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Civics Independent Project
Hello Students, This resource packet includes a project that you can work on independently at home. You should also have project packets for some of the other courses you are enrolled in. Each project can be completed over multiple days, and the projects can be completed in any order. These projects are standards-aligned and designed to meet the Remote Learning instructional minutes guidelines by grade band. High school project packets are available for the following courses:
English 1 Algebra Biology US History
English 2 Geometry Chemistry World Studies
English 3 Algebra 2 Physics Civics
English 4 Additional enrichment activities are also available and organized into Read, Write, Move, Design, and Solve categories to engage you in learning in many different ways while at home. Please be sure to also pick up an enrichment packet for access to these activities. Use the table of contents on this page to navigate through the project packet. HS Civics Project: COVID-19 Crisis Consultant for the Community 1
HS Civics Project: COVID-19 Crisis Consultant for the Community Estimated Time ~225 minutes of project time for each course
Grade Level Standard(s)
SS.IS.1.9-12: Address essential questions that reflect an enduring issue in the field. SS.IS.4.9-12: Gather and evaluate information from multiple sources while considering the origin, credibility, point of view, authority, structure, context, and corroborative value of the sources. SS.IS.6.9-12: Construct and evaluate explanations and arguments using multiple sources and relevant, verified information. SS.IS.7.9-12: Articulate explanations and arguments to a targeted audience in diverse settings.
Caregiver Support Option
Serve as primary source interviewee, suggest other family / community members (who can be reached by phone) who can serve as primary source interviewees.
Materials Needed Paper and writing utensil; this packet; telephone (if possible).
Question to Explore How do I best help my community maintain and promote civic and social life?
Student Directions
Imagine that you have been hired by your Alderperson as the COVID-19 Crisis Community Consultant to help craft a plan (and possible policy) to help your community manage the current pandemic crisis. Specifically, your goal is to help the community stay as socially and civically engaged as possible during this time, while adhering to all directives regarding behavior during the crisis. There are multiple steps to this project in order to produce the best possible result. You will keep track of all the steps on loose leaf paper, a journal, or Google Docs over a two week period. Please note the activity and step number/letter for each part you complete.
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You will follow the GRASP format for this project: G [Goal] = To help the Alderperson provide direction and guidance (and possibly policy) to their ward to manage the current crisis R [Role] = You are the hired consultant/advisor to your Alderperson because of your knowledge, expertise, analysis, and planning skills A [Audience] = Your Alderperson, their staff, and your community S [Situation] = You have been hired at the COVID-19 Crisis Consultant by your Alderperson for managing social and civic activity during and after the COVID-19 crisis P [Product] = You will demonstrate a thorough understanding of the crisis, the tactics to combat it, the interventions that can be attempted, and potential solutions that can be implemented for a return to (what is most likely new) “normal” Activity 1: Setting a Foundation for our Inquiry | In this activity, you will orient yourself to this inquiry and identify your understandings and questions. Please document your thinking to these three prompts in your journal.
A. Please write at least five sentences describing your current understanding of the COVID-19 crisis right now. (i.e. What do you know or think you know about the crisis we are currently in?) This does not have to be related only to health issues, it can also address issues of education, economics, transportation, interventions, and/or resources.
B. Please write at least three questions that you have about the crisis - things you want to know more about. These may include questions of intervention, duration, return to work and school, recovery rates, infection by ethnicity, etc.
C. Please write at least five sentences detailing what “civic and social life” means to you and ways in which you think it has been or could be affected by the COVID-19 crisis.
Activity 2: Understand, Analyze, and Assess the problem | In this activity and series of steps, you will investigate our question for exploration through engaging in primary and secondary research.
A. Secondary Source Analysis: a. Please read each secondary source article included in this packet (Documents A-D). b. For each source, please answer the following CLOSE reading prompts in your journal:
i. What claims does the author make about the focus (see below for the focus for each source)?
ii. What evidence does the author use to support their claim?
Document A: Focus: understand the meaning of various interventions and when and why to use them Document B: Focus: understand the citywide, Chicago response to the crisis Document C: Focus: how the WuHan province in China is beginning its recovery process, and moving forward now that they have passed the apex of the infection Document D: Focus: about the changes that the United Nations believes need to be made in the world economy after this pandemic
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B. Secondary Source Information Synthesis: Document your reflections to these questions in your journal.
a. From the sources you read, what passages really resonated with you? Write at least three passages in your journal.
i. Why did they stick out? What did you learn? ii. What new questions or thoughts did these passages provoke?
b. In what ways are the readings connected? c. What new understandings did you develop from these readings? (Return to your
reflection in Activity 1A for reference to your initial thinking.)
C. Primary Source Inquiry and Information Gathering a. Identify two people from your community to interview to advance your investigation of
our question for exploration. These should be people who know your community well. These can be people in your household or building, or people that you can reach on the phone.
i. Reflecting on our question for exploration: How do I best help my community maintain and promote civic and social life? and your role in this project as the Crisis Consultant for your Community, draft 3-5 questions you’d like to ask your interviewees to help your investigation.
ii. In addition to the questions you drafted in Activity C.a.i, please record the following information for each interview in your journal:
1. Who is this person (name, age, relationship to you, number of years in the community)
2. According to this person, what are the assets of your community (the community/religious organizations, businesses, groups, etc. that provide services to your community).
3. According to this person, what are some of the identified needs of your community, especially things that have emerged or become even more pronounced during this crisis (e.g. paid time off, access to quality health care, transportation issues, etc.)
b. Identify what ward you are in and who your Alderman is by inputting your address into https://bit.ly/aldlookup, consulting Resource E and F in this packet, or asking someone in your household.
i. Please contact your Alderperson’s office either by phone or email, and explain to them (or a member of their staff) that you are completing a Civics assignment. Ask them the same questions from ii 1, 2, and 3. above and record the answers in your journal. [If you can not reach any member of your Alderperson’s office, please find a third community member to interview.]
D. Primary Source Information Synthesis: Document your reflections to these questions in your
journal. a. What answers in the interviews really resonated with you? Why did they stick out? What
did you learn? Cite three examples. b. What new understandings did you develop from these interviews? In what ways are
they connected? Again return to your thinking outlined in Activity 1A and Activity 2Bc.
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c. What new questions or thoughts did these interviews provoke?
E. Primary and Secondary Source Information Synthesis: Document your reflections to these questions in your journal.
a. In what ways is the information from the primary and secondary sources you investigated connected to or affirming of each other?
b. In what ways is the information from the primary and secondary sources contradicting to each other?
c. What new questions or thoughts does your research provoke? d. Review the questions you developed in Activity 1B. To what extent has your primary
and secondary source investigation answered them? i. For any questions that you do not have answers to, consider interviewing an
additional community member, or sharing those questions with your teacher. Activity 3: Bring together pieces of your investigation to identify possible solutions | In this activity, you will take all the information you have gathered during your investigation and begin to synthesize it using the GRASP format noted at the beginning of the project. Remember your question for exploration as you reflect in this activity: How do I best help my community maintain and promote civic and social life? Please recreate the following graphic organizer in your notebook and respond to the questions included in the boxes:
COPY these labels into your notebook.
Answer the questions included in this column in your notebook. You do not need to rewrite the questions, just your answers.
G [Goal] 1. What are 3-5 things your community should do to stay engaged in social and civic life NOW, while still adhering to all directives regarding behavior during the crisis? Cite evidence from your investigation for why you are proposing those ideas.
R [Role] 2. Based on your own knowledge and expertise about your community, what are 3-5 assets that will be most important for maintaining social and civic life in your community? (These can build on assets you uncovered in your interviews, or be based on your own lived experience).
A [Audience] 3. Who needs to hear your ideas for promoting civic and social life in your community? Who has the power to help execute your ideas? Cite evidence from your investigation for why you are proposing those ideas.
S [Situation] 4. What are the most important issues your community is currently facing? Remember these can be directly related to COVID-19, or inequities that have been made worse due to the pandemic. Cite examples from evidence you’ve gathered during your investigation.
P [Product] See below - Activity 4
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Activity 4: Communicate your conclusions | In this activity you will communicate your conclusions to your investigation. As the COVID-19 Crisis Consultant for the Community your role is to advise your Alderperson on how best to manage the social and civic activity in the ward during and after the COVID-19 crisis. In order to do this, you will produce two final products:
A. First, consider the audience you identified in Activity 3, question 3. Create a flyer that could be distributed NOW in your ward to reach that audience, to promote the community commitments for maintaining social and civic life that you came up with in Activity 3, 1. You can draw, write, make an infographic -- the format is yours.
B. Next, imagine you are preparing for a Town Hall meeting IN THE FUTURE when restrictions on social distancing are eventually lifted. Write a speech to kick off that meeting. The purpose of this speech should be to encourage the community to engage in dialogue and planning for moving forward after the end of the crisis. It should include a “blueprint” (rough plan) for both social and civic engagement as a community recovering from the global pandemic. Consider the ideas and the issues you unearthed in your investigation (questions 1 and 4 above), the assets you uncovered (question 2 above) and your knowledge of your community when developing your speech.
Enrichment / Extension:
a. Share your flyer and/or speech with your Alderman’s office, and/or tweet at @CPSCivicLife.
b. Create a proposal for possible policy that could be introduced to correct structural inequities you uncovered in your investigation (e.g. raising minimum wage to $20/hr, all workers have two weeks of paid sick time, apply for stimulus money to provide low / no interest small business loans for local businesses to keep them in business, apply for stimulus money to provide basic internet service to all households, etc.)
Activity 5: Reflection
A. When you look at your final products, describe why you made the decisions you made a. What informed what you included in your flyer? Cite examples from your investigation. b. What informed the content for the speech? Why did you include what you included?
B. How has completing this project helped you answer or changed your understanding of the Participate Civics course essential questions
a. Who has power in our democracy, why do they have it, and how do they use it? b. How can I exercise power by participating in our democracy?
Cross Content Connection: Literacy, Art
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SOURCES: DOCUMENT A: Self-isolation, quarantine and stay-at-home: What the terms mean and how they differ By Theresa Waldrop, CNN, Updated 10:57 AM ET, Tue March 24, 2020 Isolation, quarantine, shelter in place. These are terms we're hearing a lot of these days, as authorities try to stem the spread of the novel coronavirus that's sweeping the United States and the rest of the world. They're not the same thing, though they all have the goal of keeping others from getting infected. But what do they mean, exactly? Here are some brief explanations. Quarantine This is for people who may have been exposed to the virus. They are asked to stay at home, or as in the case with people who were repatriated from China to the United States, to stay in a provided facility. They're required to be in quarantine for 14 days. After that, people who still don't test positive for the virus no longer have to be in a contained environment. What it means to be under a federal quarantine Some people may choose or be asked to self-quarantine, meaning they do it voluntarily because they think they may have been exposed or they are being cautious. Governments -- federal, state, and local -- can order quarantines, and in fact, those repatriated from China were under a federal quarantine order. That's only done in extremely rare situations, though. The last time it was ordered on a large scale was during the Spanish Flu pandemic of 1918-1919, according to the Centers for Disease Control and Prevention. Isolation This is for people who actually have the virus or suspect they may be infected. Those with the virus who need to be hospitalized will be kept in an isolation unit. Everything you need to prep for home quarantine People who have been infected with the virus may be asked to self-isolate at home if they have no symptoms or are only mildly ill. It's important to call your health provider, in any case, if you develop symptoms. Those in isolation should keep away from other people as much as possible. The CDC recommends that you use a separate bathroom, if available, wear a face mask when around others, and don't share household items. Shelter in place Until recently, the term "shelter in place" meant for most people an active shooter situation -- stay where you are until the coast is clear. Now, millions of Americans have been ordered to shelter in place, and other areas may follow. These people are being asked to stay at home as much as possible, meaning they shouldn't be out unless getting food, gas or other essentials, or for medical reasons. What is and isn't allowed during a 'shelter-in-place' order
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Health professionals, police, firefighters, and other essential service providers are still expected to go to work. And of course, grocery store clerks and gas station attendants are working, too. Going outside for a walk or exercise is allowed, and even encouraged, but people are asked to keep their distance from others. It's all about social distancing, and by now, we probably all know that means keeping six feet apart from other people when out and about. Stay-at-home More than a dozen states have issued stay-at-home orders. California was the first to implement a statewide order of this kind in response to the coronavirus. California orders its nearly 40 million residents to stay at home to prevent the spread of coronavirus. Residents can still go out for essential needs as long as they are practicing social distancing and "common sense," the governor said. Services including gas stations, pharmacies, grocery stores, farmer markets, and restaurants (providing only takeout and delivery options) as well as banks and laundromats will remain open, the governor's office said. Dine-in restaurants, bars, nightclubs, entertainment venues, gyms and fitness studios, and convention centers will be closed. Public events and gatherings are also not allowed, the office said. DOCUMENT B: Excerpt of City of Chicago Covid Crisis Resources https://www.chicago.gov/city/en/sites/covid-19/home/resources.html All Chicago residents must stay at home and only leave home for essential tasks. Everyone must self-monitor for COVID-19 like illness – especially those who have had close contact with a person with possible or confirmed COVID-19 and those who are health care providers. Older adults and people with severe chronic conditions should take special precautions because they are at higher risk of developing serious COVID-19 illness. Food Service – All bars and restaurants in the state of Illinois will be closed to the public until further notice. Delivery, drive-thru, and carry out are permitted. Homeless shelters should screen all clients for COVID-19 symptoms and risk factors. Staff can use the CDPH COVID-19 screening tool. For more information, see CDPH’s Guidance for Homeless Shelters. K-12 Schools - Chicago Public Schools will be closed through April 20 with students returning on Tuesday, April 21, 2020. Students and families can continue to pick up meals at their neighborhood schools. Childcare Facilities and Colleges/Universities - Closure of childcare facilities is still voluntary. See IDPH's Guidance for Childcare Programs. Many institutions of higher learning are voluntarily closing their campuses and moving instruction online. See CDPH’s COVID-19 Guidance for Schools and Institutions of Higher Education. Community- and Faith-Based Organizations should take steps to protect both the clients they serve and their employees. Large gatherings, such as religious services, should be cancelled to prevent the
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spread of COVID-19. See IDPH’s Guidance for Faith-Based Organizations. Businesses and Employers need to consider how best to decrease the spread of COVID-19 and lower the impact in their workplace. For more information, see CDPH’s updated Guidance for Businesses and Employers. Access to Health Care If you do not have a medical provider and have insurance and believe you need non-emergency medical services, you can contact your insurance carrier to help locate care. If you have misplaced your insurance card, your employer’s benefits manager (usually human resources department) can provide you with the contact information. If you do not have a medical provider, are uninsured, or have limited or no income and believe you need non-emergency medical services, you can contact your nearest community health center (CHC) by phone and inform them of your need. They will work with you to coordinate appropriate care. CHCs receive funding from the federal government that allows them to charge each patient on a sliding scale fee based on the patient’s income and ability to pay. No patient will be turned away because of inability to pay. There are approximately 165 CHCs throughout the city of Chicago. You can find your nearest CHC at findahealthcenter.hrsa.gov. Mental Health Emotional reactions to this emerging health crisis are expected. Remind yourself, your family and your friends that feeling sad, anxious, overwhelmed or having other symptoms of distress such as trouble sleeping is normal. If symptoms become worse, encourage them, and yourself, to reach out for support and help. The following are free mental health resources available to all Chicago residents:
● Connect to a NAMI Chicago Helpline mental health counselor by calling 311 or directly at 833-626-4244
● Connect to Bright Star Community Outreach's trauma counseling helpline at 833-TURN-123 ● Connect to free teletherapy services at Chicago Department of Public Health Mental Health
Centers by calling 312-747-1020. ● For after hours support, contact Crisis Text Line which serves anyone, in any type of crisis,
24-hours a day. Instructions: Text HOME to: 741741 to access a trained crisis counselor. ● Tips on Managing Anxiety about COVID-19 (English, Spanish, Polish, Simplified Chinese,
Tagalog, Arabic) DOCUMENT C: Wuhan, China, gradually revives after COVID-19 lockdown, Pittsburgh Post-Gazette, March 30, 2020 , THE ASSOCIATED PRESS WUHAN, China — Shopkeepers in the city at the center of the virus outbreak in China were reopening Monday but customers were scarce after authorities lifted more of the anti-virus controls that kept tens of millions of people at home for two months. “I’m so excited, I want to cry,” said a woman on the Chuhe Hanjie pedestrian mall who would give only the English name Kat. She said she was a teacher in the eastern city of Nanjing visiting her family in Wuhan when the government locked down the city in late January to stem the spread of the coronavirus.
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Some 70% to 80% of shops were open Monday but many imposed limits on how many people could enter. Shopkeepers set up dispensers for hand sanitizer and checked customers for signs of fever. Wuhan’s bus and subway service has resumed, easing curbs that cut most access to the city of 11 million people on Jan. 23 as China fought the coronavirus. The train station reopened Saturday, bringing thousands of people to what is the manufacturing and transportation hub of central China. “After two months trapped at home, I want to jump,” said Kat, jumping up and down excitedly. “I want to revenge shop.” That will be a welcome sentiment to officials who are under orders to revive manufacturing, retailing and other industries while also preventing a spike in infections as people return to work. Travel controls on most of Hubei province, where Wuhan is located, were lifted March 23. The final restrictions preventing people from leaving Wuhan are due to end April 8. China had suffered 3,186 coronavirus deaths, including 2,547 in Wuhan, as of midnight Sunday, according to the National Health Commission. The country had a total of 81,470 confirmed cases. Automakers and other manufacturers in Wuhan have reopened but say they need to restore the flow of components before production returns to normal levels. Some are waiting for employees who went to their hometowns for the Lunar New Year holiday and were stranded when plane, train and bus services were all but cut off to Hubei province. Some parents were on the street with their children but traffic was light. The owner of a candy shop on the Chuhe Hanjie mall said two of her four employees are back at work but she wasn’t sure whether the others were willing to come back. “We’ve only prepared a little stock, because most people are still afraid of the virus,” said the owner, Li Zhen. A poster at the entrance to the pedestrian mall asked customers to wear masks, cooperate with fever checks and show a code on a smartphone app that tracks a user’s health status and travel. A banner nearby said, “Wuhan We Are Coming Back. Thank You.” Two women who wore protective clothing that identified them as medical workers were surrounded by pedestrians who waved Chinese flags at them in a gesture of gratitude. Li gave them bags of candy. “We may have to wait for a while to see when things can return to normal,” said Li. DOCUMENT D: "The recovery from the COVID-19 crisis must lead to a different economy", United Nations, March 31, 2020
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The world is facing an unprecedented test. And this is the moment of truth. Hundreds of thousands of people are falling seriously ill from COVID-19, and the disease is spreading exponentially in many places, Societies are in turmoil and economies are in a nose-dive. The International Monetary Fund has reassessed the prospect for growth for 2020 and 2021, declaring that we have entered a recession – as bad as or worse than in 2009. We must respond decisively, innovatively and together to suppress the spread of the virus and address the socio-economic devastation that COVID-19 is causing in all regions. The magnitude of the response must match the scale of the crisis -- large-scale, coordinated and comprehensive, with country and international responses being guided by the World Health Organization. And it must be multilateral, with countries showing solidarity to the most vulnerable communities and nations. The message of the report we are issuing today is clear: shared responsibility and global solidarity in response to the impacts of COVID-19. It is a call to action. We must see countries not only united to beat the virus but also to tackle its profound consequences. First, for an immediate coordinated health response to suppress transmission and end the pandemic. A response that scales up health capacity for testing, tracing, quarantine and treatment, while keeping first responders safe, combined with measures to restrict movement and contact. A response that delivers universal access to treatment and vaccines, when they are ready. It is essential that developed countries immediately assist those less developed to bolster their health systems and their response capacity to stop transmission. Otherwise we face the nightmare of the disease spreading like wildfire in the global South with millions of deaths and the prospect of the disease re-emerging where it was previously suppressed. Let us remember that we are only as strong as the weakest health system in our interconnected world. I am particularly concerned with the African continent, and I strongly encourage the G20 to move ahead with a G20 Africa initiative as proposed at the Summit.
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Second, we must tackle the devastating social and economic dimensions of this crisis, with a focus on the most affected: women, older persons, youth, low-wage workers, small and medium enterprises, the informal sector and vulnerable groups, especially those in humanitarian and conflict settings. We must see countries not only united to beat the virus but also to tackle its profound consequences. That means designing fiscal and monetary policies able to support the direct provision of resources to support workers and households, the provision of health and unemployment insurance, scaled up social protection, and support to businesses to prevent bankruptcies and massive job losses. What is needed is a large-scale, coordinated and comprehensive multilateral response amounting to at least 10 percent of global GDP. Developed countries can do it by themselves, and some are indeed doing so. But we must massively increase the resources available to the developing world by expanding the capacity of the International Monetary Fund, namely through the issuance of special drawing rights, and the other international financial institutions to rapidly inject resources into the countries that need them. Coordinated swaps among central banks can also bring liquidity to emerging economies. Debt alleviation must be a priority – including immediate waivers on interest payments for 2020. The United Nations system is fully mobilized, providing guidance for global efforts, supporting country responses and placing our supply chains at the world’s disposal. And to support our efforts, the United Nations is establishing a new multi-partner Trust Fund for COVID19 Response and Recovery to support low- and middle-income countries to respond to the emergency and recover from the socio-economic shock. UN Resident Coordinators worldwide will be the drivers of the UN response on the ground, ensuring that the wide and diverse expertise and assets of the United Nations system are used in the most efficient and effective way to support countries. Finally, when we get past this crisis -- which we will -- we will face a choice. We can go back to the world as it was before or deal decisively with those issues that make us all unnecessarily vulnerable to crises. Our roadmap is the 2030 Agenda and the 17 Sustainable Development Goals. The recovery from the COVID-19 crisis must lead to a different economy.
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Everything we do during and after this crisis must be with a strong focus on building more equal, inclusive and sustainable economies and societies that are more resilient in the face of pandemics, climate change, and the many other global challenges we face. What the world needs now is solidarity. With solidarity we can defeat the virus and build a better world. DOCUMENT E: https://www.chicago.gov/content/dam/city/about/banners/WardsOverviewMap.pdf
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DOCUMENT F: https://data.cityofchicago.org/Facilities-Geographic-Boundaries/Ward-Offices/htai-wnw4
WARD ALDERMAN WARD PHONE EMAIL
1 La Spata, Daniel (872) 206-2685 [email protected]
2 Hopkins, Brian (312) 643-2299 [email protected]
3 Dowell, Pat (773) 373-9273 [email protected]
4 King, Sophia D. (773) 536-8103 [email protected]
5 Hairston, Leslie A. (773) 324-5555 [email protected]
6 Sawyer, Roderick T. (773) 635-0006 [email protected]
7 Mitchell, Gregory I. (773) 731-7777 [email protected]
8 Harris, Michelle A. (773) 874-3300 [email protected]
9 Beale, Anthony (773) 785-1100 [email protected]
10 Sadlowski Garza, Susan (773) 768-8138 [email protected]
11 Thompson, Patrick D. (773) 254-6677 [email protected]
12 Cardenas, George A. (773) 523-8250 [email protected]
13 Quinn, Marty (773) 581-8000 [email protected]
14 Burke, Edward M. (773) 471-1414 [email protected]
15 Lopez, Raymond A. (773) 823-1539 [email protected]
16 Coleman, Stephanie D. (773) 306-1981 [email protected]
17 Moore, David H. (773) 783-3672 [email protected]
18 Curtis, Derrick G. (773) 284-5057 [email protected]
19 O'Shea, Matthew J. (773) 238-8766 [email protected]
20 Taylor, Jeanette B. (773) 966-5336 [email protected]
21 Brookins, Jr., Howard (773) 881-9300 [email protected]
22 Rodriguez, Michael D. (773) 762-1771 [email protected]
23 Tabares, Silvana (773) 582-4444 [email protected]
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24 Scott, Jr. Michael (773) 533-2400 [email protected]
25 Sigcho-Lopez, Byron (773) 523-4100 [email protected]
26 Maldonado, Roberto (773) 395-0143 [email protected]
27 Burnett, Jr., Walter (312) 432-1995 [email protected]
28 Ervin, Jason C. (773) 533-0900 [email protected]
29 Taliaferro, Chris (773) 417-3302 [email protected]
30 Reboyras, Ariel (773) 794-3095 [email protected]
31 Cardona, Jr., Felix (773) 824-2000 [email protected]
32 Waguespack, Scott (773) 248-1330 [email protected]
33 Rodriguez Sanchez, Rossana (773) 840-7880 [email protected]
34 Austin, Carrie M. (773) 928-6961 [email protected]
35 Ramirez-Rosa, Carlos (773) 887-3772 [email protected]
36 Villegas, Gilbert (773) 745-4636 [email protected]
37 Mitts, Emma (773) 379-0960 [email protected]
38 Sposato, Nicholas (773) 283-3838 [email protected]
39 Nugent, Samantha (773) 736-5594
40 Vasquez, Jr., Andres (773) 654-1867 [email protected]
41 Napolitano, Anthony V. (773) 631-2241 [email protected]
42 Reilly, Brendan
43 Smith, Michele (773) 348-9500 [email protected]
44 Tunney, Thomas (773) 525-6034 [email protected]
45 Gardiner, James M. (773) 853-0799 [email protected]
46 Cappleman, James (773) 878-4646 [email protected]
47 Martin, Matthew J. (773) 868-4747 [email protected]
48 Osterman, Harry (773) 784-5277 [email protected]
49 Hadden, Maria E. (773) 338-5796 [email protected]
50 Silverstein, Debra L. (773) 262-1050 [email protected]
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