuit. If a court grants an injunction, however, anybody who violates it can be held in contempt of court and fined or jailed. A “nuisance” is something that interferes with people enjoying their property or personal interests. A “public nuisance” affects a whole community or neighborhood and endangers public health or safety. Nuisances are long-running abuses, not single incidents. Public-nuisance lawsuits may be brought against, for example, someone who has a pond that breeds mosquitoes, against someone who keeps a dangerous dog, against someone who runs a house of prostitution, or against someone who operates a factory that poisons the air. In recent years in various California cities, prosecutors have brought nuisance suits against gang members who have taken over neighborhoods. The injunctions may order named gang members not to use certain drugs, carry weapons, destroy property, or trespass. These things are illegal. But the injunction may also ban gang members from doing things in the neighborhood that are legal. It may order them not to gather in groups, wear clothes with certain symbols, or carry a cellphone. The Office of the District Attorney wants to get an injunction against the 4th Street gang. The office alleges that every night for several years, members of this gang have taken over East Hampshire, a neighborhood they don’t live in. They sell drugs, play loud music, fight rival gangs, and make the residents virtual prisoners in their own homes. This new policy is supported by the East Hampshire Neighborhood Association and the Central Heights Police Department. It is opposed by the Central Heights Civil Liberties Association. This group argues it would penalize the alleged gang members without a criminal trial and would violate their First Amendment right to peaceably assemble and associate freely.


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Policy #5: Video Information Cameras The Central Heights Police Department is proposing purchasing and deploying five Video Information Cameras (VICs) to place in areas of frequent gang crime. Each VIC is lightweight and bullet proof and can be hung from a light pole. The digital camera inside can rotate 360 degrees, zoom in to capture images blocks away, and be used day or night because of its special night-vision capabilities. The cameras will transmit the images to police stations and to police officers with specially equipped laptop computers. The cameras can be controlled at the station and by officers in the field. The video can be used to catch criminals in the act, and the video can be used as evidence in trials as long as police save it within 72 hours of the crime. The VICs also feature gunshot detection sensors. When a shot is fired, they can triangulate the location of the incident and send the information back to police. Each VIC will be highly visible, displaying the logo and name of the Central Heights Police Department in reflective paint and featuring a blinking yellow light on top. Its high visibility is meant to deter crime and gang activity. Police can, within hours, change the location of VICs if new hot spots for gang activity emerge. The five locations currently picked for the cameras are East Hampshire Park, the streets in front of Central Heights’ two high schools, the corner of 4th and Pico streets, and outside the public housing project in the Flats. The five cameras, special laptops, other hardware and software, training, and support personnel will cost the city $500,000. Supporters of VIC include the Police Department and the City Attorney’s Office. Opponents include the Central Heights Civil Liberties Association. It argues that these cameras can easily be abused. Its spokesman stated, “Who knows what the cameras will be zooming in on? Big Brother will be watching.” Police officials responded that all personnel will be trained in respecting the rights of all citizens.


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Lesson 5: Policymaking at the Local Level Overview In this two-day lesson, students examine an instance of policymaking at a school board, one of the most common institutions at the local level. Students take the roles of community members serving on a special committee to develop policy recommendations to address a hypothetical city’s high dropout rate. As committee members, they examine documents about the dropout problem, and craft a policy to address the dropout problem. Finally, they exchange policies with other groups and evaluate one another’s policies using a rubric. Civic Mission of Schools Promising Approach: 1, 2, 6 State Standards: Social Emotional Learning Standards—Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. A: Consider ethical, safety, and societal factors in making decisions. 3A.5a. Apply ethical reasoning to evaluate societal practices. 3A.5b. Examine how the norms of different societies and cultures influence their

members’ decisions and behaviors State Goal 14: Understand political systems. D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations. 14.D.5 Interpret a variety of public policies and issues from the perspectives of different individuals and groups. Objectives Students will be able to: Identify several causes and effects of the high school dropout problem. Use primary documents to create a public policy that addresses the dropout problem. Evaluate a public policy using a rubric. Describe different types of government are involved in policymaking at the local level. Preparation & Materials Handout 5A: Central Heights School Board Special Committee Letter—1 per student Handout 5B: Document Pack—1 per group (Six groups) Handout 5C: Policy Proposal Form—1 per group Handout 5D: School Board Policy Evaluation—1 per group Procedure Day One I. Focus Discussion A. Tell students that the national rate of high school dropouts is about 25 percent and hold a

brief discussion by asking students:


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1. What do you think are the most serious consequences of the dropout problem? Why?

2. Why do you think so many students drop out of schools?

B. Explain that the dropout rate is a major problem nationally and locally and policymakers are working to develop policies to lower the dropout rate. Today they are going to get an inside look at how policy is developed at the local level—a school board.

II. Small-Group Activity—Citizens Committee A. Ask students to imagine that they live in a small city named Central Heights. Tell them

that like communities across the nation, Central Heights has a dropout problem and the school board wants to do something about it. Tell them that the board has formed a number of citizens committees to propose policies that address the dropout problem. Tell them that they are going to be members of these committees.

B. Divide the class into six groups. Distribute:

Handout 5A: Central Heights School Board Special Committee Letter—1 per student Handout 5B: Document Pack—1 per group Handout 5C: Policy Proposal Form —1 per group

Explain that when citizens and government work on complex problems, such as the

dropout problem, they need reliable and current data to craft effective policy. Tell the students that the document pack contains a lot of information, including excerpts from a real research report currently being used to drive policymaking. Explain that one of the skills they will apply today is being able to scan documents to cull out the most relevant information they need to make effective policy to address the needs of the hypothetical school district.

C. Give students time to work on their policies, reminding them that in the next CAP class

period they will be presenting their policy recommendations. Day Two III. Small-Group Activity—Presentations

A. Regroup the students tell them that they will be presenting their policy proposal to

another group. B. Pair groups. Distribute a copy of Handout D: School Board Policy Evaluation to each

student. Explain that each group will take turns role playing a subcommittee of the School Board charged with evaluating the policy using Handout D. Explain that the group evaluating should pay attention to the presentation, take notes on it, and ask clarifying questions at the end of the presentation.

Civic Action Project The evaluating group should then decide if they would vote for or against the proposed

35

policy, reasoning out loud in front of the other group. After the first group presents, they become the school board and the second group

presents. IV. Debriefing Debrief the activity by asking students:

Was it more difficult to develop a policy or to evaluate one? Why?

Which of the documents helped you most in developing your policy? Why?

Did the policy you developed address a cause or effect of the dropout problem? Explain.

What was a good policy proposal you heard? Why was it good?

This was a local school board. What other types of local government are you familiar

with?

Refer students to the knowledge, skills, attitudes and actions of effective citizenship (Citizenship Brainstorm) and ask which items they have applied thus far in CAP. Based on what they know now about government, policy, and effective citizenship, are there items to add to the charts?


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Handout 5A

Central Heights School Board Special Committee Dear Central Heights Citizen: The School Board of Central Heights School District thanks you for agreeing to serve on this special citizens committee formed to address the serious problem of the increased dropout rate in our city’s schools. Your special knowledge and background will serve the committee well. The dropout problem has deeply affected the school system and the lives of the families who live in Central Heights. We estimate that 25 percent of all students entering ninth grade fail to graduate. And minority students living in our city’s lower-income areas are the most at risk of dropping out. This is a problem that affects all of us in Central Heights and the school board is grateful for your work and eager to hear your proposals. As you know, committee members will represent a variety of perspectives. This diversity of analysis will serve the decision-making process well. There will be representatives from all of these stake-holding organizations on your committee: Central Heights Chamber of Commerce represents the interests of the business community. It is interested in having a high-quality workforce and in low taxes to promote business growth. Friends of the District is a parent group interested in improving the education of all students. Central Heights Teachers Association is an organization of experienced teachers from all grades in the school district. Central Heights High School Student Government is the representative council from the district’s two high schools. Neighborhood Associations are located in many Central Heights neighborhoods and are made up of people who live in those neighborhoods. The Central Heights School Board is eager to hear your committee’s dropout policy proposal. At the presentation, your proposal will be discussed to fully understand its intended goals, potential impact, and costs. Please make sure your proposal can be analyzed using a simple rubric like GRADE and make sure all your committee members will be prepared for any questions that might come up. You may find the following information useful for discussing and developing your policy proposal. Population Today Central Heights has a total population of 61,000, which includes a wide variety of backgrounds, ethnicities, and income levels.


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Educational System Central Heights School District serves a population of 13,000 students in Central Heights and in outlying communities. The student population has the same diverse population as the city at large. The district has one community college, two high schools, four middle schools, and nine elementary schools. The board sets district policy and appoints a superintendent who is in charge of operating the school system. Each committee is being provided with additional documents that should assist in your policy-making efforts. Again, thank you for agreeing to contribute your ideas toward addressing this important problem. Solving our community’s problems depends upon citizen participation. Sincerely, School Board Central Heights School District


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Handout 5B Document Packet Document 1

The following report on the nation’s dropout problem is from the Indiana Department of Education web site (URL: www.doe.in.gov/sservices/pdf/sao_drop-out_consequences.pdf)

Consequences of Dropping out of School Introduction In 2003, 1.1million 16–19 -year-olds and 2.4 million 20–25-year-olds did not have a high school diploma and were not enrolled in school, for a total of 3.5 million. Most of these youth, at best, are headed for a life of sporadic employment and low wages. For them, establishing a stable family and raising children who can make it in our society and economy can be problematic.1 Consequences for those students who drop out of school may include: Economic

In 1971, male dropouts earned $35,087, falling to $23, 903 in 2002, a decline of 34.7%.2 In the same period, the earnings of female dropouts fell from $19,888 to $17,114.2 Recent dropouts will earn $200,000 less than high school graduates and $800,000 less

than college graduates, in their lives.3 Dropouts make up nearly half the heads of households on welfare.4

Unemployment High percentages of young dropouts are either not employed or are not even in the labor force.5 Engagement in High-Risk Behaviors The rate of engagement in high-risk behaviors such as premature sexual activity, early pregnancy, delinquency, crime, violence, alcohol and drug abuse, and suicide has found to be significantly higher among dropouts.6 Incarceration Dropouts make up nearly half the prison population.7 Driver’s License / Employment Certificate A driver’s license or a learner’s permit may not be issued to an individual less than 18 years of age who is considered a dropout. A driver’s license, or learner’s permit, may be revoked, and an employment certificate revoked or denied, if a student drops out.8 Cost to Society Over 25 years to 30 years, a dropout student can cost a community as much as $500,000 in public assistance, health care, and incarceration costs.9


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References 1. Paul E. Barton. One Third of a Nation p. 40. Policy Information Center, Educational Testing Service, 2005. Economic: 2. Paul E. Barton. One Third of a Nation p. 41. Policy Information Center, Educational Testing Service, 2005. 3. Wendy Schwartz New Information on Youth Who Drop Out p. 1. KidSource. URL: www.kidsource.com/ 4. Ibid. p. 3. Unemployment 5. Civil Rights Project. DROPOUTS Harvard University. Civil Rights in Brief. Engagement in High Risk Behaviors 6. E. Gregory Woods Reducing the Dropout Rate. School Improvement Research Series, p.2 Incarceration: 7. Civil Rights Project. DROPOUTS Harvard University. Civil Rights in Brief. Driver’s License 8. IC 9-24-2 Sec.1 (a) A driver’s license or a learner’s permit may not be issued to an individual less than 18 (18) years of age who meets any of the following conditions: Is considered a dropout under IC 20-33-2-28.5 (b) (1) driver’s license or learner’s permit; and employment certificate will be revoked or denied . . . . IDOE Student Services Administrative Manual, 2005. Cost to Society 9. Indiana’s Education Round Table, p. 17, 2003.


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California Dropout Research Project An Affiliated Project of the University of California Linguistic Minority Research Institute UC Santa Barbara | Gevirtz Graduate School of Education Policy Brief 15 (Reprinted With Permission)

Why Students Drop Out of School: A Review of 25 Years of Research

Russell Rumberger and Sun Ah Lim California and the nation are facing a dropout crisis. About one-quarter of all students who enter the ninth grade fail to earn a diploma four years later. To address this crisis requires a better understanding of why students drop out. Dropouts themselves report a variety of reasons for leaving school, but these reasons do not reveal the underlying causes. Multiple factors in elementary or middle school may influence students’ attitudes, behaviors, and performance in high school prior to dropping out. To better understand the underlying causes behind students’ decisions for dropping out, we reviewed the past 25 years of research on dropouts. These studies analyzed a variety of national, state, and local data. In any particular study it is difficult to demonstrate a causal relationship between any single factor and the decision to quit school. But a large number of studies with similar findings does suggest a strong connection. The research review identified two types of factors that predict whether students drop out or graduate from high school: (1) factors associated with individual characteristics of students and (2) factors associated with the institutional characteristics of their families, schools, and communities. Individual Predictors Individual factors that predict whether students drop out or graduate from high school fall into four areas: (1) educational performance, (2) behaviors, (3) attitudes, and (4) background. Educational Performance. The research literature has identified several aspects of educational performance as strong predictors of dropping out or graduating:

Test scores and grades in high school. Academic achievement in both middle and elementary school (with grades a more

consistent predictor than test scores). Non-promotional school changes (student mobility) during middle and high school. Retention (being held back one or more grades) in elementary, middle, and high school.


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Behaviors. Research has shown a wide range of behaviors that predict dropout and graduation. One of the most important is student engagement. This includes students’ active involvement in academic work (e.g., coming to class, doing homework). It also includes the social aspects of school (e.g., participating in sports or other extracurricular activities). Research consistently finds that high absenteeism—one specific indicator of engagement—is associated with higher dropout rates. Misbehavior in high school and delinquent behavior outside of high school are both significantly associated with higher dropout and lower graduation rates. In addition, drug or alcohol use during high school is associated with higher dropout rates. Teenage parenting and childbearing increase the odds of dropping out. Having friends who engage in criminal behavior or friends who have dropped out also increases the odds of dropping out, with such associations appearing as early as the seventh grade. Finally, a number of studies have found that students who work more than 20 hours a week are significantly more likely to drop out. Attitudes. Much research has explored the relationship between student achievement and a wide range of student beliefs, values, and attitudes. But far less research has explored the links between these factors and dropping out. The dropout literature has generally focused on a single indicator—educational expectations (how far in school a student expects to go)—and has found that higher levels of educational expectations are associated with lower dropout rates. Background. A number of student background characteristics—including demographics and past experiences—are linked to whether students drop out or graduate. Dropout rates are generally higher for males than for females. And they are higher for Blacks, Hispanics, and Native Americans than for Asians and Whites. Yet these differences may be related to other characteristics of students and characteristics of their families, schools, and communities. Some studies have found that second generation students (one parent foreign-born), especially Latino students, have higher graduation rates than either first generation (foreign born) or third generation (native-born students and parents). Higher English language proficiency also lowers the odds of dropping out. One past experience—participation in preschool—has been the subject of extensive, rigorous research. It has been shown to improve school readiness and early school success. But it also affects a wide range of adolescent and adult outcomes, including high school completion, crime, welfare, and teen parenting. Institutional Predictors Research on dropouts has identified a number of factors within students’ families, schools, and communities that predict dropping out and graduating. Families. Three aspects of families predict whether students drop out or graduate: (1) family structure, (2) family resources, and (3) family practices. Students living with both parents have lower dropout rates and higher graduation rates compared


42

to students living in other family arrangements. More important, changes in family structure, along with other potentially stressful events (such as a family move, illness, death, adults entering and leaving the households, and marital disruptions) increase the odds of dropping out. Students in homes with more family resources—as measured by parental education, parents’ occupational status, and family income—are less likely to drop out of school. A number of parenting practices—sometimes referred to as social resources or social capital—have been shown to reduce the odds of dropping out, including: Having high educational aspirations for their children. Monitoring their children’s school progress. Communicating with the school. Knowing the parents of their children’s friends. Finally, students are more likely to drop out if they have a sibling who dropped out. Schools. Student and family characteristics account for most of the variability in dropout rates. But about 20 percent can be attributed to four characteristics of schools: (1) the composition of the student body, (2) resources, (3) structural features, and (4) policies and practices. Research finds that the odds of dropping out are lower in schools with more advantaged students. But the effects appear to be indirect, through the association with other school characteristics. Research does not find that school size has a consistent effect on dropout and graduation rates. Attending a Catholic high school improves the odds of graduating. Yet studies have also found that Catholic and other private schools lose as many students as public schools. Students attending private schools typically transfer to public schools instead of dropping out. Relatively few studies found significant effects of school resources on dropout and graduation rates, at least in high school. But strong evidence shows that small classes (15:1) in grades K–3 improve high school graduation rates. School policies and practices in high school do matter. Students are less likely to drop out if they attend schools with a stronger academic climate, as measured by more students taking academic courses and doing homework. On the other hand, students are more likely to drop out in schools with a poor disciplinary climate, as measured by student disruptions in class or in school. There does not appear to be a consistent effect of exit exams on dropout rates, although more recent high school exams appear to lower high school completion rates. Additionally, requiring students to attend school beyond age 16 leads to lower dropout and higher completion rates.


Communities. Communities play a crucial role in adolescent development along with families, schools, and peers. Population characteristics of communities are associated with dropping out, but not in a straightforward manner. Living in a high-poverty neighborhood is not necessarily detrimental to completing high school. But living in an affluent neighborhood is beneficial to

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school success. This suggests that affluent neighborhoods provide more access to community resources and positive role models from affluent neighbors. Summary and Implications The review yielded valuable insights: (1) No single factor can completely account for a student’s decision to continue in school

until graduation. Just as students themselves report a variety of reasons for quitting school, the research literature also identifies a number of factors that appear to influence the decision.

(2) The decision to drop out is not simply a result of what happens in school. Clearly

students’ behavior and performance in school influences their decision to stay or leave. But students’ activities and behaviors outside of school—particularly engaging in deviant and criminal behavior—also influences their likelihood of remaining in school.

(3) Dropping out is more of a process than an event. For many students, the process begins in

early elementary school. A number of long-term studies tracked groups of students from preschool or early elementary school through the end of high school. These studies identified early indicators that could significantly predict whether students were likely to drop out or finish high school. The two most consistent indicators were early academic performance and academic and social behaviors.

(4) Contexts matter. The research literature has identified a number of factors within

families, schools, and communities that affect whether students are likely to drop out or graduate from high school. They include access to not only fiscal and material resources, but also social resources in the form of supportive relationships in families, schools, and communities.

One implication of this review is that there are a variety of leverage points for addressing the problem of high dropout rates. Intervention in preschool and early elementary school is clearly warranted. High quality preschool programs and small classes in early elementary school improve high school graduation rates. Such programs are also cost-effective—they generate two to four dollars in economic benefits for every dollar invested. But there are other leverage points as well. Even high school is not too late—both targeted programs serving a limited number of high-risk students and comprehensive school reform models have been proven to increase graduation rates and are also cost-effective.


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Article From Central Heights Bugle

Teen Dropout Works Two Jobs With teeth chattering in the cold breeze, Teresa Orlon braves the pre-dawn chill as she walks from her car to the back entrance of the Good Eats Diner. At 5 a.m., she is starting her workday, ready to greet the hungry workers from the nearby food processing facility. Teresa works full-time as a waitress at the Good Eats and has done so for almost a year. She had to pay her rent and make ends meet since she dropped out of Central Heights High School in the middle of her junior year. “A lot of people say a dropout is someone who is lazy and afraid of work,” Teresa tells the Central Heights Bugle, “but I say look at the two jobs I go to five and sometimes six days a week. I also walk dogs in my neighborhood for extra money.” All told, Teresa estimates that she works between 50 and 60 hours a week. The earnings that do not go toward her rent or expenses go into her savings account. She even helps her parents with their finances from time to time. Her story is becoming more and more common throughout the state and in Central Heights. Recently released statistics by the state office of education show that between 26 and 35 percent of the state’s teenagers have dropped out of high school. “The bell has just been rung,” says Mitchell Gardfrey, superintendent of Central Heights Schools District, “and we can no longer hide our heads in the sand.” When asked why this phenomenon is occurring, Gardfrey replies, “The state education budget gets slashed each and every year. Students often cannot get basic math or history textbooks, let alone an arts or music program to keep them mentally stimulated and interested.” The budget is only part of the problem, say several education experts. “Our studies show that parents of dropouts are often themselves unemployed,” says Jolene Tanaka, professor of sociology at State University. “It takes the teenager’s income just to help parents stay on their feet, especially in economic downturns like the one we are experiencing.” Tanaka led the team of experts that looked at the state’s dropout issue over the last five years. What that team has found is that the numbers of dropouts in the current teenage generation have steadily increased in that time while the average yearly income of the last generation has decreased slightly. Furthermore, workers are now experiencing large-scale layoffs. “Many teenagers today sit in class feeling very distracted, anxiously wondering what they can do to help their parents out in tough times,” Tanaka explains.


45

In his latest book Ten Things Our Kids Always Do Wrong, popular psychologist and author Norton Ganden attributes the dropout problem to other factors entirely. Citing advertisers, the movie industry, television and cable programs, and musical artists who have all been poking fun at school for decades, he writes that few children take school seriously anymore. Ganden points to unacceptable dropout rates that occur even when the economy is strong. He writes that the dropout problem is caused by “a mainstream musical culture that praises drugs and the easy dollar over scholarship, widespread video game-induced euphoria that edges out athletics and hard work, and parents who simply never ask their kids what they did in school today.” Superintendent Gardfrey dismisses Ganden’s arguments. “That sounds logical and nice, but where is the evidence?” he asks. “The fact is that with the budget cuts, many kids feel disconnected from school and quit.” Teresa Orlon says she didn’t feel a part of Central Heights High. She now regrets that she quit, because her job prospects are not great. “I was lucky to get the waitress job, but if I want a better paying job, I will have to go back to school. I don’t know when I’ll be able to do that.”


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Policy Recommendation Names of Committee Members: 1. What is the new policy your committee is proposing? 2. What is the goal of the policy? (How will your policy address the dropout problem?) 3. Who might support and who might oppose the policy? 4. What are the advantages of this policy? What are the disadvantages of this policy? (Thinking about the pros and cons will help you prepare to defend your policy recommendation.) 5. What is your most convincing argument about this policy? You might want to weave in other policies you considered into your argument.


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Handout 5D

School Board Policy Evaluation You are a committee of the school board charged with evaluating the policy recommendation to reduce the dropout rate. Use GRADE to analyze and evaluate the proposed policy. After the group has presented and you have asked questions, each member of your committee should say if they would support this recommendation or not, and why.


G

ivals. Who might (or does) support the policy? Who might (or does) oppose it? If you make recommendation official policy, will it cause controversy? As a school board member, are you comfortable with the policy?

R

dvantages. What are the policy’s benefits? What is good about the policy? Does it address the problem’s causes or effects? Will it achieve its goal? Will it achieve the goal efficiently? Is it inexpensive? Does it protect people from harm? Does it ensure people’s

liberties? A

isadvantages. What are the policy’s costs? What is bad about the policy? Does it fail to address the problem’s causes or effects? Is it inefficient? Is it expensive? Does it cause harm? Does it intrude on people’s liberties? Are there any potential consequences that

may cause damage?

D

valuate the advantages and disadvantages. Are there better alternatives?

E Decide if you will vote to support this policy and explain your decision to the presenting group.


49

Lesson 6: Law & Policy Overview In this lesson, students learn about how law can influence public policy and policymaking. Students read about and discuss how law can influence public policy. Then in small groups, they role play staff members of a state legislative committee and look at the existing law on tenants in foreclosure, evaluate alternative policies, and decide whether a new law is needed to protect renters. Civic Mission of Schools Promising Approach: 1, 2, 6 State Standards: Social Emotional Learning Standards—Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. A: Consider ethical, safety, and societal factors in making decisions. 3A.5a. Apply ethical reasoning to evaluate societal practices. 3A.5b. Examine how the norms of different societies and cultures influence their members’ decisions and behaviors State Goal 14: Understand political systems. D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations. 14.D.5 Interpret a variety of public policies and issues from the perspectives of

different individuals and groups. Objectives Students will be able to: Cite examples of how law can affect public policy. Explain existing public policies on a current issue (renters in foreclosure). Evaluate public policies and make a reasoned decision on which is better. Preparation & Materials Handout 6A: How Law Can Influence Public Policy—1 per student Handout 6B: Renters in Foreclosure—1 per student Handout 6C: Staff Recommendations—1 per student Procedure I. Focus Discussion A. Tell the class that students at a high school in Los Angeles took on this problem as their

Civic Action Project:

Graffiti covered the walls inside Southeast High School’s bathrooms. The school administration repeatedly had to pay to have the bathrooms repainted. To keep costs down, the administration decided that only restrooms monitored by school staff could remain open. That meant that only restrooms located near the school’s


50

main entrance would remain open. Other restrooms located in more convenient areas throughout the campus were closed.

Hold a discussion by asking students:

• What was the new anti-graffiti policy?

• If you were a student at this school who opposed this policy, what would you do

to get it changed?

Explain that the Los Angeles students made a very involved action plan to try to get the bathrooms unlocked. But as they were doing deeper research they came upon an interesting finding. They found out that the state education code did not permit schools to close bathrooms. Once they presented the conflict between education code and school policy to administrators, the bathrooms were reopened.

B. Tell students that law often influences public policy and the making of public policy. II. Reading and Discussion—How Law Can Influence Public Policy A. Distribute Handout 6A: How Law Can Influence Public Policy to each student. Ask

students to read the handout and look for ways that law influences public policy. B. When students finish reading, hold a discussion using the questions at the bottom of the

handout:

1. What are different ways that law can affect public policy? Give examples.

2. What role do lawyers play in making public policy? III. Small-Group Activity—Renters in Foreclosure A. Tell students that in the last couple of years, many people have lost their homes through

foreclosure proceedings. Explain that one particular problem concerns people who happen to rent from landlords who cannot pay their mortgages, and these renters may end up having to move when the landlord loses the property. Tell students that they are going to role play staff members of a state legislative committee and make recommendations on foreclosure laws involving renters. Explain that first they must brush up on foreclosure law. Distribute Handout 6B: Renters in Foreclosure to each student. Ask students to read the handout and look for:

• What foreclosure is. • How renters can be affected by it. • What different policies exist toward renters.

B. When students finish reading, hold a discussion by asking the questions at the bottom of

the handout: Civic Action Project

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1. What is a foreclosure?

2. How are tenants affected if their landlord’s building goes into foreclosure?

3. Why do you think that leases end when a property goes into foreclosure?

(This protects mortgage lenders. When they lend, they know of existing leases and that any future leases will be ended if foreclosure is necessary. Otherwise, a property owner could take out a mortgage, lease the property for a long term at a low rent, go into foreclosure, and the lender would be stuck with a property with a long lease and low rent.)

C. Tell students that they are now ready to work as staffers for a state legislative committee.

Divide the class into groups of five or six students each. Distribute Handout 6C: Staff Recommendations to each student. Review the handout and answer any questions that students may have.

D. When students are ready, ask which groups favored Policy #1. Ask the groups to give

their presentations. Allow other students to question group members about the policy. Repeat this process for Policy #2 and for groups that developed different policies.

E. Debrief the activity by having the class vote on which policy it prefers. F. Ensure that students understand “the moral of the story”: They should check to see if the

policy they are researching is impacted by existing law.


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Handout 6A


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How Law Can Influence Public Policy

Imagine your city’s rents have skyrocketed. Many citizens complain, and in response the city council passes a rent-control ordinance. The ordinance creates a rent-control board and limits rent increases. The city council has created a new policy of rent control. This policy must comply with existing city, state, and federal law. If it doesn’t, it may be challenged. For example, imagine that Landlord Smith refuses to follow the rent-control law and raises a tenant’s rent. The tenant complains to the rent board, which orders Smith to cancel the increase. Smith refuses, so he and the rent board end up in court. Smith might claim that the rent-control policy does not comply with existing law, and the court might agree by ruling that: the city’s charter does not give the city the power to enact a rent-control ordinance; the state has passed laws on rent control and therefore the city may not pass such laws (this is

known as state pre-emption); or the ordinance is unconstitutional under the state or U.S. constitution. Policymakers usually take into account laws that already exist before they decide on a policy. Whether they make decisions as part of a legislature (such as a city council or state assembly) or executive office (such as a mayor or governor), they need to look ahead and consider how to defend their decisions legally if anyone should challenge them. Policymakers must consider laws such as: Judicial decisions. For example, in the Morales case, the U.S. Supreme Court declared Chicago’s gang ordinance unconstitutional. This decision created law that all cities must follow. Judicial decisions may limit what governments can do. If government policymakers overstep the boundaries placed on them by judicial decisions, they face potential lawsuits. Legislation. Statutes and ordinances are passed by a legislature. (Federal and state laws are called statutes. Local laws are called ordinances.) Regulations. Executive agencies issue rules called regulations. Legislatures authorize executive agencies to make them. For example, the federal Environmental Protection Agency makes regulations to enforce environmental laws created by Congress. In Smith’s case, the rent board is an agency that creates regulations to enforce the local rent-control ordinance.

For Discussion 1. What are different ways that law can affect public

policy? Give examples. 2. What role do lawyers play in making public policy?

Federal, state, and local governments have their own lawyers to advise them on these many laws and regulations. The lawyers advise governments about the effects and risks of their policy decisions and often represent the governments in court. For example, city governments typically have a city attorney whose office helps draft legislation and defends the city against lawsuits. A county-level government typically has an attorney called the county counsel. The rent board in Smith’s story would be represented in court by the city attorney’s office.

Handout 6B

Renters in Foreclosure In recent years, many houses and apartment houses have gone into foreclosure. This means that the owners of these units have failed to pay their mortgages, and the lender (usually a bank) has foreclosed on the loan. Through foreclosure, the bank has the right to sell the property, and if no one buys it, the bank assumes ownership of the property. The former owner has no rights to the property. If the former owner lived on the property, he or she will have to move. What happens to renters whose landlords fail to pay the mortgage? What happens when the bank takes back the property from the landlord? If the rental property goes into foreclosure, tenants become known as “renters in foreclosure.” They are vulnerable to being evicted from their homes. If the tenant has leased the property from the landlord, the lease ends when the property is foreclosed.1 Tenants without leases are known as month-to-month tenants. What happens to both leasing and month-to-month tenants depends on the law and policy adopted in the jurisdiction. Most jurisdictions have adopted one of these two policies: Policy #1: All tenants can be evicted immediately. They must be provided three-day notice.

Lenders favor this policy. In foreclosing on a property, the lenders are trying to get back at least some of the money they lent. The only way they can do this is by selling the property. It is more difficult to sell property when tenants occupy it. This policy gives lenders the best chance of getting some of their money back. They argue that this is in everyone’s interest because it will make lending money less costly, thus making loans more affordable. Lenders do not want to be forced to be landlords. As for demands for greater notice to renters, the lenders point out that the foreclosure process can take months, giving tenants plenty of warning. Mortgage companies have no connection to renters and do not want to be forced to notify them of the foreclosure. Policy #2: All tenants—whether formerly occupying under a lease or month to month—become month-to-month tenants.

Tenants rights groups favor this policy. They argue that when tenants have paid rent and done nothing wrong, they should not be evicted with three-day notices. Most renters have no knowledge that the mortgage has not been paid and that the property is going through foreclosure.

For Discussion 1. What is a foreclosure? 2. How are tenants affected if their landlord’s building

goes into foreclosure?

Tenants rights groups also favor requiring mortgage companies to give tenants actual notice of the foreclosure. They also favor policies that prevent landlords from evicting tenants except for cause, such as not paying rent and damaging the property.


1 Exception: If the lease was already in existence when the mortgage was taken out, then the mortgage holder must honor the lease.

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Handout 6C

Staff Recommendations Imagine that you are members of the staff to a committee of the state legislature. The committee has asked you to look into the existing state law concerning renters in foreclosure. In your state, thousands of renters have been affected by a national economic crisis. Many landlords have declared bankruptcy and are losing their rental properties in foreclosures. Under current state law, renters in foreclosure can be evicted after a three-day notice has been tacked on their door. Renters have been pressing for changes in the law. The committee has instructed you to make recommendations on what state law should be. Do the following: 1. Use GRADE to evaluate the Two Foreclosure Policies on Handout 6B and decide which

is best. If you think you can develop a better policy than these two, do that. 2. Be prepared to present your recommendation to the full committee. Explain the policy

and why you recommend it. Be prepared to answer questions about the policy and why you favor it.

For those of you who do not remember GRADE, here it is:

oal. What is the goal of the policy? What problem or problems is this policy supposed to address?

ivals. Who might (or does) support the policy? Who might (or does) oppose it?

G

dvantages. What are the policy’s benefits? What is good about the policy? Does it address the problem’s causes or effects? Will it achieve its goal? Will it achieve the goal

efficiently? Is it inexpensive? Does it protect people from harm? Does it ensure people’s liberties?

R A

isadvantages. What are the policy’s costs? What is bad about the policy? Does it fail to address the problem’s causes or effects? Is it inefficient? Is it expensive? Does it cause

harm? Does it intrude on people’s liberties? Are there any potential consequences that may cause damage?

D

valuate the advantages and disadvantages. Consider alternatives. Evaluate them. Look at their goals, advantages, and disadvantages. E


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Lesson 7: Persuading Overview This lesson introduces students to the art of persuasion. First, they read about and discuss the three types of persuasion: logos, ethos, and pathos. Then students prepare two-minute persuasive talks on why the issue that they have chosen to address in CAP is important. Finally, in pairs, students present and critique one another’s talks. Civic Mission of Schools Promising Approach: 1, 2 State Standards: Social Emotional Learning Standards Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. A: Consider ethical, safety, and societal factors in making decisions. 3A.5a. Apply ethical reasoning to evaluate societal practices. 3A.5b. Examine how the norms of different societies and cultures influence their

members’ decisions and behaviors State Goal 14: Understand political systems. D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations. 14.D.5 Interpret a variety of public policies and issues from the perspectives of

different individuals and groups. Objectives Students will be able to: Explain the basic persuasive techniques of logos, ethos, and pathos. Determine whether hypothetical arguments use logos, ethos, or pathos. Create a two-minute persuasive talk on why a policy issue is important. Critique a persuasive presentation. Preparation & Materials Before this lesson, tell students that they will be creating a short talk on why their issue is

important and to bring any information or material they may need to create such a talk. Handout 7A: The Three Basic Techniques of Persuasion—1 per student Procedure I. Focus Discussion A. Explain that through their civic actions, they are trying to influence policy and to be

successful in this, they will need to persuade people to do things. B. Hold a discussion by asking students: What techniques do you use when you want to


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persuade someone to do something? Write students’ responses on the board. (Since techniques vary depending on who you are trying to persuade and what you are trying to persuade them to do, use these prompts if students do not immediately come up with ideas: How might you persuade a friend to go somewhere when the friend is reluctant to go? How might you persuade your parents to let you go somewhere? How might you persuade a teacher to change an assignment?)

II. Reading and Discussion—The Three Basic Techniques of Persuasion A. Distribute Handout 7A: The Three Basic Techniques of Persuasion. Ask students to

read the handout and look for what the three techniques are. B. When students finish reading, hold a discussion using the questions on the handout. C. Refer to the students’ arguments on the board. Ask students to classify these as logos,

pathos, ethos, or some combination of these. III. Paired Activity—Two-Minute Talk A. Tell students that it can be helpful to have a presentation ready at a moment’s notice. Tell

them that many people have what are called “elevator talks” prepared. Explain that these are short persuasive talks that let others know who you are and why they should care about your issue. Tell them that they are going to prepare and practice a two-minute talk on why their issue is important. Tell them to try to include the tips under logos, pathos, and ethos in their talks. Give them time to prepare.

B. Pair students up and have them practice and critique each other’s talk.

IV. Debrief Ask students:

Did your talks incorporate logos, pathos, and ethos? Which was the most difficult to include? Why?

Where might you use these persuasive talks? How might they be modified to make them appropriate for various audiences?

Why is it important to build support when you are trying to influence policy? What type of persuasive argument are you most skilled at? What type do you most

need to develop?


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Handout 7A

The Three Basic Techniques of Persuasion To have an influence on policy, you need to be able to persuade people. A first step is to convince others that the problem you have chosen is important. Then you will need to persuade people to support what you are doing. The goal is to persuade others to act on your policy issue. How can you persuade people to side with you? The Greek philosopher Aristotle laid down the basics of persuasion more than 2,000 years ago. In his work Rhetoric (the art of using language to persuade), Aristotle cited three methods. You can persuade people through: 1. Reasoning (what Aristotle called logos). 2. Emotions (pathos). 3. Trustworthiness (ethos). The best arguments create a balance among reasoning, appealing to emotion, and building trust. Reasoning (Logos) Reasoning is fundamental. All your persuasive efforts rest on it. You must be able to state your position and support it with reasons and evidence. In policy, as in most areas where you need to persuade someone, there are opposing sides. You must anticipate what the other side will say and respond with counter arguments. To construct your reasoned argument, you will have to research and think about the issue. You can research by talking to people, going to the library, and searching the Internet. Once you have the information, state your position in a single sentence. Then state the reasons that support your position. Make your argument clear and simple. Be prepared to respond to arguments from the other side with clear arguments. “I disagree with that position for these reasons.” And state the reasons. Emotions (Pathos) An argument that relies on reason alone may fall flat. People may agree with your reasoning but not feel stirred to act. Persuasion is a call to action. An emotional appeal can rouse people to act. One of the best ways to make an emotional appeal is by telling a story. Your reasoned argument will tell the facts. An emotional appeal can personalize your argument by telling about a person affected by the problem or issue. A story can bring dry facts to life, making others feel as you do. Trustworthiness (Ethos) If people don’t trust you, it doesn’t matter how well-argued or emotion-rousing your message is. They just won’t buy it. If you’re going to persuade people, you have to make sure they have confidence in you: You must gain their trust. You can do many things to gain trust. One is to appear responsible. Show up on time. Dress


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appropriately. Your first impression will be of a responsible person. How you talk about an issue can make people trust you. If you present the other side’s arguments fairly, people will consider you to be a fair person. If you know a lot about the issue, people will respect your learning. Don’t pretend to know things that you don’t. If you are found out, you will have lost the other person’s confidence in you. Once lost, trust can be difficult to regain.


REASONING (logos) Present evidence: facts, statistics, expert opinions, survey results. Cite the source of your information. Make your facts understandable. Tailor your arguments for your audience. State your conclusion in one simple sentence. Make sure all your reasons support your conclusion. You should be able to say, “I want you to do X for the following reasons: A, B, C.”

PERSUASION

For Discussion

1. What are logos, pathos, and ethos? Which, if any, of the three do you think is most important in making a persuasive appeal? Why?

2. Look at the examples below. Which type of persuasion is each an example of?

a. I have lived in this community my entire life and served as the head of the school board for the last four years. I can assure you that the dropout problem deeply affects our community.

b. More than 50 percent of all high school freshman in our community do not graduate. Dropouts earn much less than high school graduates and are more likely to require government services. If we want to improve our community’s future, we should do something about the dropout problem.

EMOTIONAL APPEALS (pathos) Link your proposal to basic human needs (food, shelter, security, belonging, esteem, power, shared beliefs, self-fulfillment, etc.). Personalize the issue. Tell a story about how it affected a person’s life. Tie your proposal to self-interest. Show people how it benefits both them and the community. Entice them: Be complimentary. Find something you like or that impresses you and comment on it.

GAINING PEOPLE’S TRUST (ethos) Listen to what people have to say. Be fair. Tell the truth without exaggerating. If you have opposition, be able to state your opponent’s positions fairly. Know what you’re talking about. Study up as best you can. If you don’t know something, don’t try and fake it. Show that you believe in what you’re doing. Show your interest and enthusiasm. Stay calm. People tend not to trust someone who flies off the handle. Be friendly. You are not going to persuade anyone who dislikes you.

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c. Let me tell you about John Smith. When he was in high school, he was having trouble keeping up. No special help was available for him. He thought school wasn’t for him, and he dropped out. Today, John is without a job and has little hope of getting one.

Lesson 8: Building Constituencies Overview This lesson introduces students to the importance of building a constituency to support or oppose public policies. First, students read primary documents on the Montgomery Bus Boycott and discuss how the documents show boycott leaders tried to build up support. Then in small groups, students brainstorm how they can get support for their CAP issue. Finally, as homework, students write a plan for building support for their CAP issue. Civic Mission of Schools Promising Approach: 1, 2 State Standards: State Goal 14: Understand Political Systems A. Understand and explain basic principles of the United States government. 4.A.5 Analyze ways in which federalism protects individual rights and promotes

the common good and how at times has made it possible for states to protect and deny rights for certain groups.

D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations.

14.D.5 Interpret a variety of public policies and issues from the perspectives of different individuals and groups.

F. Understand the development of United States political ideas and traditions. 15.F.5 Interpret how changing geographical, economic, technological and social

forces affect United States political ideas and traditions (e.g., freedom, equality and justice, individual rights).

Objectives Students will be able to: Identify significant events in the Montgomery Bus Boycott. Analyze a primary document and determine methods that boycott leaders either used or

thought of to build support for the boycott. Brainstorm ideas for gaining support for their CAP issue. Create and write a short plan for gaining support for their CAP issue. Preparation & Materials Handout 8A: Timeline of the Montgomery Bus Boycott—1 per student Handout 8B: Document Exploration—1 per student Handout 8C: Documents—1 document per group Handout 8D: Gaining Support—1 per student Procedure I. Focus Discussion


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A. Explain that citizens who have impacted community problems through policy change have almost always had to build support from others. Today they are going to look at a historic example of people working together to right a wrong.

B. Distribute Handout 8A: Timeline of the Montgomery Bus Boycott. Tell students that

this is a timeline of a famous civic rights struggle that they are probably familiar with. Ask them to look it over and then hold a brief discussion by asking students to use their existing knowledge and the timeline to answer these questions:

What was the boycott about? How was it ultimately resolved? Boycotts almost always fail. Why do you think this one was successful?

C. Tell students that they are going to examine documents related to the beginning of the

bus boycott to see how the participants in the boycott gained support.

II. Small-Group Activity—Document Exploration A. Divide students into eight groups. Distribute Handout 8B: Document Exploration to

each student. Review the assignment with students and answer any questions they may have.

B. Assign and distribute to each group one or more of the eight documents from Handout

8C: Documents. C. When students are ready, hold a brief discussion on the documents by calling on the

groups in order (Document 1 first and Document 8 last), asking what the document is and what it teaches about building support.

III. Paired Activity and Homework—Gaining Support A. Explain that as students try to influence the policy issue they have chosen, they will be

more effective if they can get others to support them. Distribute Handout 8D: Gaining Support and review it with students, especially talk about various government agencies and non-profits that they might be able to call on.

B. Pair students and let them discuss and brainstorm. C. Remind students of their homework assignment.


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Handout 8A

Timeline of the Montgomery Bus Boycott This timeline captures a few of the main events surrounding the boycott. It omits many events, particularly the many instances of violence and harassment inflicted before, during, and after the boycott. May 17, 1954 Brown v. Board of Education holds that racial segregation in public

schools is unconstitutional. September 1, 1954 Martin Luther King Jr. joins Dexter Avenue Baptist Church as its pastor. March–Oct. 1955 Four black women are arrested or mistreated on the city buses. These four

will be the parties to a lawsuit challenging the constitutionality of bus-segregation laws. (Browder [one of the women] v. Gayle [the mayor of Montgomery])

December 1, 1955 Rosa Parks is arrested for violating bus-segregation laws. December 2, 1955 Flyers are passed out calling for a bus boycott on December 5. December 5, 1955

Rosa Parks is tried, convicted, and fined. Bus boycott begins. Montgomery Improvement Association (MIA) is formed. Martin

Luther King Jr. is elected its president. At its first mass meeting, a decision is made to continue the boycott.

December 13, 1955 Car pools begin to transport boycotters. January 23, 1956 City breaks off negotiations with MIA. January 26, 1956 King arrested for “speeding” and jailed. January 30, 1956 King’s house is bombed. King calls on angry mob of supporters to go

home and carry on the non-violent boycott. February 1, 1956 Lawsuit is filed challenging the constitutionality of bus-segregation laws. February 21, 1956 County grand jury indicts 89 boycott leaders, including King, for breaking

an Alabama law against boycotting without “just cause.” The leaders turn themselves in and are released on bond. Only King will be tried.

March 19–22, 1956 King’s is tried, convicted, and fined. March 28, 1956 Many cities hold a National Deliverance Day of Prayer supporting the

boycott. May 24, 1956 Rally in support of the boycott is held at New York City’s Madison

Square Garden. June 5, 1956 Federal District Court rules bus-segregation laws unconstitutional.

The city appeals. November 13, 1956 The U.S. Supreme Court affirms the District Court decision. December 17, 1956 The Supreme Court refuses to rehear the case. December 20, 1956 MIA votes to end the boycott. December 21, 1956 African Americans board the city’s newly desegregated buses.


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Handout 8B

Document Exploration In your group, do the following:

1. Read the document you are assigned and discuss the following: When on the timeline was this document made? What is surprising or interesting about the document? Why is the document important?

2. Focus on what the document tells you about building constituencies and gaining support.

Discuss these questions: What does this document show about gaining or keeping support for the Montgomery

Bus Boycott? What groups are appealed to (or does the document propose appealing to)? Do you think the appeal or appeals were worth making? Why?

3. Be prepared to report on the document, telling what it is, why it is important, and what it tells about how the boycott attempted to gain support. Be prepared to answer the questions you discussed.


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Handout 8C Document 1

Excerpt from Letter to the Mayor Founded in 1946, the Women’s Political Council was an organization of African-American professional women, most of them educators. It was deeply involved in community issues. May 21, 1954 Honorable Mayor W. A. Gayle City Hall Montgomery, Alabama Dear Sir: The Women’s Political Council is very grateful to you and the City Commissioners for the hearing you allowed our representative during the month of March, 1954, when the “city-bus-fare-increase case” was being reviewed. There were several things the Council asked for: 1. A city law that would make it possible for Negroes to sit from back toward front, and whites from front toward back until all the seats are taken. 2. That Negroes not be asked or forced to pay fare at front and go to the rear of the bus to enter. 3. That busses stop at every corner in residential sections occupied by Negroes as they do in communities where whites reside. . . . Mayor Gayle, three-fourths of the riders of these public conveyances are Negroes. If Negroes did not patronize them, they could not possibly operate. More and more of our people are already arranging with neighbors and friends to ride to keep from being insulted and humiliated by bus drivers. There has been talk from twenty-five or more local organizations of planning a city-wide boycott of busses. We, sir, do not feel that forceful measures are necessary in bargaining for a convenience which is right for all bus passengers. We, the Council, believe that when this matter has been put before you and the Commissioners, that agreeable terms can be met in a quiet . . . manner to the satisfaction of all concerned. . . . Please consider this plea, and if possible, act favorably upon it, for even now plans are being made to ride less, or not at all, on our busses. We do not want this. Respectfully yours, The Women’s Political Council Jo Ann Robinson, President


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Excerpt From Leaflet Following the arrest of Rosa Parks, leaders in the African American community decided action must be taken. Jo Ann Robinson and a fellow professor at Alabama State College (a segregated school) drafted and copied on a mimeograph machine the following leaflet, which Robinson and two students distributed throughout the black community. This is for Monday, December 5, 1955 Another Negro woman has been arrested and thrown into jail because she refused to get up out of her seat on the bus for a white person to sit down. It is the second time since the . . . [recent] case that a Negro woman has been arrested for the same thing. This has to be stopped. Negroes have rights, too, for if Negroes did not ride the buses, they could not operate. Three-fourths of the riders are Negroes, yet we are arrested, or have to stand over empty seats. If we do not do something to stop these arrests, they will continue. The next time it may be you, or your daughter, or mother. This woman’s case will come up on Monday. We are, therefore, asking every Negro to stay off the buses Monday in protest of the arrest and trial. Don’t ride the buses to work, to town, to school, or anywhere on Monday. You can afford to stay out of school for one day if you have no other way to go except by bus. You can also afford to stay out of town for one day. If you work, take a cab, or walk. But please, children and grown-ups, don’t ride the bus at all on Monday. Please stay off of all buses Monday. Reverends King and Abernathy revised this leaflet and distributed it again over the weekend. The revised leaflet also urged people following the boycott to attend a gathering at 7 p.m. on Monday at Holt Street Baptist Church.


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Excerpt of a Reflection on the Mass Meeting, December 5, 1955

By Ralph Abernathy The Reverend Ralph Abernathy headed the First Baptist Church and became a leader in the Montgomery Improvement Association, the group leading the boycott. We, M. L. King, and I, went to the meeting together. It was drizzling rain; I had been working up until the last minute on the resolutions. I was given instructions: one, to call off the protest, or two, if indicated, to continue the protest until the grievances were granted. We had had a successful “one-day protest,” but we feared that if we extended it beyond the first day, we might fail; it might be better after all to call the protest off, and then we could hold this “one-day boycott” as a threat for future negotiations. However, we were to determine whether to continue the protest by the size of the crowds. If we found a large number of persons at the church this would indicate that Negroes would be interested in continuing the protest. But, if there were only a few, we felt that Negroes were not sufficiently interested, and that they might return to the buses the next day even in spite of our wishes. When we got about twenty blocks from the church we saw cars parked solid; we wondered if there was a funeral or a death in the community. But as we got closer to the church we saw a great mass of people. The Montgomery Advertiser [a newspaper] estimated the crowd at approximately seven thousand persons all trying to get in a church that will accommodate less than a thousand. It took us about fifteen minutes to work our way through the crowd by pleading: “Please let us through—we are Reverend King and Reverend Abernathy. Please permit us to get through.” Once we broke through the crowd there was another ten minutes of picture-taking coupled with flashing lights, cheering and hand-clapping. Those inside applauded for at least ten minutes. It was apparent to us that the people were with us. It was then that all of the ministers who had previously refused to take part in the program came up to Reverend King and me to offer their services. . . . [Singing, prayers, scripture reading, and speech by the Reverend King followed.] Mrs. Rosa Parks was presented to the mass meeting because we wanted her to become symbolic of our protest movement. Following her we presented Mr. Daniels, who happily for our meeting had been arrested on that day. . . . The appearance of these persons created enthusiasm, thereby giving added momentum to the movement. We then heard the resolutions calling for the continuation of the boycott [...] unanimously and enthusiastically adopted by the 7,000 individuals both and outside the church. We closed the meeting by taking an offering with people marching down the aisles giving their nickels, dimes, quarters, and dollars for freedom. . . . Excerpt From Ralph D. Abernathy, “The Natural History of a Social Movement,” M.A. Thesis, Atlanta Univ, 1958.


Letter to Time Magazine National News Editor TIME Magazine TIME & LIFE Building 9 Rockefeller Plaza New York 20, New York Subject: Bus protest in Montgomery, Alabama Dear Sir: I am writing this letter to you, because I have long been impressed with the fair and unbiased treatment you give in your news stories. (I am a regular cover-to-cover TIME reader.) I have been particularly impressed with the bold and courageous way in which you have handled the extremely touchy subject of race relations. There is a story in the making here in Montgomery, Alabama, that may be just as explosive as the Till case . . . . I am referring to the protest which the Negroes (and many whites) of Montgomery are making against the local bus company. . . . What you may not know is that only part of the story is actually reaching the public through the normal channels of communication. The local newspapers have consistently printed one-sided stories about the developments in this protest. . . . In addition, all of the “law-enforcement” agencies in the city and county have been doing everything possible to break the back of our campaign. Laws that have rarely been enforced are now being pulled put of the books and being used against the Negroes (but, we hear, not against the whites). . . . I am a white Lutheran minister, serving a Negro congregation. I cannot even give my own members a ride in my car without fear of being stopped by the police and accused of running a taxi. On last Monday Sheriff Butler . . . stopped me, accused me of running a taxi, took me in for questioning, searched my car (without showing me a warrant or indicating that he had one), and finally released me. The same thing is being done over and over in this city every day. If you want a good look at the way a one-race press and a one-race police force band together to discredit fifty thousand people who are tired of being treated like animals on the city busses, and who are registering their feelings by refraining from riding those busses, then I urge you to send a reporter to Montgomery as soon as possible. . . . Sincerely yours, Robert Graetz Copies: Dr. King, Atty. Gray, Rev. Hughes


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Excerpt From an Advertisement On Christmas Day 1955, the Montgomery Improvement Association, the leaders of the boycott, took out this half-page advertisement in two local newspapers.

“To the Montgomery Public” We, the Negro citizens of Montgomery, feel that the public has a right to know our complaints and grievances which have resulted in the protest against the Montgomery City Lines and our refusal to ride city busses. We, therefore, set forth here some of the many bitter experiences of our people, who have, at various times, been pushed around, embarrassed, threatened, intimidated and abused in a manner that has caused the meekest to rise in resentment: COMPLAINTS: 1. Courtesy: The use of abusive language, name calling and threats have been the common practices . . . . We are ordered to move from seats to standing space under the threat of arrest . . . . No regard for sex or age is considered in exercising this authority by the bus operator. 2. Seating: . . . Negroes, old, young, men and women, mothers with babes in their arms, sick, afflicted, pregnant women, must relinquish their seats, even to school children . . . . On lines serving predominantly Negro sections, the ten front seats must remain vacant, even though no white passenger boards the bus. . . 3. Arrests: Numerous arrests have been made even though the person arrested is observing the policy as given us. . . . . . . 6. Passing up passengers: In many instances the bus operators have . . . collected fares at the front door and, after commanding Negro passengers to enter from the back door, they have driven off, leaving them standing. . . . 9. Adjudication: Every effort has been used to get the bus company to remove the causes of these complaints. . . . 10. The great decision: The bus protest is not merely in protest of the arrest of Mrs. Rosa Parks, but is the culmination of a series of unpleasant incidents over a period of years. It is an upsurging of a ground swell which has been going on for a long time. Our cup of tolerance has run over. . . 11. Our proposal: . . . 1. That assurance of more courtesy be extended the bus riders. . . . 2. That the seating of passengers will be on a “First-come, First-Served” basis. This means that the Negro passengers will begin seating from the Year of the bus toward the front and white passengers from the front toward the rear, until all seats are taken. Once seated, no passenger will be compelled to relinquish his seat . . . .


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3. That Negro bus drivers be employed on the bus lines serving predominantly Negro areas. . . . 12. Nature of movement: 1. Non violence . . . . 2. Coercion—There has not been any coercion on the part of any leader to force any one to stay off the busses. . . . 3. Arbitration--We are willing to arbitrate. We feel that this can be done with men and women of good will. However, we find it rather difficult to arbitrate in good faith with those whose public pronouncements are anti-Negro and whose only desire seems to be that of maintaining the status quo. We call upon men of good-will, who will be willing to treat this issue in the spirit of HIM whose birth we celebrate at this season, to meet with us. We stand for Christian teachings and the concepts of democracy for which men and women of all races have fought and died. The Negro Ministers of Montgomery and Their Congregations


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Letter to W.C. Patton On December 19, 1955, W.C. Patton of the Alabama National Association for the Advancement of Colored People had written a report on the boycott to Roy Wilkins, the head of the NAACP. This is Wilkins’ response to the report. This report noted that the boycott was then aiming at reforming the segregated bus system, not getting rid of it. (The goal would change as the boycott went on.) Wilkins wrote back on December 27. Mr. W. C. Patton 1630 Fourth Avenue, North Birmingham, Alabama Dear Mr. Patton: Thank you for your memorandum on the Montgomery, Alabama, movement protesting segregation on the buses. Mr. Marshall is away, but I shall consult with Mr. Carter on the legal angle and our cooperation thereon. [Thurgood Marshall was the NAACP’s chief counsel and later a U.S. Supreme Court justice. Robert L. Carter was Marshall’s assistant and later succeeded him at the NAACP.] In the meantime I think it should be understood that the NAACP will not officially enter the case or use its legal staff on any other basis than the abolition of segregated seating on the city buses. We now have a city bus case on appeal from South Carolina, having won in the lower court. Obviously, when our national program calls for abolishing segregation and our lawyers are fighting on that basis in South Carolina, we could not enter an Alabama case asking merely for more polite segregation. Please keep me advised. I will write you or have Mr. Carter write you shortly. Best wishes for the Holiday Season. Very sincerely yours, Roy Wilkins Executive Secretary


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Excerpt From an Interview On January 20, 1956, Donald T. Ferron, a Fisk University researcher, interviewed Rufus A. Lewis, a member of the Montgomery Improvement Association, the group leading the boycott. Lewis co-chaired its transportation committee, which was in charge of providing alternative transportation for those taking part in the boycott. Ferron: What is your job as co-chairman? Lewis: I try to get private cars, and adequate amount of service out of the system, designate gas out to those who need help with gas, to get dispatch and pick-up stations, and persons to organize the riding public. A dispatching place is where people congregate in the morning to go to work. These dispatch places are mostly churches and voter’s clubs. . . . Ferron: How effective is the movement? Lewis: About 90% effective. There are a very few Negroes who ride the buses now. I don’t know who they are. They hide themselves on the bus by sitting very low in the seats. They may be those who come from rural areas and don’t know about what’s happening. Ferron: To what do you attribute the success of the movement? Lewis: I would say that there are three reasons: (1) The most important is the attitude of the people—so many have been mistreated that they’re just tired of the situation. (2) Pamphlets suggesting not to ride the buses. (3) The complete cooperation of the Protestant ministers in the city. The white press helped by printing a copy of the pamphlet on the front page. I would call this an indirect aid. And the police driving behind buses in the morning (to prevent Negroes from trying to intimidate or prevent other Negroes from riding the buses). People didn’t know why they followed the buses, but they thought it was for the purpose of preventing people from riding. Five days later the buses were taken off the streets in predominantly Negro areas. This was interpreted to mean that buses didn’t want to carry Negro passengers any more. The reason given for taking buses off the street was that one was fired into by Negroes at Holcombe and Jeff Davis Streets. This is a white neighborhood and the shot is reported to have been fired from an upstairs apartment. And then we’ve financial aid from New York, Pennsylvania, Florida, New Orleans, and places in Alabama, without any particular appeal. We also receive donations from whites who refuse to leave their names. . . .


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Excerpt From The Reminiscences of Bayard Rustin Bayard Rustin was an expert in non-violent protests. A protégé of labor leader A. Phillip Randolph, Rustin helped civil rights leaders in this era. FEBRUARY 21 I ARRIVED in Montgomery . . . . I sat in on a conference with a committee of the Montgomery Improvement Association, which coordinates the protest activities. Three recommendations were accepted: 1. The movement will always be called a non-violent protest rather than a boycott in order to keep its fundamental character uppermost. 2. A pin should be designed for all those who do not ride the busses to wear as a symbol of unity, encouragement, and mutual support. 3. The slogan for the movement will be “Victory without Violence.” FEBRUARY 23 . . . Exactly at 7 the one hundred who had been arrested worked their way to the pulpit through 5,000 cheering men, women and children. Overnight these leaders had become symbols of courage. . . . Television cameras ground away, as King was finally able to open the meeting. He began: “We are not struggling merely for the rights of Negroes but for all the people of Montgomery, black and white. We are determined to make America a better place for all people. Ours is a non-violent protest. . . .” FEBRUARY 24 . . . This afternoon the coordinating committee rejected a proposal that people be asked to stop work for one hour on March 28. I was impressed with the leaders’ response, which adhered to the Gandhian principle of consideration for one’s opponents. As King put it, “We do not want to place too much of a burden upon white housewives nor to give them the impression that we are pushing them against the wall.” This evening a few of the leaders got together to consider a constructive program for inculcating the philosophy of non-violence in the community. After hours of serious discussion, several proposals were accepted. The following impressed me as being particularly significant: An essay contest for high-school students on the subject, “Why We Should Use Non-violence

in Our Struggle.” The distribution of a pamphlet on non-violence. The importance of preaching non-violence in the churches. The possibility of a workshop on the theory and practice of non-violence. This meeting concluded with agreement that the committee should do everything possible to negotiate the issues. The Montgomery Improvement Association is asking for these assurances: Greater courtesy on the part of drivers. Accepting first come, first served seating within the pattern of segregation while the question

of intra-state segregation is being decided in the courts. The employment of some Negro drivers on predominantly Negro routes.


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Handout 8D

Gaining Support Think about individuals and groups who might support your efforts to influence policy. Consider: Those you know: Friends, family members, fellow students. Government: Your issue is a public policy issue. That means it involves government. It might be your school, the school board, city government, or county government. Consider finding out what an elected official or an agency of government thinks about your issue and whether you can find supporters there. Business: Public policy often affects businesses. Consider whether a particular business or the business community might support your efforts. One business association that is powerful in most communities is the Chamber of Commerce. Non-Profits: These are groups that rely on membership dues, donations from supporters, grants, or volunteers. There might be a non-profit that could offer support. Consider these types of non-profits:

Advocacy and interest groups such as neighborhood associations, unions, political organizations, environmental groups.

Service, volunteer, and charitable groups such as the United Way or groups that focus on helping one particular problem.

Religious groups. How you gain support will depend on what policy you are trying to influence. In your group, discuss what you are doing to influence policy and brainstorm ways to gain support for what you are doing. Your homework assignment: Think of one thing you could do to get greater support for your efforts. Write one paragraph explaining your plan for building support.


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Lesson 9: The Public Agenda Overview This lesson introduces students to the public agenda and its importance to policy. First, students read about and discuss the public agenda and ways that citizens can influence it. Then pairs of students are given different situations and they develop strategic plans for getting their issues or solutions to issues on the public agenda. Civic Mission of Schools Promising Approach: 1, 2, 5 State Standards: State Goal 14: Understand political systems. D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations. 14.D.5 Interpret a variety of public policies and issues from the perspectives of

different individuals and groups. Objectives Students will be able to: Define “public agenda.” Explain different ways that citizens can influence what is on the public agenda. Create a plan for getting a hypothetical issue on the public agenda. Preparation & Materials Handout 9A: Setting the Public Agenda—1 per student Handout 9B: Getting on the Public Agenda—1 per student Procedure I. Focus Discussion A. Hold a discussion by asking students:

• What are some current political issues that are being debated? • Do you think these issues are the most important issues we face? Why?

B. Tell students that the issues they identified are part of what is called the “public agenda.” II. Reading and Discussion—Setting the Public Agenda A. Distribute Handout 9A: Setting the Public Agenda to each student. Ask students to

read the handout and look for what the public agenda is and how citizens can help influence it.

B. When they finish reading, hold a discussion using the questions at the end of the handout:


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1. What is the public agenda? How do political parties and institutions influence it? 2. What options for influencing public policy does the article mention? 3. For each, discuss the following questions.

What is the purpose of this approach? What are some of its potential benefits? What are some of its potential costs? Under what circumstances, would this approach be appropriate and get the

best results? III. Paired Activity—Getting on the Public Agenda A. Tell students that they are going to take part in a strange role play. Explain that the only

strange part is that they will be role playing themselves. The only thing they have to pretend is that they care about the issue they are assigned and they are trying to get it on the public agenda.

B. Pair students. Assign each pair a number from 1 to 5 (some pairs will have the same

number). Distribute Handout 9B: Getting on the Public Agenda to each student. Review the handout and discuss any questions that students may have. Give them time to complete the activity.

C. When students are ready, call on the pairs with issue #1. Ask them to present their plans

and hold a class discussion on the strengths and weaknesses of their plans. Repeat this process for the remaining issues.

IV. Debrief Ask students:

Which of these issues do you think would be the most difficult to get on the public agenda? The easiest? Why?

What is it important to know about the public agenda?

Is the issue or policy you are working on already on the public agenda? (Help

students realize what the “public agenda” might be for a school, city, state, etc.)

Why or why not?


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Handout 9A

Setting the Public Agenda

Every year, thousands of political issues are raised in America: issues about health care, education, minority rights, the economy, taxation, the environment, crime, national defense, science and research, poverty and homelessness. Some issues, once raised, are soon forgotten. Others become subject to widespread public debate leading to legislation, executive action, or famous court cases. These issues are said to be part of the public agenda. How do issues become part of the public agenda? No formal process sets the public agenda. Instead, many institutions, influences, and forces interact to create it. Political parties and institutions help set the public agenda. Political parties create “platforms.” These are lists of principles, issues, and positions that party delegates agree are important. The party’s candidates for office run on the party’s platform. Once elected, legislators representing the party often try to pass laws that advance the platform. For example, in 2008, the Democratic Party issued its platform titled “Renewing American Leadership.” Among other things, this platform called for ending the war in Iraq, investing in infrastructure and education, and providing every American with affordable health care. When the Democrats won both houses of Congress, they began enacting parts of the platform in legislation. Public officials from the other branches of government also help set the public agenda. Because of the visibility of the office and its great power, the president is often a key player in setting the public agenda. President Lyndon Johnson made civil rights legislation a significant item on the public agenda. Ronald Reagan promoted national security and greater defense spending. Even Supreme Court decisions can help set the public agenda. For example, when the Supreme Court ruled that flag burning was protected by the First Amendment, a movement began to pass a constitutional amendment to ban it. Special-interest groups promoting a range of issues attempt to set the public agenda. Some groups are huge. For example, the American Association of Retired Persons (AARP), the National Rifle Association (NRA) and the American Civil Liberties Union (ACLU) represent millions of members and have large budgets. To influence the public agenda, they send legislative information to their members, lobby elected officials, and conduct polls and studies on issues of their concern. Options for Affecting Public Policy People in the United States have many options for making their opinions heard on issues facing the country and their communities. The First Amendment of the U.S. Constitution guarantees the rights of free speech, free press, petition, and assembly. These rights assure that political parties, interest groups, and individuals can influence the making of laws and governmental policies. The First Amendment allows peaceful methods for influencing elected representatives. Choosing the best way to influence the political process can be a challenge. Questions arise about what method would be the most effective. What benefits does a particular approach offer? What are its potential costs? Political experts and everyday people often debate these questions. Not everybody agrees.


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One approach to affecting public policy and opinion is by demonstrating. A demonstration can include marching, picketing, and walkouts by large numbers of people. Demonstrations have benefits. They can capture the attention of the news media and draw attention to the issue or cause. If large numbers of people are involved, demonstrations can show that many people have strong feelings about the issue. If demonstrations disrupt normal business, they can put pressure on officials. Demonstrations can also have a downside. If they disrupt peoples’ lives, they can cause resentment and alienate those who might be supportive. If they become violent, they can sway public opinion against the marchers. Because demonstrations can get so much media attention, they can solidify opposition. The 2006 nationwide student school walkouts protesting proposed changes to federal immigration law serve as an example. Supporters argued that the demonstrations drew media coverage and focused greater public attention to the issues involved and showed that many students strongly opposed more restrictive immigration laws. They argued that the demonstrations showed that the young people involved were committed to their cause and exercising the rights of free expression and assembly non-violently. Critics of the demonstrations argued that the walkouts were illegal and disrupted schools and the education of the youths involved. They also pointed out that some of the schools affected could lose funding because students were not in school and those students could face discipline for walking out. Others also criticized some demonstrators, claiming that unruly behavior and waving Mexican national flags could actually hurt the cause supported by the students. In addition to demonstrations, many other methods can be used to affect policy. As you review each of the following approaches consider its benefits and costs. Letters to Officials Most people in power keep close track of letters written by the public. It’s one of the ways they gauge public opinion. Although U.S. senators, CEOs, or the heads of non-profits may not personally read your letter, they have assistants who read letters and tally opinions. Your letter will be read, and it probably will be answered. Tell who you are. Give your name, address, and who you are. The people who read your letter want to know who you are, why you care, and how to reach you. Focus on one issue. Don’t try to fight crime, air pollution, and unemployment all in one letter. Keep it short and simple. State your ideas in the first paragraph. Get your idea across in a page or less. People who read a lot of letters don’t have much time. Be polite. You can disagree, but never threaten or insult in a letter. Let your ideas do the talking. Include supporting material. If you have any newspaper articles, letters to the editor, or other


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written material supporting your position, include it. Letter-Writing Campaigns If politicians and corporations pay attention to one letter, think of what many letters can do. Get permission to set up a card table in the mall and ask passersby to write letters. Hang a poster telling what you’re doing. You can hand out leaflets, talk to people, and get those interested to write a short letter right there. Provide clipboards to write on. You can have several people writing letters at one time. Plan your target. Who should receive the letters? All the members of the city council? The members sitting on a particular committee? Just one member? Decide. Prepare a leaflet. Explain the problem. Give the address of the person to write to. Include all the information a person would need to write and mail the letter. Don’t send form letters. A handwritten letter shows that a person really cares. Some groups organizing letter-writing campaigns at malls often use a variety of pens and paper and envelopes. That way all the letters look different. Get people’s names, addresses, and phone numbers. People who write letters care about your problem. They are potential supporters. Ask for small contributions for stationery and postage. Petitioning A petition is like a letter with a thousand signatures. It’s easier to get people to sign a petition than write a letter. Officials know this—that’s why they pay more attention to a letter-writing campaign. But a petition will help spread the word about your cause and your organization. Give your petition a clear, simple title. Tell what you want. Address the petition to an individual or group who can help you with your problem. Write your petition like a short letter. Briefly describe the problem, your plan, and your reasons. Provide numbered spaces for people to write their signature, address, and telephone number. The numbers will help you count the signatures you have collected. Include your group’s name on the petition. Make every page a separate petition. That way more than one person can gather signatures. Also it makes it clear that people knew what they were signing.


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Get permission to set up a table at school or at the local mall. Be able to tell people about the problem and your strategy in clear, simple language. People will want to know more before they sign. Let people make up their own minds. Deliver your message and let your ideas speak for themselves. Get your friends to sign first. People will feel better if a lot of others have already signed. Set a deadline. Energy for the drive will last a short time. Make the drive short. You can then claim, “In only a week, we collected 500 signatures.” Make copies of the petition before you deliver it. You may want to contact the signers. Do something special to deliver the petition. Present it at a public meeting or invite the media. E-Mail and Telephone Campaigns Politicians keep track of e-mails and telephone calls as carefully as they do letters. A flood of phone calls or e-mails can get a politician’s attention as quickly as a stack of mail. And it’s easier for most people to call or e-mail than to write a letter. Target the swing votes. Unless your supporters will call everyone, it’s best to call those lawmakers who have not made up their minds. Prepare a brief message. For example, “I hope you are supporting the proposed new park. It’s very important for everyone in the city.” Prepare a leaflet telling supporters who and how to call or e-mail. It should tell people: The name, title, phone number, and e-mail address of the official. The message to deliver. For Discussion 1. What is the public agenda? How do political parties and institutions influence it? 2. What options for influencing public policy does the article mention? 3. For each, discuss the following questions.

What is the purpose of this approach? What are some of its potential benefits? What are some of its potential costs? Under what circumstances, would this approach be appropriate and get the best

results?


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Handout 9B

Getting on the Public Agenda In this activity, you role play yourselves and you want to get your assigned issue on the public agenda. Your task is to create a plan to get your issue on the public agenda. Do the following: 1. Discuss your issue. 2. Create a plan. 3. Be prepared to present and discuss your plan with the rest of the class. 4. If you have time, read and discuss the other issues because we will be discussing them. Issue 1: A month ago, your school board voted to ban students from bringing their cellphones to school. You have just learned that in four days, the school board will meet again. You, along with many of your fellow students, oppose the new cellphone policy and want the board to reconsider it. Thus far, no formal opposition to this measure has developed. Issue 2: Six months ago, your city decided to contract out its park maintenance to a private company named Hermes. You have noticed that Marble Park, your local park, has since that time fallen into disarray. Litter remains on the ground for days after picnickers leave. The playing fields have gopher holes that make them hazardous to run on. You have complained to Hermes, but nothing has improved. Nobody in the community seems concerned about the state of your park. You want attention paid to this issue. Issue 3: Five years ago, your state placed the following restrictions on driver’s licenses of those under 18 years of age: No driving with a passenger under age 20 who is not a member of their immediate family. No driving between midnight and 5 a.m. except for:

Driving between home and work. Driving between home and a school event when no other transportation is available. Driving for employment purposes. When accompanied by a licensed driver at least 25-years-old.

You oppose these restrictions and do not want the legislature to eliminate them. No current groups oppose these restrictions, and they are not part of the public agenda. Issue 4: Your community has one main recycling center run by the city. Members of the community must take recyclable material to the recycling center. The city’s trash trucks do not pick it up. You think that the city should offer to pick up recycling at the curbside. This issue has received no attention at city hall. Issue 5: Due to cuts in your state’s budget, tuition at community colleges has tripled in the last five years. You believe that tuition at community colleges should be lowered. A number of student groups at various community colleges agree. But the legislature has made no serious attempt even to consider lowering the tuition.


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Lesson 10: Using the Media Overview In this lesson, students learn about the importance of the media in setting the public agenda. First, they read about and discuss how the media help set the public agenda and how citizens can influence the media and even create their own media to help change the public agenda. Then they brainstorm ideas and develop a plan to do one action using or affecting the media. Finally, they will begin to implement their plan. As homework, they will complete their action. Civic Mission of Schools Promising Approach: 1, 2, 5 State Standards: State Goal 14: Understand political systems. D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations. 14.D.5 Interpret a variety of public policies and issues from the perspectives of

different individuals and groups. Objectives Students will be able to: Explain how the media help set the public agenda. Give examples of how citizens can influence the media. Brainstorm ideas for influencing or using the media. Develop a plan to influence or use the media to advance their issue. Preparation & Materials Handout 10A: Using the Media—1 per student Handout 10B: Media Action—1 per student Procedure I. Focus Discussion A. Hold a discussion by asking students:

What is the public agenda?

How does something become part of the public agenda? B. Explain that the media plays a large role in setting the public agenda.

II. Reading and Discussion—Using the Media A. Tell students that they are going to take a look at how they might use the media to get

attention to their issue. Distribute Handout 10A: Using the Media to each student. Ask


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students to read the article and think about how they might use the media to get support for their issue.

B. When students finish reading, hold a discussion using the questions on the handout:

1. How can the media help set the public agenda? 2. What do you think might be the benefits of trying to get a news organization

interested in covering your issue? What might be the downside? 3. What do you think are the benefits of using the new media? The downside? 4. What other ideas do you have for using the media?

III. Small-Group Activity—Media Action A. Tell students that they are going to get the opportunity to do one action to use the media.

Distribute Handout 10B: Media Action to each student. Review it and answer any questions students may have.

B. Divide students into groups of four or five students each. Give them time to brainstorm. C. Ask students to develop their plans, and when done, turn them in and begin working on

them. Circulate, give advice, and approve plans. D. At the end of the period, give them a deadline for the assignment.


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Handout 10A

Using the Media A hundred years ago, the “media” meant the print media—newspapers and magazines. Then along came the broadcast media—radio and television. Today, the media also include electronic media with computer-digitized information that can be spread over the Internet. The new media include versions of the old media: Newspapers, magazines, radio, and television are online and active in the new media. But the new media have created many new forms that anyone can create and participate in. Among them are blogs, micro-blogs (e.g., Twitter and Jaiku), podcasts, Internet forums, e-mail, video-sharing sites (e.g. YouTube and Yahoo Video), and social-networking sites (e.g., Facebook and MySpace). The media—in all forms—are key players in setting the public agenda. Newspapers and news magazines write stories focusing on problems or issues that can influence politicians and the public. They also write editorials and commission public opinion polls. Television news programs exert an even greater impact because many Americans rely on television for their news and public-affairs reporting. The electronic media play an increasingly significant role in spreading information and opinions on issues. You, as a citizen, can use the media to influence the public agenda. You can do this by getting the media to report on your issue or even creating your own media project. Below are a few suggestions, but they do not begin to exhaust the possible things you can do. Think about what is most appropriate for your purposes. News Organizations Consider your school’s newspaper. Write an article for it on your issue. Inform it about events you plan. * * * * * Look at other newspapers in your area. Most newspapers publish letters to the editor. With a single letter, you can draw widespread attention to your concerns and perhaps get more support. Keep your letter short and to the point. Follow the newspaper’s instructions for sending letters. * * * * * A news release is a story, written by you, that you would like to see in the newspaper or on radio or television. Send your news release to their news departments. Put your contact information at the top so that a reporter can contact you. Write “FOR IMMEDIATE RELEASE.” Then write a headline that grabs attention. The first sentence (the lead) of your news story should be interesting and concisely capture the story. The following sentences should explain and expand on the lead. Use short sentences paragraphs. Double-space the release and write “###” at the end. Your story must appeal to the news organization. Your story should relate to something the organization reports on. Many news organizations try to report on what young people think about issues.


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If you are trying to get coverage of an event, the event should affect an issue that the organization covers. If you want TV coverage, the event must have interesting images. If the issue affects people in the community, provide people who a reporter can interview. Reporters like to get a personal angle to make their stories compelling. * * * * * Radio and television stations broadcast public service announcements (PSAs) that benefit the general public. PSAs are informational. Stations avoid PSAs that express opinions or might provoke controversy. Broadcasters usually prefer short PSAs—15 to 30 seconds long. Time yours and label how long it is. Write the PSA in ALL CAPITAL LETTERS, double-spaced. Send it to stations for them to read on the air. New Media Blogs consist of entries, usually short, posted in chronological order, with the latest at the top. The entry may be a blurb on a topic, a photograph or video, or a link to a web site. Existing blogs may focus on your concerns or on issues in your geographic area. Use a search engine to find an existing blog by typing “blog on [your issue]” or “blog on [your geographic location].” A blog may allow you to post an entry or to comment on other entries. You may call attention to your particular issue this way. Consider starting a blog yourself. Many free services allow you to do this (e.g., Blogger and WordPress). Pick a title for your blog—something attention-getting that captures what the blog is about. Try to write an entry every day so that new stuff is always available on your blog. Give each entry a catchy title. Once you’re up and running, spread the word. You can do this in person, on the phone, through e-mail, and on your social networking site. Use your blog to comment on or link to other blogs (and they may link to you in turn). * * * * * Video-sharing sites allow you to post videos. A simple homemade video can have great impact. For example, students at a public school, Village Academy High School, in Pomona recently posted on YouTube a nine-minute video on how the economic crisis was affecting their community. It featured interviews with students and some footage of foreclosed homes and closed stores. Titled “Is Anybody Listening?,” the video caught the attention of the White House. In a speech in early March 2008, President Obama described the video and said, “I am listening. We are listening. And we are not going to rest until your parents can keep their jobs, your families can keep their homes, and you can focus on what you should be focusing on: your own education.” * * * * * Social networking sites like Facebook let you build a community online. You can start a group devoted to your issue and invite friends and acquaintances to join. They in turn can invite people to join. You can explain what you want to do and why and post updates, videos, links, and other information. You can make this information public on the web so that not just members of


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Facebook can view it. Or, if a non-profit group is working on your issue, you can help that group start its own Facebook (or other social network site) page. Many non-profits either do not know about social networks or lack the time or staff to create their own page. * * * * * However you use the media, let people know what you’ve done. If you get a letter to the editor published, copy it. You may want to pass it out at a meeting or put it on a blog. If you have a blog and a social networking site, each should reference the other. The media offer you many possible ways to spread the word about your issue. For Discussion 1. How can the media help set the public agenda? 2. What do you think might be the benefits of trying to get a news organization interested in

covering your issue? What might be the downside? 3. What do you think are the benefits of using the new media? The downside? 4. What other ideas do you have for using the media?


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Handout 10B

Media Action In your group, do the following: 1. Share the issues you are working on. 2. Brainstorm ideas for using the media. 3. Write down the ideas you like. For your issue, do the following: 1. Develop a plan to do a civic action that uses the media to advance what you are working

on. 2. Write down your plan and turn it in. 3. Use the rest of the period to begin working on your plan.

Once you complete your media action, find a creative way to present it to your teacher and provide a brief explanation of what you did and what its effect has been thus far.


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Lesson 11: Persuading Policy Makers Overview In this lesson, students learn about public hearings and how students can make effective presentations at these hearings. First, students read about public hearings. Then they role play a school board and people appearing before it attempting to persuade policy makers on a hypothetical issue. Civic Mission of Schools Promising Approach: 1, 2, 6 State Standards: State Goal 14: Understand political systems. D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations. 14.D.5 Interpret a variety of public policies and issues from the perspectives of

different individuals and groups. Objectives Students will be able to: Explain what a public hearing is and identify several examples of public hearings. Analyze a policy using a rubric. Make a persuasive presentation on a policy issue. Preparation & Materials Handout 11A: Fact Sheet on Public Hearings—1 per student Handout 11B: Proposed New Policy—1 per student Handout 11C: Role Instructions—1 per student Handout 11D: Tips for Presenting at a Public Hearing —1 per student Stopwatch or timer Markers and paper for signs Procedure I. Focus Discussion—Fact Sheet on Public Hearings A. Tell students that when you are trying to influence a public official to favor or oppose

something, it’s called “lobbying.” Remind students that they have already learned a little about persuasion lobbying:

• Writing a letter. • Sending a petition. • Mounting a letter-writing or e-mail campaign. B. Tell students that another way to lobby is by speaking at public hearings. Distribute

Handout 11A: Fact Sheet on Public Hearings to each student. Ask students to read the handout to find out about the different kinds of public hearings.

C. When they finish reading, hold a brief discussion by asking:

How are judicial hearings different from legislative and executive hearings?


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What types of public hearings have you been to or seen on television/movies? Why do you think hearings are open to the public? Why do you think that members of the public are allowed to speak at many

hearings?

D. Tell students that they are going to get an opportunity to practice speaking at a public hearing by taking part in a role play.

II. Reading and Discussion—Proposed New Policy A. Tell students that they are going to role play residents of Central Heights and that the

school board has developed a new policy. Distribute Handout 11B: Proposed New Policy to each student. Tell them to read it and that they will be using GRADE (which is also on the handout) later.

B. Hold a brief discussion on the proposed policy. III. Preparation for Role Play—Role Instructions A. Divide the class into three role groups: Choose three students to be members of the

school board committee and divide the rest of the class between supporters and opponents of the policy. Distribute Handout 11C: Role Instructions and Handout 11D: Tips for Presenting at a Public Hearing to each student. Ask them to read the instructions and answer any questions they may have.

B. Help the school board committee arrange chairs for the presentation. Give the Timer the

stopwatch. Distribute markers and paper to the sign makers. IV. Role Play—Public Hearing When the class is ready, ask the Chair to call the meeting to order and the Vice Chair to

get the speakers to sign up. Allow the Chair to run the meeting. V. Debrief Ask students:

What were the best arguments made? What made them good? What tips would you give to someone who was going to talk at a public hearing? Are there opportunities to speak about the issue you are working on? (Encourage

students to find out and to see if there are hearings on other issues of interest.) Why is it important for people to know about public hearings?


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Handout 11A

Fact Sheet on Public Hearings All branches and levels of government hold public hearings. Legislative Hearings. Congress, state legislatures, and city councils hold hearings for many reasons: To consider legislation. To oversee the implementation of laws, government programs, or departments. To investigate an area that may need legislation. To confirm the appointment of an official. Executive Hearings. Executive departments or agencies also hold hearings. For example: The Federal Communications Commission may hold public hearings on media ownership. A state’s Air Resources Board may hold a hearing on a rule to implement an air pollution

law. A city’s Parks and Recreation Department may hold a hearing on a proposed park. Judicial Hearings. The judicial branch hearings include: Civil and criminal trials. Trial court hearings, such as determining whether particular evidence may be admitted. Oral arguments before appeals courts. Open to the Public to Observe. By definition, public hearings are open to the public. And most hearings are public hearings. “Sunshine” and “Open Hearings” laws require most legislative and executive hearings to be open to the public. The Sixth Amendment requires that criminal hearings be public. Courts have also interpreted the First Amendment to require most civil trials to be open. Some sensitive matters may be discussed in closed, or executive, session. For example, a city council may discuss personnel matters in private. Courts hold closed hearings on juvenile matters. Open to the Public to Speak. Any member of the public may speak at many hearings but not all. These are general rules: Many Local and Some State and Federal Hearings: Citizens may sign up at the hearing to

speak for a limited time during a Comment Period. Most Federal and State Legislative and Executive Hearings: Citizens may request in advance

to speak. Judicial Hearings: The only people who may speak are the parties to the case and those called

to testify. One exception is that appeals courts will accept friend-of-the-court briefs (written legal arguments) from non-parties.

Most bodies (except judicial) will accept written statements at hearings.


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Handout 11B

Proposed New Policy Imagine that due to budget problems, the state recently passed a law allowing schools to forgo requiring physical education classes. The Central Heights School District, under severe budget problems itself, is considering a proposal to make all physical education classes electives at its four middle schools and two high schools. Currently, all students grades 7–12 must take P.E. classes. The district estimates than more than half of all students will decide not to enroll in P.E. The district estimates this proposed policy will save about $1 million each year by: Enlarging the class size of the elective P.E. classes. Laying off six teachers. Cutting six auxiliary P.E. staff members. Saving money on towel services, on maintaining and buying equipment, and on wear and tear

on the gyms and playing areas. A committee of the school board will hold a public hearing inviting comments from the public on this proposed policy.

GRADE

oal. What is the goal of the policy? What problem or problems is this policy supposed to address?

ivals. Who might (or does) support the policy? Who might (or does) oppose it?

G

dvantages. What are the policy’s benefits? What is good about the policy? Does it address the problem’s causes or effects? Will it achieve its goal? Will it achieve the goal

efficiently? Is it inexpensive? Does it protect people from harm? Does it ensure people’s liberties?

R A

isadvantages. What are the policy’s costs? What is bad about the policy? Does it fail to address the problem’s causes or effects? Is it inefficient? Is it expensive? Does it cause

harm? Does it intrude on people’s liberties? Are there any potential consequences that may cause damage?

D

valuate the advantages and disadvantages. Consider alternatives. Evaluate them. Look at their goals, advantages, and disadvantages.

E


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Handout 11C

Role Instructions School Board Committee You are a committee for the school board whose task is to run the meeting, evaluate the arguments made, and report back to the school board. While the other groups are preparing, do the following: 1. Decide who will do the following roles: Committee Chair, Vice Chair, and Timer. 2. Prepare for playing your role and conducting the meeting. The Vice Chair should ask the

people who want to speak to sign in. The Chair will begin the meeting and ask for comments. Each side in the debate will be allowed seven minutes. The Timer must carefully keep track of how much time each side has left. The Vice Chair should alternate asking people from each side to speak.

3. Review the proposed policy using GRADE. The Supporters and Opponents of the Policy Each side will have seven minutes to make its presentation. At least three people from your side must speak. More can speak if you want. Do the following to prepare: Select a Leader. 1. Review the proposed policy using GRADE. 2. Decide what your strongest arguments are. Think about what the other side will say and

how you will respond. 3. Decide who will say what. 4. Prepare and practice your presentation. Look at the Tips for Presenting at a Public

Hearing. 5. Members of your group not involved in presenting should make appropriate signs

supporting your side to hold up at the meeting. Some public hearings allow people to carry in signs. Central Heights allows them as long as they are lightweight and made entirely of paper.

6. Review the signs to make sure they are appropriate.


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Handout 11D

Tips for Presenting at a Public Hearing Make your speech short and on point. You will stand out from others at any hearing. Stay polite and civil. Do not insult anyone or question the decision makers’ motives. Assume everyone wants what is best. You want to persuade the board to side with you. Think long term. On another issue people who are against you may be on your side. Don’t burn bridges. Don’t question your opponents’ motives. Remember logos, pathos, and ethos (below). REASONING (logos) Present evidence: facts, statistics, expert opinions, survey results. Cite the source of your information. Make your facts understandable. Tailor your arguments for your audience. State your conclusion in one simple sentence. Make sure all your reasons support your conclusion. You should be able to say, “I want you to do X for the following reasons: A, B, and C.” EMOTIONAL APPEALS (pathos) Link your proposal to basic human needs (food, shelter, security, belonging, esteem, power, shared beliefs, self-fulfillment, etc.). Personalize the issue. Tell a story about how it affected a person’s life. Tie your proposal to self-interest. Show people how it benefits both them and the community. Entice them: Show how interesting it is. Be complimentary. Find something you like or that impresses you and comment on it. GAINING PEOPLE’S TRUST (ethos) Listen to what people have to say. Be fair. Tell the truth without exaggerating. If you have opposition, be able to state your opponent’s positions fairly. Know what you’re talking about. Study up as best you can. If you don’t know something, don’t try and fake it. Show that you believe in what you’re doing. Show your interest and enthusiasm. Stay calm. People tend not to trust someone who flies off the handle. Be friendly. You are not going to persuade anyone who dislikes you.


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Lesson 12: Creating Change Through the Electoral Process

Overview This two-day lesson focuses on electoral politics and how it deeply influences policy making. First, students discuss the role that electoral politics plays in policy making. Next, they read and discuss research on youth voting. Then in small groups, students role play campaign workers and create strategies to attract young people to participate in an election campaign. Civic Mission of Schools Promising Approach: 1, 2, 5, 6 State Standards: State Goal 14: Understand political systems C. Understand election processes and responsibilities of citizens. 14.C.5 Analyze the consequences of participation and non-participation in the Objectives Students will be able to: Express a reasoned opinion on whether or not voting is important. Explain how electoral politics can affect policy. Develop strategies for a hypothetical candidate to get out the youth vote. Preparation & Materials Handout 12A: Voting and Young People—1 per student Handout 12B: Campaign Team—1 per student Handout 12C–12F: Youth Vote Assignment—1 of the four assignments will go to each

student (so make enough of each for one-fourth of your class) Procedure Day One I. Focus Discussion A. Hold a discussion by asking students: How can elections affect policy?

Student answers should touch on these topics. If they do not, prompt them. • Officeholders decide on policy. Candidates usually run for office with specific

policy objectives, e.g., a candidate may have a position on environmental issues. If elected, this candidate will probably affect environmental policy.

• Voters in some states and cities decide on policies through referendums and initiatives (as in the school bond issue case study in Lesson 2).

B. Explain that one group that has a low voter-turnout rate is young people and that they are

going to explore issues related to this.


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II. Reading and Discussion—Voting and Young People A. Distribute Handout 12A: Voting and Young People to each student. Ask students to

read it, consider why young people vote at low rates, and think of strategies for improving voter turnout among youth.

B. When they finish reading, hold a discussion using the questions on the handout:

1. Do you think voting is important? Why? 2. Why do you think younger people vote at much lower rates than older people? 3. What ideas or strategies do think could be used to increase voter turnout among

young people? III. Small-Group Activity—Campaign Team A. Tell students that they are going to role play a campaign team working for a candidate for

state senate. Distribute Handout 12B: Campaign Team to each student. Read it aloud to them and answer any questions they may have.

B. Divide the class into groups of four students each. Distribute one of the Handout 12C–

12F: Youth Vote Assignments to the members of each group. Explain that each group will create a strategy and message for young voters and present its ideas next session. Circulate as students prepare, answering questions that they may have.

Day Two IV. Small-Group Activity—Preparation and Presentations

A. Ask students to form their groups. Give them a few minutes to prepare their

presentations, reminding them that each student should have a role in the presentation. B. Have students present their strategies. V. Debriefing Debrief the activity by asking students:

• What strategies do you think work well with younger voters? Why? • How would you convince a candidate that the youth vote is important? • What would you tell candidates to do if they want to get the youth vote? • Do you think you would be interested in working on a real campaign to help reach

young voters? Why or why not?


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Handout 12A

Voting and Young People The U.S. Constitution ensures that citizens who are at least 18 years old have the right to vote. In the 1780s, just after the American Revolution, only about 6 percent of the population was allowed to vote, mostly white males who owned a certain amount of property. Over the years, through legislation and constitutional amendments, more groups won the right to vote: African American males in 1870 (15th Amendment) Women in 1920 (19th Amendment) People who are 18 years of age or older in 1971 (26th Amendment) Voting is central to our democracy. Through voting, “we the people” choose our leaders and have a voice in what are laws are made and which policies are adopted. If we don’t vote, then we are leaving the power in the hands of leaders who were elected by “we a few of the people”! But many Americans do not take advantage of this important right. The highest voting rates occur during the years of a presidential election. In recent presidential elections, about two-thirds of voting-age citizens voted. That means that one-third of the people who could vote did not. Local elections tend to draw far fewer voters to the polls. For example, in the 2009 mayoral election in Los Angeles, only 17 percent of the registered voters cast ballots. Because voting is so essential to our system of governance, voting rates are carefully tracked. Millions of dollars are spent each year to study how many people voted in elections. Researchers look at who voted and who did not vote. They compare age groups, ethnicity, and many other factors. When researchers compare voting among age groups, they find that younger people vote at much lower rates than older people. Voters in the 18–20 age group have consistently voted at the lowest rate. Voters ages 21–29 vote at the next lowest rate. According to Census estimates, slightly more than 50 percent of the 18–20 age group voted in the 2004 presidential election. Early estimates point to a greater percentage in the 2008 election but still lower than all other age groups. Research has been done on young voters and the impact of various get-out-the-vote campaign strategies on them. These are some findings and recommendations based on the research: “Robocalling” is a campaign strategy that uses automated calling and a recorded message.

Research shows that this is not effective with 18–29 year olds. Phone banks are another common campaign strategy. Many candidates have volunteers and

staff call registered voters. The campaign staff creates a script for the volunteers to use so that every voter gets the same message about the candidate and the candidate’s stand on issues. Usually, the script is short and to the point. Those over the age of 30 tend to like it


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that way. The call often ends with something like, “We hope to get your vote on Tuesday!” Direct mail is also a common strategy. Candidates send out flyers and brochures to registered

voters through the mail. Data show that this strategy does not work with young voters. Young voters (ages 18 to 29) are more racially and ethnically diverse than older voters,

according to the exit polls. (Kirby & Marcelo1, 2006) Young voters were relatively late to make up their minds. They were the most likely age

group to make their voting decision on Election Day. (Kirby & Marcelo, 2006) Quality counts. The most effective method of generating a new voter is an in-person door

knock by a peer. The next greatest impact was seen by phone banks with longer, chattier phone scripts or volunteers making the calls. (Darrow, 2003)

Begin with the basics. Young people need nuts-and-bolts information about how to vote. And

efforts that make voting more convenient are quite effective. (Darrow, 2003) The use of e-mail, text messaging, online social networking sites, and other new technologies

gives us easy ways to reach young voters where they are—online or on their cellphones. (Darrow, 2003)

Use technologies that young people use like text and the Internet, but only in ways that allow

them to choose to participate in the dialogue. (Kirby & Marcelo1, 2006) For Discussion 1. Do you think voting is important? Why? 2. Why do you think younger people vote at much lower rates than older people? 3. What ideas or strategies do think could be used to increase voter turnout among young

people? Research Sources: Young Voters in the 2006 Elections. Emily Hoban Kirby and Karlo Barrios Marcelo. CIRCLE (Center for Information and Research on Civic Learning and Engagement; www.civicyouth.org), 2006. Young Voter Mobilization Tactics: A Compilation of the Most Recent Research on Traditional and Innovative Voter Turnout Techniques. Carolyn Darrow. Tides Center; YouthVote Coalition, a project of Tides Center, 2003. CIRCLE, www.civicyouth.org


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Handout 12B

Campaign Team Today, you are a member of a campaign team trying to get Alex Gomez elected as state senator. Gomez is 37 years old and, if elected, would be the youngest senator to ever serve in your state. She grew up in Central Heights, attending public schools and helping her family run a small restaurant. Alex worked hard to attend college, graduated with honors, and went on to law school. After getting her law degree, she worked as a prosecutor in the Central Heights District Attorney’s Office. Active in the city’s Chamber of Commerce, Alex started a program to help middle-class citizens open their own small businesses. This program has become a model throughout the state. In addition to her interest in improving the economy through supporting small business, Gomez is committed to protecting the state’s natural resources and supporting the state’s public schools. If your candidate can win the “youth vote,” it is predicted that the election will be a landslide in your favor! Your state has a large population of people between the ages of 18 and 24. No one else running for office has bothered to try to reach this important group of voters. Your candidate has decided to put some time, money, and energy into reaching young voters. You are a member of the candidate’s Youth Vote Team, and your job is to help her capture the youth vote.


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Handout 12C Youth Vote Assignment

Phone Bank Your task is to create a new strategy directed at young voters. Use the information provided by the research (Handout 12A), your candidate’s bio (Handout 12B), and your own knowledge about young people to come up with a strategy that will work. Your group will focus on creating a strategy for phone calls. Assume calls will be made to registered voters between the ages of 18–24. 1. Who should make the calls? 2. When should the calls be made?

A. Time of day?

B. When during the election? 3. Create the script for the caller to use to encourage the person to vote for your candidate. 4. Prepare to present your strategy to the rest of the campaign staff. Each person should

have some role in the presentation. Be sure to:

A. Tell what your special assignment was. B. Present your answers to all of the questions. C. Explain your decisions and why you think your strategy will work.


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Handout 12D Youth Vote Assignment

Face-To-Face Contact Your task is to create a new strategy directed at young voters. Use the information provided by the research (Handout 12A), your candidate’s bio (Handout 12B), and your own knowledge about young people to come up with a strategy that will work. Your group will focus on creating a strategy for face-to-face contact with people between the ages of 18–24. 1. What type of face-to-face contact (door-knocking, stopping people passing by, etc.)

should we go for? 2. What type of volunteers should we recruit for this? 3. Where should the volunteers work? 4. Create the script for the volunteers to use to encourage the person to vote for your

candidate. 5. Prepare to present your strategy to the rest of the campaign staff. Each person should




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Handout 12E Youth Vote Assignment

Cellphones Your task is to create a new strategy directed at young voters. Use the information provided by the research (Handout 12A), your candidate’s bio (Handout 12B), and your own knowledge about young people to come up with a strategy that will work. Your group will focus on creating a strategy for using cellphones to contact people between the ages of 18–24. 1. What type of cellphone technology (calls, text messaging, etc.) should we use? 2. When should the messages/calls be sent?

A. Time of day?

B. When during the election? 3. Create the script for the volunteers to use to encourage the person to vote for your

candidate. 4. Prepare to present your strategy to the rest of the campaign staff. Each person should




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Handout 12F Youth Vote Assignment

Computer Technology Your task is to create a new strategy directed at young voters. Use the information provided by the research (Handout 12A), your candidate’s bio (Handout 12B), and your own knowledge about young people to come up with a strategy that will work. Your group will focus on creating a strategy for using computer technology with people between the ages of 18–24. 1. What type of computer technology (e-mail, chat, web site, blog, social networking site,

etc.) should we use? 2. How will we hold the person’s interest? 3. Create a sample of what you would use. Show what it would say and describe how it

would work. 4. Prepare to present your strategy to the rest of the campaign staff. Each person should

