Engagement Curriculum for Youth GroupsA Civic Engagement Curriculum for Youth Groups. Table of Contents. ... land-grant university to the citizens of Michigan. This work is done in

A CivicEngagementCurriculum forYouth Groups

4-H Citizenship: Government Is Us!A Civic Engagement Curriculum for Youth Groups

Table of Contents

Acknowledgments .................................................................... 1

Introduction .............................................................................. 2

UNIT 1: Citizenship Defined .................................................... 9

•Activity:WhatisCitizenship?........................................................ 12

•Activity:FiveEasyPiecesofCitizenship....................................... 17

•Activity:GovernmentIsUs........................................................... 20

UNIT 2: Diversity and Inclusion ............................................. 23

•Activity:Walkthe(Trust)Walk..................................................... 25

•Activity:CommunicatingThroughConflict.................................. 26

•Activity:ExploringandChallengingStereotypes.......................... 34

•Activity:AClassDivided............................................................... 39

UNIT 3: Issues Identification .................................................. 41

•Activity:It’sMyRight!................................................................... 43

•Activity:AgreetoDisagree........................................................... 46

•Activity:WeHaveIssues............................................................... 49

•Activity:CauseandEffect............................................................. 52

UNIT 4: Local Government Knowledge ................................ 53

•Activity:The“Invisible”Government........................................... 55

•Activity:Behind-the-ScenesofLocalGovernment....................... 69

UNIT 5: Taking Action ............................................................ 73

•Activity:BoardMeeting................................................................ 77

•Guide:WritingaPetition............................................................... 81

•Guide:WritingaPolicyBrief......................................................... 82

UNIT 6: Finishing Strong ....................................................... 85

•Activity:PutonYourReflectingCap............................................. 87

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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 1MichiganStateUniversityExtension4-HYouthDevelopment

Acknowledgments

Leadership team and authorsCynthiaMark,PhD.4-HYouthDevelopmentMichiganStateUniversityExtension

AdamVoight4-HYouthDevelopmentMichiganStateUniversityExtension

MarianReiter4-HYouthDevelopmentMichiganStateUniversityExtension

Lead researcherAdamVoight4-HYouthDevelopmentMichiganStateUniversityExtension

Additional authorKarenPace4-HYouthDevelopmentMichiganStateUniversityExtension

EditorPatriciaAdams4-HYouthDevelopmentMichiganStateUniversityExtension

Graphic design and web siteMarianReiter4-HYouthDevelopmentMichiganStateUniversityExtension

ReviewersMonicaBorgman,IsabellaCounty4-HYouthDevelopmentMichiganStateUniversityExtension

WilliamEdwardsOutreachandEngagementMichiganStateUniversity

BradHarnick,GeneseeCounty4-HYouthDevelopmentMichiganStateUniversityExtension

DeeMiller,AntrimCounty4-HYouthDevelopmentMichiganStateUniversityExtension

LaurieRivetto,WayneCounty4-HYouthDevelopmentMichiganStateUniversityExtension

ConsultantsErinBiebuyck4-HYouthDevelopmentMichiganStateUniversityExtension

MonicaBorgman,IsabellaCounty4-HYouthDevelopmentMichiganStateUniversityExtension

WilliamEdwardsOutreachandEngagementMichiganStateUniversity

KatieEisenberger,GratiotCounty4-HYouthDevelopmentMichiganStateUniversityExtension

MarquettaFrostWIAYouthProgramCalhounAreaTechCenter

CaitlinGilmoreTeenVolunteerMountPleasant,Michigan

BradHarnick,GeneseeCounty4-HYouthDevelopmentMichiganStateUniversityExtension

ConnieLange,BranchCounty4-HYouthDevelopmentMichiganStateUniversityExtension

DeeMiller,AntrimCounty4-HYouthDevelopmentMichiganStateUniversityExtension

ElizabethMooreDirector’sOfficeStateandLocalGovernmentAreaofExpertiseMichiganStateUniversityExtension

KarenPace4-HYouthDevelopmentMichiganStateUniversityExtension

NancyPersing.CrawfordCounty4-HYouthDevelopmentMichiganStateUniversityExtension

DionardoPizañaDirector’sOfficeMichiganStateUniversityExtension

DonnaRummel,InghamCountyInghamCountyYouthCommissionMichiganStateUniversityExtension

MeganSargentMichiganCommunityServiceCommission

MelanieSaucedo,InghamCountyInghamCountyYouthCommissionMichiganStateUniversityExtension

SaraSpringsteen,St.JosephCounty(Formerly)4-HYouthDevelopmentMichiganStateUniversityExtension

LelaVandenbergDirector’sOfficeMichiganStateUniversityExtension

RobertVanKirk,InghamCountyInghamCountyYouthCommissionMichiganStateUniversityExtension

ThiscurriculumwasdevelopedbyMichigan4-HYouthDevelopmentforolderadolescents.Conceptsandactivitiesin4-H Citizenship: Gov-ernment Is Us!havebeenadaptedforyoungerchildreninthe4-HAfterschoolresourceguide,Civic Engagement: After-School Activi-ties for Citizenship, Leadership, and Service.Theresourceguidecanbefoundathttp://4-hafterschool.org/resourceguides.aspx

2 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment

Introduction

What is Michigan 4-H?Michigan4-HYouthDevelopmentistheyouthprogramofMichiganStateUniversityExten-sion.4-HstaffmembersworkatMichiganStateUniversityandineveryMichigancountywithlocalvolunteerstobringtheknowledgeofthestate’sland-grantuniversitytothecitizensofMichigan.Thisworkisdoneinpartnershipwithandusesfundingprovidedbylocalcountyboardsofcom-missioners,thestateofMichiganandthefederalgovernmentthroughtheU.S.DepartmentofAgriculture.Additionalintellectualandprogram-mingsupportandfundingisprovidedbyavarietyofpublicandprivatepartners–bothatlocalandstatelevels–toincreaseourimpactonyouthinMichigancommunities.

Purpose of this curriculum Thiscurriculumisdesignedforanadultfacilita-tor,thoughteenscouldbetrainedinthedesignandcontentandteachthesessionswithanadultadvisor.Itwascreatedtohelp4-Hmembersandotheryouthgroupsexperiencecitizenshipandciviceducation.Thegoalistohaveteensde-veloptheattitudes,knowledgeandskillsneces-sarytobeactivecitizensandpracticewhattheylearnintheirlocalcommunities.Citizenshipisnotaspectatorsport,andthelearningactivitiesincludedheregetyouthandadultsmoreinvolved,causethemtothinkcriticallyabouttheirvaluesandbeliefsandprepareyoungpeopletowanttobeactivecitizensinthefuture.Theactivitieshavebeendesignedforusewith13-to19-year-oldyouths.Eachactivityspecifiestheagegroupthatitisintendedfor.Someactivitiesmaybeadaptedforusewithyoungerparticipants.

The issues of citizenship and civic engagementThiscurriculumrepresentsanewdirectioninyouthcivicengagement.Civiceducationhaslongbeenseenasameansforstrengtheningourdemocracy,andeducatorsareincreasinglypursu-ingprogramstodeliverthiscontenttoyoungpeople.Theresults,thusfar,aremixed:youthparticipationincommunityserviceishigh;yetyouthinterestinpoliticsisatanall-timelow.This

phenomenoncanpartlybeexplainedbythefocusofmostciviceducationprograms,whichoftenemphasizecharacterbuilding,leadershiptrainingandvolunteeringincommunityactivities.Theseareasareimportantpiecesofbecominganactive,responsiblecitizen,andmanyyoungpeoplehavebenefitedfromthem.Oftenmissingfromtheseprograms,however,isalookatthebroaderperspective–helpingyouthunderstandhowtheirvolunteerismaddressesapublicissueandhowthatissueisdealtwithonapoliticallevel.Thisre-quiresyouthtotakeadeeperlookattheunderly-ingcausesbehindtheissuestheydealwith,anditencouragesthemtoworktowardsasustainablesolutionviathepoliticalprocess.Forexample,traditionalciviceducationprogramsmightencour-ageyouthtodonatecannedgoodstoafooddrivefortheimpoverished.Whilethisisafineexampleofcivicengagement,thiscurriculumwouldad-ditionallyhelpyouthexploretheissueofpovertyintheircommunityandguidetheminaddressingthisissueatthepublicpolicylevel.Havingthisin-depthunderstandingofcommunityissuesandthepoliticalprocessgivesyoungpeopleasenseofempowermentandmotivationtomakechange.

Researchhasshownthatcivicengagementnotonlyempowersyoungpeopleandimprovestheirmotivationtomakechange;italsoimprovestheiracademicperformanceandcareerdevelopment.Acommitmenttohelpingothersandinvolvementincommunitygroupshavebeenassociatedwithgainsonachievementtests,schoolengagement,highercareergoalsandactualattainmentofmoreprestigiousjobsandhighersalariesinadulthoodforyoungpeople.Instillingtheknowledge,skills,andattitudesofcivicengagementatanearlyageisagoodwaytoensureacontinuedsenseofempowerment.Inthisway,youngpeoplemayadvancetheiracademicsuccessandtheircareerdevelopmentastheylearntobecomemorecivi-callyengaged.

History of Michigan 4-H Citizenship 4-Hhasalonghistoryofhelpingyoungpeoplegaincitizenshipskills.Thesectionofthe4-Hpledgethatdedicates”myhandstolargerservice”encouragesallmemberstobeactivelyengaged


intheircommunities.4-Hmembershavesomeoftheirfirstexperienceslearningaboutbeingapresident,vice-president,secretaryandtreasurerintheir4-Hclubsandlearnaboutparliamentaryprocedure,skillsthatcanbeusedoncommunityboardsandinlocal,stateandfederalgovern-ment.4-Hmemberspracticegivingbacktotheircommunitiesandcaringforothersbydoingcommunityserviceactivities.Theylearnandpracticeleadershipskillsthroughdemonstrationsandpublicspeeches.Since1982,Michigan4-Hhastaughtthousandsofteensaboutstategovern-mentandforalongerperiodoftime,hashadtripstoWashingtonD.C.tolearnaboutthefederalgovernment.

Theideaofa“CitizenshipAcademy”wasorigi-nallyconceivedbyGeneseeCounty,MichiganStateUniversityExtension,in1998inordertoincreaseyouthinterestintheareaofcitizenship.TheCitizenshipAcademyprograminGeneseeCountyisfoundedonapartnershipwiththeGeneseeCountyBoardofCommissioners.Eachoftheninecountycommissionerssponsorsonehighschoolstudentfromhisorherdistrictwithinthecounty,andtheninesponsoredstudentsthusmakeuptheCitizenshipAcademy.MemberslearnaboutGeneseeCountyhistoryandpoliticalstructure,visitpublicfacilitiesandattendcountyboardmeetingstofosterknowledgeofthelocalpoliticalprocess.Theyouthexplorecountyissuesandultimatelydraftpolicyproposals,whicharepresentedbeforetheboardofcommissioners.Thegroupshave,historically,effectedsignificantchangethroughtheirworkandtheirrelationshipwithcountyofficials.

TheprogramhassincehadacademiesinAntrim,LivingstonandSt.Josephcounties,allcoordinatedthroughMichiganStateUniversityExtension4-HYouthDevelopment.Theacademieshavebeenadaptedtotheiruniqueenvironmentsatthecountylevel,buttheycontinuetosharethecommongoalofpreparingthenextgenerationofactive,committedcitizens.

Why should Michigan 4-H be involved in civic engagement?ThereareavarietyofreasonsthatmakeMichi-gan4-Hanaturalleaderinthisbrandofcivicengagement.First,beingincludedandinvolvedinone’scommunityisafundamentalpieceofthephilosophyofMichigan4-H;oneoftheorganiza-tion’ssevenguidingprinciplesforpositiveyouth

developmentisthat“youthgrowandcontributeasactivecitizensthroughserviceandleadership.”Furthermore,thestatusof4-Hasanindependentextracurriculareducationprogramhelpstoad-dressthechallengesthatcivicengagementfacesinformaleducation.AccordingtotheCarnegieCorporationofNewYorkandtheCenterforInformationandResearchonCivicLearningandEngagement,civiceducationinhighschoolsisusuallyconfinedtoasinglegovernmentclass,thefocusofwhichismostlystructuresandfunctions,withlittlediscus-sionofthecitizen’srole.Thisde-emphasisoncitizenshipandciviceducationinschoolsisattributabletoanumberoffactors:avoidanceoftopicsthatmayseemcontroversialorpolitical,lackofopportunitytoexperimentwithalternativeapproachestociviceducationandbudgetcutbacksfromextracurricularprogramssuchascommunityserviceprojects.Additionally,high-stakestestinginreading,writingandmath-ematicscandivertresourcesawayfromcivicedu-cation.Evenwhencivicsisincludedasacontentareainstandardizedtesting,performanceisoftenmeasuredonlyintermsofknowledge–skillsandattitudesareignored.Inthisway,thehigh-stakestestingmovementcanserveasadisincentiveforschoolstoimplementeffectivecivicengagementprograms.Forthesereasons,itisallthemoreimportantfororganizationslike4-Htosupple-mentciviceducationintheschoolsbyprovidingexperientiallearningopportunities.

Creating a space for citizenship and civic engagementThereareavarietyofwaystointroduceyoungpeopletoconceptsofcivicengagementorstrengthenthecitizenshipskillsthattheyalreadypractice.4-Htraditionallyemploys“club”pro-gramstosupportthedevelopmentofyouthparticipantsintheirareasofinterest,andcitizen-shipandcivicengagementprinciplescangrowwithintheclubstructure.Themostdirectwaytoexposeyoungpeopletotheseconceptsistocre-ateacitizenshipclub,thecentralfocusofwhichisexploringissuesofcitizenshipandcivicengage-mentandbecomingsociallyandpoliticallyactiveinthecommunity.Clubsofthisnaturecanmeetcontinuously,onapermanentbasis,orforlimitedperiodstocoverspecifictopics.Alternatively,alreadyexistingclubswithafocusotherthan

“A youth is to be regarded with respect. How do you know that his future will not be equal to our present?”

—Confucius


citizenshipandcivicengagementcanincorporatetheseideasintotheiractivities.Indeed,oneofthecomponentsofamodel4-Hclubisinvolvementinthecommunity.Formoreinformationonclubdevelopment,visittheMichigan4-HYouthDevel-opmentClubResourceswebsiteathttp://web1.msue.msu.edu/cyf/youth/clubs.

Otheravenuesforincorporatingcitizenshipandcivicengagementcontentarethroughtheformalschoolcurriculumandextracurricularafter-schoolprograms.Recently,expertsinthefieldofciviceducationhavemadecallstoincludeamoreex-perientialaspecttotraditionalcivicsprogramsintheschools.Furthermore,theMichiganDepart-mentofEducation,inredefiningthestatecontentstandardsforhighschoolsocialstudies,hasplacedresponsiblecitizenshipastheultimategoalofso-cialstudieseducationintheschools.Understand-ingandpracticingcitizenshipandcivicengagementisnowacriticalpartofformaleducation.

The political role of youth organizationsYouthclubsandorganizationsinevitablyhaveapoliticalrole.Whetherintentionallyornot,youthclubsencourageandreinforceacertainsetofvaluesandmorals.Youngpeoplelearnaboutcitizenshipandcharacteraccordingtothegroup’sprinciples.Forexample,4-Hmembersmakethe4-Hpledgeateveryclubmeeting:“Ipledgemyheadtoclearerthinking,myhearttogreaterloyalty,myhandstogreaterservice,andmyhealthtobetterlivingformyclub,mycom-munity,mycountryandmyworld.”Additionally,thegovernanceoftheclubservesasasortofmicrocosmforourfederal,stateandlocalgovern-ments,andclubofficertraininghelpstoteachtheskills,knowledgeandattitudesneededforfuture

governmentinvolvement.Intheseways,youthlearnhowtofunctioninacommunityandconformtoacertaindefini-tionofcitizenship,providingasolidfoundationforthepoliticalsystem.Thatis,evenifayouthgroupisnotfoundedaroundtheideaofcivicengagement,itstillhasauniquelycivicroleinthelivesofitsmembers.

Itisthereforetheresponsibilityofyouthorganiza-tionstodefinearesponsibleversionofcitizenship.Thenormsthatareestablishedandpromotedbytheorganizationshouldencouragegoodcharac-

ter,toleranceandparticipation.Theseareimpor-tantconsiderationsregardlessofthetypeofyouthorganization;fromrabbitraisingclubstotheatretroupes–groupsarepoliticalbynature,andgroupmembershipteachesyoungpeoplepoliticalattitudes.Incorporatingactivitiesintotheprogramthathighlightresponsiblecitizenshipisawaytoensurethattheyouthorganizationissendingtherightmessageaboutcitizenship.

Recruiting young peopleIdentifyingandengagingparticipantsinciviceducationareimportantstepsintheprocessofimplementingaprogram.Programmersinthisfieldcanbenefitfromtherecenttrendinmanyhighschoolsthatrequiresstudentparticipationincommunityserviceprojects.Evenintheabsenceofthisrequirement,establishingarelationshipwithschoolsisoftenthemosteffectivewayofrecruitingyoungpeople.Workingwithprincipals,teachersandschoolcounselorstoidentifycandi-datesanddistributemarketingmaterialsand/orapplicationshasproventobeasuccessfulmethod.Thisrequiresanactiveeffortonthepartoftheprogrammerinordertoreachouttoschoolofficialsandestablishcooperativerelationships.Otheravenuesofrecruitmentincludeweb-basedmarketing,postingflyersinpublicplaces,newsarticles,recruitingyouthfromotheryouthorgani-zationsanddirectlycontactingparents.

Asoneofthemajorgoalsofciviceducationistohelpyoungpeopleunderstandamoreinclusivedefinitionofcitizenshipandof“thecommongood,”itisimportanttoconsideradiverse,inclu-sivegroupofparticipants,facilitatorsandguestsforanycivicengagementprogram.Thisemphasisondiversityshouldbepresentatallstagesoftheprogram–planning,implementationandevalua-tion–forthebenefitofyouthinvolved.

Forming partnershipsYouthcivicengagementrequirescollectiveaction.Youngpeoplewillnotlearnwhatitmeanstobepartoftheirdemocracybyworkingalone.Ahigh-lyeffectiveformofpartnershipisonebetweenyouthandadults.Thiscanencompassoneorseveraladultsprovidingguidanceandsupporttoayouthgrouporayouthgroupco-operatingwithanadultorganization.Adultgroupsareoftenopentoyouthinvolvementfortheuniqueperspectivethatyoungpeoplebring.Theyouthgrouportheprogrammershouldactivelyseekoutindividualadultsororganizationsthatareaffectedbythe

“4-H club activities involve youth in such experiences as discussing issues, working in teams and tak-ing action — citizenship skills that can be used today and in the future.”

—CyndiMark,ph.D.,Michigan4-HProgramLeader


sameproblemsorthatareinterestedinthesameissues.

Aparticularlyeffectiveyouth-adultpartnershipisonethatlinksyouthtoanofficialgovernmentalbody.Thereareseveralexamplesinthiscurricu-lumofyouthworkingwithgovernmentofficials–includingtheprecedingCitizenshipAcademyexample–andthisprovidesauniqueopportunityforyoungpeopletobeinvolvedinthepoliticalprocess.Itisrecommendedthattheprogrammercontactlocalgovernmentofficialspriortobegin-ningtheprogramtodetermineifthereisinterestincollaboration.Indeed,theprogramsmentionedherearefoundedonsuchcollaboration.Attendinglocalgovernmentboardmeetingsorschedulingappointmentswithindividualboardmembersarebotheffectivewaystointroducetheideatogovernmentofficials.

How to use this curriculumThiscurriculumisarrangedinsuchawayastoprovideacoherentplanforanyoneinterestedinstartingayouthgroupwithalocalcitizenshipfo-cus.Itconsistsofsixunits:“CitizenshipDefined,”“DiversityandInclusion,”“IssuesIdentification,”“LocalGovernmentKnowledge,”“TakingAction”and“FinishingStrong.”Theseunitsarearrangedsequentially,andeachcontainsuser-friendlyactivi-tiesandmaterialsdesignedtoleadyouththroughtheprocessofbecomingactiveinthelocalpoliti-

calprocess.Theactivitiesincludedinthiscur-riculumcanbeusedseveraldifferentways.Theactivitiescanbedoneindividuallyorinaseries.Theycanbecombinedinaseriesofspecialgroupsessions,aspartofaregularlyscheduledmeetingoraone-dayworkshop.Non-4-Hgroupswillfindthematerialhelpfulwhenplanningciviceducationprojects.

Table1belowshowsthescopeandsequenceofthecurriculum.

Table 1: Scope and sequenceContent area Corresponding ActivitiesUnit 1: Citizenship defined • “WhatIsCitizenship?”

• “FiveEasyPiecesofCitizenship”• “GovernmentIsUs”

Unit 2: Diversity and inclusion • “Walkthe(Trust)Walk”• “CommunicatingThroughConflict”• “ExploringAndChallengingStereotypes”• “AClassDivided”

Unit 3: Issues identification • “It’sMyRight!”• “AgreeToDisagree”• “WeHaveIssues”• “CauseAndEffect”

Unit 4: Local government knowledge • “The‘Invisible’Government”• “Behind-The-ScenesOfLocalGovernment

Unit 5: Taking action • “BoardMeeting”• “Guide:WritingAPetition”• “Guide:WritingAPolicyBrief”

Unit 6: Finishing strong • “PutonYourReflectingCap”

Althoughthecurriculumisdesignedtobeusedasawhole,specificmaterialsmaybeusefulasasupplementtoanyciviceducationprogramorasanintroductiontocitizenshipforgroupsnotworkingdirectlywithcivics.Youthgroupsinterestedincitizenship,leadershipandserviceactivitiesmayfindpiecesofthecurriculumusefulinworkingtowardtheirgoals.

Reflecting on what has been learnedAnimportantelementofanycitizenshipandcivicengagementactivityistomaketimeforreflectionandsharing.Eachactivityinthiscurriculumiscon-cludedwithaseriesofreflectionquestionstohelpyouthparticipantsthinkcriticallyaboutwhattheyhavelearnedandhowitisimportantinabroadersocialcontext.Thisprocessofreflectionisequallyimportantaftertakingactioninthecommunity.


Whetherengagingwithcommunityleaders,per-formingacommunityserviceactivityorwritingletterstoyourU.S.congressperson,itisimpor-tanttomaketimeforthegrouptoshare,processandthinkabouthowwhattheyhaveleanedandaccomplishedfitsintothebiggersocialpicture.Unit6focusesfurtheronreflectionandprovidesanactivitytocarryoutareflectionproject.

Life skillsLifeskillsaredefinedasskillsneededforeffec-tiveliving.Youthdevelopmentprogramscanandshouldactivelypromotetheacquisitionoftheseskillsthathelpindividualsachievesuccessandsatisfactionintheirlives.Examplesoflifeskillsincludecommunication,problem-solving,healthylifestylechoicesandgoalsetting.Youngpeopleoftenlearnlifeskillsfromparents,peersandtheircommunitiesinnon-formalsettings;youthdevel-opmentprogramscansupplementandenhancetheselessonswithcarefullyplanned,highqualityexperiencesthatgiveyouthanopportunitytolearnandpracticelifeskillsinanintentionalway.Citizenshipandciviceducationtrainingisanaturalspaceforlearninglifeskills.Learningtobeagoodcitizenrequirescompetencyinmanyofthelifeskills,andeachoftheactivitiesinthiscurriculumstatewhichoftheseskillsareaddressedandprac-ticed.Formoreinformationonlifeskills,visittheIowa4-HYouthDevelopmentwebsite,wheretheypresenttheirTargetingLifeSkillsModel:http://www.extension.iastate.edu/4H/lifeskills/pre-viewwheel.html.

Notes to classroom teachersHighschoolandmiddleschoolteachersmayusethematerialsinthecurriculumtoprovideanex-perientiallearningcomponenttosupportformaleducationinsocialstudies,ingeneral,andcivicsandgovernment,inparticular.Halfofallpublicschoolscurrentlyhaveservice-learningprogramsaspartoftheircurricula,andthiscurriculumcan

functionasaguideforimplementingaservice-learningprogramthatisconnectedtoclassroomlearningincivicsandgovernment.ShelleyBilligofRMCResearchCorporationhasdocumentedthebenefitsofservice-learningprogramsforboththestudentandtheschool;someexamplesareimprovedgradesandstandardizedtestscores,improvedoverallschoolclimate,increasedmutualrespectbetweenteachersandstudentsandahigherrateofstudentattendance.

Inordertofacilitatetheuseofthiscurriculuminschools,socialstudiesstandardsfortheStateofMichigan’scurricularframeworkareprovidedforeachactivityinthiscurriculum.ResponsiblecitizenshipisthestatedgoalofhighschoolsocialstudieseducationfortheMichiganDepartmentofEducation,andengagementintherealciviclifeofone’scommunityisacornerstoneofthestate’sexpectations.Therefore,aclearconnectionhasbeenmadebetweentheactivitiesinthiscurricu-lumandtheassociatedstandardsandexpectationsforsocialstudieslearning.

Notes to advisorsDuetothemulticulturalnatureofthematerialinthiscurriculum,andtheinclusivedefinitionofthe“commongood”thatthecurriculumencour-ages,itisimportantfortheuserofthecurriculumtohaveagoodunderstandingofhisorherownculturalvaluesandassumptions.Agoodplacetostartisbylookingatourownculturalheritageanddetermininghowitaffectsourpresentbiasesandideasofrightandwrong.Anunderstandingofhowdiscrimination,stereotypingandoppres-sionplayoutinsociety–andhowweaffectandareaffectedbythem–isalsoakeypartofbeingmulticulturallysensitive.Ultimately,usersofthiscurriculumshouldfeelcomfortablewithdiffer-encesthatexistbetweenthemselvesandothersintermsofrace,gender,class,ethnicity,cultureandbeliefs.Itisequallyimportanttorecognizethelimitsofourculturalsensitivityand,whereap-propriate,seekoutopportunitiestoimproveourawarenessthroughtrainings,consultations,orbytalkingwithmorequalifiedindividuals.

“Education is not prepara-tion for life; education is life itself.”

—JohnDewey


ReferencesBillig,S.H.(2000).ResearchofK-12school-basedservice-learning:Theevidencebuilds.Phi Delta Kap-

pan, 81,658-664.

CarnegieCorporationofNewYorkandTheCenterforInformationandResearchonCivicLearningandEngagement.(2003).The Civic Mission of Schools.NewYork:CarnegieCorporation.

Diemer,M.A.,&Hsieh,C.(inpress).Sociopoliticaldevelopmentandvocationalexpectationsamonglower-SESAdolescentsofColor.Career Development Quarterly.

Flanagan,C.,&VanHorn,B.(2003).Youthcivicdevelopment:Alogicalnextstepincommunityyouthdevelopment.InF.A.Villarruel,D.F.Perkins,L.M.Borden,&J.G.Keith(Eds.),Community youth devel-opment: Programs, policies, and practices(pp.273-296).ThousandOaks,CA:Sage.

Hendricks,P.A.(1996).Targeting life skills model: Incorporating developmentally appropriate learning op-portunities to assess impact of life skill development.Ames,IA:IowaStateUniversityExtension.

MichiganDepartmentofEducation.(2007).High school social studies content expectations.

Sue,D.W.,Arredondo,P.,&McDavis,R.J.(1992).Multiculturalcounselingcompetenciesandstandards:Acalltotheprofession.Journal of Counseling and Development,70,477-486.

Westheimer,J.,&Kahne,J.(2004).Whatkindofcitizen?Thepoliticsofeducatingfordemocracy.Ameri-can Educational Research Journal. Vol. 41(2).237-269.



UNIT 1: Citizenship Defined

“Citizens make the govern-ment. Without citizens, there would be no govern-ment or no United States. The citizens make this country what it is.”—Brandy,teen4-Hmember

Activecitizensarethebuildingblocksofourdemocracy,andMichigan4-Hrecognizestheimportanceofdevelopinggoodcitizensamongouryouth.Ademocracyisonlyasstrongasthecitizensthatmakeitup,andstrengthcomesfromhavingtheknowledge,skillsandattitudestoworkforacommongood.

Citizenship means responsibilityCitizenshipmeansenjoyingcertainrightsandac-ceptingcertainresponsibilities.AscitizensintheUnitedStates,weallbenefitfromthefreedomsprovidedtousbytheConstitution.Butenjoyingtheseprivilegesisonlypartofbeingacitizen.Wealsohavetogivebacktoensurethatourrightscontinuetoexist.AsJohnF.Kennedysaid,“Asknotwhatyourcountrycandoforyou–askwhatyoucandoforyourcountry.”

Animportantpartofgoodcitizenshipisaskingwhatyoucandoforyourcountry,aswellasyourschool,yourneighborhood,yourtownandyourcounty.Inotherwords,goodcitizenshipmeanshavingresponsibilitytoalargergroupofwhichyouareamember.Weareallresponsibleforupholdingourdemocracyandmakinglifebetterforourselvesandforothers.

Therearecertainmandatoryresponsibilitiesthatallofus,asAmericans,arerequiredtofulfill.Theseincludeobeyinglaws,payingtaxes,do-ingjuryduty,servingasawitnessinatrialandregisteringforthedraft.Votinginelectionsisalsoanexpectation,thoughnotrequired.Thesearethebareminimumresponsibilitiesofcitizens.Inadeepersense,citizenshipinvolvesmuchmore.Goodcitizenshipdemandslearningandaction.Itisthiscommitmenttolearningandactionthatisimpliedby“citizenship”in4-HYouthDevelop-ment.Whatspecificallydoesthistypeofcitizen-shipentail?

What makes a responsible citizen? Beingaresponsiblecitizenmeansdifferentthingstodifferentpeople.Someconsideragoodcitizen

tobesomeonewhohasstrongcharacter,donatestocharityandvolunteerstohelpothers;otherssayagoodcitizenisonewhotakesaninterestinunderstandingsocialissuesandconcerns;andstillotherswoulddescribeagoodcitizenasonewhohastheskillsandknowledgetoactivelyinfluencedecision-makingandpublicpolicy.Becauseofthesediverseideasofwhatitmeanstobeagoodcitizen,itisimpor-tanttoconsiderabroaddefini-tionofcitizenship,includingtheknowledge,skillsandattitudesthatagoodcitizenshouldhave.Therefore,wecansaythatagoodcitizeniscompetentinthefollowingareas:• Character – moralandcivicvirtues,suchasaconcernfortherightsandwelfareofothersandappreciationofdiversity;

• Knowledge of government –anunderstand-ingofthestructureandprocessesofgovern-mentandcommunityorganizations;

• Community service learning –anawarenessofpublicandcommunityissues,andparticipa-tioninservicetoaddressproblems;

• Public policy –theskills,knowledgeandcommitmenttoinfluencedecision-makingandpublicpolicy;and

• Issues – anawarenessandunderstandingofpublicissues,howtheyareconnectedacrosslocal,nationalandgloballevels,andhowoneaffectsandisaffectedbythem.

Citizenship is learnedThesecriteriaforcitizenshiparenoteasilymet.Ittakescourage,hardworkandcommitmenttobeagoodcitizen.Buteventhemostcoura-geous,hardworkingandcommittedpeoplestillmusthaveeducationalexperiencesthathelpthemdeveloptheknowledge,skillsandattitudesthatarenecessaryforputtingcitizenshipintoaction.Youngpeoplelearngoodcitizenshipthroughclassroominstructionandsimulationsofcivicprocesses,watchingthenews,discussingcur-rentevents,engaginginservicelearningtoworkonlocalproblemsandparticipatinginschoolororganizationalgovernment.


Table 2: Competencies for civic engagementFive Principles of Citizenship

A. Knowledge B. Skills C. Attitudes

1. Character Understandingofself-identity

Dialoguewithothersaboutdifferentpointsofview

Concernfortherightsandwelfareofothers

2. Knowledge of Government

Knowledgeofgovernmentstructure

Abilitytolocateinformationonlocalgovernment

Appreciationoftheimpor-tanceofvoting

3. Community Service Learning

Awarenessofcommunityissues

Assetsandproblemsassess-mentinthecommunity

Trustinthecommunity

4. Public Policy Understandingofpolicy-makingprocess

Policyandpetitionwriting Confidenceinabilitytomakechanges

5. Issues Knowledgeofhowoneaffectsandisaffectedbyanissue

Abilitytolocateinformationonlocalissues

Respectformultipleper-spectivesonanissue

Theseareexamplesofhowcitizenshipislearned.Nowweturntowhatneedstobelearnedinor-dertomeetourdefinitionofcitizenship.Ithelpstothinkofcompetencies–orspecificlearningoutcomes–thatyouthdevelopmentprogramscanencourage.Someexamplesofcitizenshipcompetenciesaregiveninthefollowingtable.ThefivepartsofourdefinitionofcitizenshipareinsertedintoTable2ascategoriesofcontent,andtheareasofcompetency–knowledge,skillsandattitudes–arelistedascolumnheadstocreateaframeworkforthinkingaboutwhatresponsiblecitizensshouldbelearning.

ThecompetenciesprovidedinTable2arejustafewexamplesoftheknowledge,skillsandat-titudesthatgointobecomingagoodcitizen.Allofthesethingsmayseemoverwhelming.Butaneffectivecitizenshipandcivicengagementpro-gramcanencourageallofthesecompetenciesand

more,andmakeitfunintheprocess.BylookingatTable2,weseethatcitizenshipandcivicengagementinvolvebothlearn-inganddoing,and4-Hbelievesthatitisveryimportantforyouthtoexperiencetheideasandprinciplesthattheylearn.Thesefiveprinciplesofciti-zenshiprecurthroughoutthecurriculum.Theprinciplesad-dressedwithinaunitarestatedatthebeginningofthatunit.

Citizenship in our communitiesHelpingyouthexperiencecitizenshipintheirtowns,citiesandcountiesisaspecialfocusof4-HYouthDevelopment.Thislocalperspectiveallowsyouthtoseehowcitizenshipworksintheirareaandhowtheycanparticipateincommunityissues.Atthelocallevel,youthhavetheregularopportunitytomeetwithpublicofficials,visitlocalgovernmentbuildings,andbeconnectedtotheissuesintheircommunities.Byusingtheknowl-edge,skillsandattitudesofagoodcitizenintheirowncommunities,youthcantakeactiontomakerealchanges.Seeingtheresultsoftheiractivecitizenshipisafunandempoweringexperience!Itshowsyouththattheycanmakeadifferencebyinfluencingpublicpolicy,andatthesametime,itpreparesanextgenerationofgoodcitizenstosafeguardourdemocracy.

“Let us never forget that government is ourselves and not an alien power over us. The ultimate rul-ers of a democracy are not a President and sena-tors and congressmen and government officials, but the voters of this country.”

—FranklinD.Roosevelt


ReferencesCarnegieCorporationofNewYorkandTheCenterforInformationandResearchonCivicLearningandEngagement.(2003).The Civic Mission of Schools.NewYork:CarnegieCorporation.

EducationCommissionoftheStates.(2006).Developing Citizenship Competencies from Kin-dergarten through Grade 12.Denver,CO:EducationCommissionoftheStates.

Westheimer,J.,&Kahne,J.(2004).Whatkindofcitizen?Thepoliticsofeducatingfordemoc-racy.American Educational Research Journal. Vol. 41(2).237-269.


ACTIVITY:

What Is Citizenship?Description: Youthexploretheconceptof“citizen-ship”byexaminingseveraldifferentdefinitionsofcitizenshipandfinallycreatingtheirownmeaning.

Participant Age:16–19

Activity Objectives:Theparticipantswill:• Discussthemeaningofcitizenship.• Examinedifferentdefinitionsofcitizenship.

• Define“citizenship”and“goodcitizenship”andcommunicatetheimportanceofcitizenship.

Learning and Life Skills: CriticalThinking;Communication

State of Michigan Social Studies Standards: StandardIII.2IdealsofAmericanDe-mocracy;StandardVI.2GroupDiscus-sion

Materials, Equipment, Handouts:o SheetsofpaperandpencilsorpensoNewsprintandmarkersoEaselortapeforrecordingonnews-print

oHandout:“U.S.CitizenshipTest”oHandout:“OathofCitizenship”oVideo:Citizenship & Civic Engage-

ment,(approximately13minuteslong)availableonlineathttp://av.anr.msu.edu/4h

Time: 90–120minutes,brokenupintofourparts

Setting: Indoorswithtablesandchairs

Procedure:Before the meeting:• Reviewactivitydirectionsandmaterialsandthefiveprinciplesofcitizenshipintheintroductiontothisunitandalsoappendedtothisactivity.

• Printoutthe“U.S.CitizenshipTest”handoutorvisittheU.S.CitizenshipandImmigrationServiceswebsiteathttp://www.uscis.gov/natzpilottocreateyourownlistoftenquestionsfromthefullU.S.CitizenshipTest.

• MakesurethatallparticipantshaveawritingutensilandblanksheetofpaperfortheU.S.CitizenshipTestthatisadministeredinPartI.

• Printonecopyofthehandout,“OathofCitizenship,”foreachparticipant.• Preparefivesheetsofnewsprint,eachwithoneofthefiverightsdescribedinthePreambleoftheConstitutionwrittenatthetop(seePartII,Steps3and4).

• MakesureallparticipantshavenewsprintandmarkersorotherwritingutensilsfordepictionsofgoodcitizensasdescribedinPartIV,step2.

• ConsulttheU.SCitizenshipandImmigrationServiceswebsite(http://www.uscis.gov)forbackgroundinformationonU.S.Citizenshiprequirements.

During the meeting:Part I1.Onceeveryoneisseatedinthesemicircle,tellparticipantsthatthepurposeoftoday’smeetingistotalkaboutanddefine“citizenship.”Explainthattherearealotofdifferentdefinitionsofcitizenship,andtodaywillbespentthink-ingaboutwhatitmeanstoeachofusasindividualsandwhatitmeanstothegroup.Beginbyaskingindividualstosharewhattheybelieve“citizenship”meansintheUnitedStates.Encourageparticipantstouseexamples.Recordingresponsesisoptional.

2.ExplainthattobecomeaU.S.citizen,onemusteitherbebornintoit(haveanAmericanparent)orbecomenaturalized.Inordertobecomenaturalized,onemustpassaU.S.CitizenshipTesttodeterminewhetherornotheorshehastheknowledgenecessarytobeanAmericancitizen.TelltheparticipantsthattheyaregoingtogothroughsomeoftheproceduresforaforeignertobecomeanAmericancitizen(besensitivetoanyparticipantswhomaybenaturalizedcitizensornon-citizens).Tellparticipantsthattherequirementsofcitizenshipare:• aperiodofcontinuousresidenceandphysicalpresenceintheUnitedStates;• residenceinaparticularUSCISdistrictpriortofiling;• anabilitytoread,writeandspeakEnglish;• aknowledgeandunderstandingofU.S.historyandgovernment;• goodmoralcharacter;• attachmenttotheprinciplesoftheU.S.Constitution;and,• favorabledispositiontowardtheUnitedStates.

Giveparticipantsthechancetoaskforclarificationonanyofthesepoints.

3. SaythattheparticipantsaregoingtotaketheU.S.CitizenshipTest.Consultthe“U.S.CitizenshipTest”handout,readtheinstructionsonthetestandadmin-isterit.Usethe10questionsgivenorchoose10questionsfromtheofficiallist


of142Questions and Answers for New Pilot Naturalization TestfromtheU.S.CitizenshipandImmigrationServicesathttp://www.uscis.gov/natzpilot.Em-phasizethatthisistheactualtestthatimmigrantsdesiringnaturalizationmusttake.Afterwards,reviewtheanswerssothateveryonecanindicatehowmanycorrectanswerstheyhad.ExplainthatinordertobecomeaU.S.citizen,mostregionalofficesrequireascoreofsix(6)outoften(10)topass.

Reflection Activities and Ideas:GiveparticipantsamomenttoconsiderwhattheynowknowabouttheU.S.Citi-zenshipTest,andthenaskthefollowingquestions:• Dothesequestionsdeterminewhetherornotoneisagoodcitizen?• Ifyouansweredallofthequestionscorrectly,doesthatmakeyouagoodciti-zen?Why?

• Ifyouansweredsomequestionsincorrectly,doesthatmeanthatyou’renotagoodcitizen?Why?

• Whatelseneedstobeaskedtotrulydeterminewhetherornotsomeoneisagoodcitizen?

Part II1.Distributethe“OathofCitizenship”handout.Explainthateverynaturalizedcitizenmusttakethisoath.Readtheoathandgiveparticipantstheoptionofrepeatingafteryouinordertosimulatetheexperienceoftakingtheoath.

2.Gothroughtheoathwithparticipantsandidentifyeachoftheresponsibilitiesindicatedforcitizenship:(a)renunciationofforeignallegiance,(b)supportanddefenseoftheConstitutionandlaws,(c)allegiancetotheConstitutionandlawsand(d)serviceinthearmedforceswhenrequiredbylaw.

3.Pointoutthesecondresponsibilityintheoath–supportanddefenseoftheConstitution–andaskparticipantstotellyouwhattheyknowabouttheCon-stitutionandtherightsitguarantees.

ReadthePreambletotheConstitution:

“We the People of the United States, in Order to form a more perfect Union, (1) establish Justice, (2) insure domestic Tranquility, (3) provide for the common de-fence, (4) promote the general Welfare, and (5) secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.”

4.BreakparticipantsintoteamsandgiveeachteamapieceofnewsprintwithoneofthefiverightsdescribedinthePreamblewrittenatthetop:(1) establish justice, (2) insure domestic tranquility, (3) provide for the common defense, (4) promote the general welfare, and (5) secure the blessings of liberty.Haveeachteambrainstormandwrite(a)adefinitionoftherightintheirownwordsand(b)alistofwaystosupportordefendthisright.

Reflection Activities and Ideas:AftergivingthegroupamomenttoconsidertheoathofcitizenshipandthePre-amble,askthefollowing:• Whatdoyouthinkabouttherequirementsforcitizenshipoutlinedintheoath?Isthereanythingyoudisagreewith?Isthereanythingelsethatyouthinkneedstobeadded?

• WhatdoyouthinkabouttherightsoutlinedinthePreamble?Whichofthesefiverightswouldyousupportanddefend?Canyoubeagoodcitizenifyoudonotsupportordefendalloftheserights?


Part III1.Explaintothegroupthattheyhavelookedatseveraldifferentideasofcitizen-ship.Tellthemthattheyaregoingtowatchavideothatdepictsanotherideaofwhatcitizenshipis.PlaytheCitizenship & Civic Engagementvideo(approxi-mately13minuteslong).

Reflection Activities and Ideas:Afterwatchingthevideo,askthegroupthefollowingquestions:• Howiscitizenshipportrayedinthevideo?• Whatdidtheyoungpeopleinthevideodotodemonstrategoodcitizenship?Howdidtheirdiscussionsrelatetocitizenship?

• Whatareotherwaysthatyoungpeoplecandemonstrategoodcitizenship?

Part IV1.Tellparticipantstoconsiderthedifferentideasofcitizenshipthathavebeendiscusseduptonow,andaskthequestionagain,“Whatiscitizenship?”Accom-modateanyresponsesanddiscussion.

2.Askparticipantstothinkaboutexamplesofwhentheyorsomebodytheyknowhasbeenagoodcitizen.Finally,giveparticipantsnewsprintandmarkersorotherwritingutensilsandaskthemto(a)writeadefinition,(b)writeastoryor(c)drawapictureofwhatagoodcitizenlookslike.Encouragethemtobecreative.Giveeverybodytimetocompletetheirchosenactivity(15minutes).Asthefacilitator,workwithparticipantstohelpgenerateideas.

3.Askeveryonetosharetheirrespectiveconstructionsofagoodcitizen.Recorditemsfromeveryone’sdefinitiononnewsprint.Asyoufieldresponses,trytocategorizethemintofivedifferentunlabeledcolumnsbasedonthefiveprinci-plesofcitizenshipoutlinedintheintroductiontothisunitandalsoappendedtothisactivity:(1)character,(2)knowledgeofgovernment,(3)communityservicelearning,(4)publicpolicyand(5)issues.Ifanyoftheparticipants’responsesdonotnaturallyfitintooneofthesefivecategories,createanewcolumnormorecolumnsifnecessary.Afteryouhavefieldedallresponses,labeleachofthefivecolumnsaccordingtothecorrespondingprincipleofcitizenship.Then,presenttheresponsestothegroupasasortofgroupdefinitionofcitizenship.

Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:• Whatdoyouthinkoftheprovideddefinitionofcitizenship?Howisitsimilarordifferentfromyourownideaofcitizenship?Howisitsimilarordifferentfromthegroupdefinition?

• Doyoupreferyourownideaofgoodcitizenshiptothatofthegroup?Howdoesitfeeltohaveideasdifferentfromtherestofthegroup?

• Isourdefinitionofcitizenshipinclusiveofallgroups?Aretherepeoplewhoareleftoutofourdefinitionbasedonrace,gender,ethnicity,classorotherreasons?

• Acommonstereotypeisthatpeopleofcolor,includingLatinos,AsianAmeri-cans,ArabAmericansandothersare“fromsomewhereelse”andarenot“real”citizens.Peopleofcoloroftengetasked,“Whereareyoufrom?”evenwhentheyandtheirfamiliesmayhavelivedintheUnitedStatesforyears–andevengenerations.Whatdoyouthinkaboutthisstatement?Howcanweensurethatweareinclusiveofallgroups?

Try This, Too:• ForPartI,breakparticipantsupintoteamsandgivethemeachasheetofnewsprint.AssigneachteamoneofthesevenUSCIScriteriaforU.S.Citizenship(seePartI,Step2).Askthemtowrite(a)reasonswhythisisanimportantpartofcitizenshipand(b)whetherornottheythinkonecanbeagoodcitizenwithoutfulfill-ingthisrequirement.Shareideaswiththegroup.

• Invitespeakersintoyourmeet-ingwhohavebecomenaturalizedcitizensandaskthemtospeakwiththegroupaboutwhatbecominganAmericancitizenmeanstothem.Askthemtotalkaboutsimilaritiesanddifferencestotheircountryoforigin,includinggovernmentandin-dividualparticipationingovernment.

• Theparticipants’depictionsof“goodcitizens”(PartIV,Step2)canbeadaptedtoincludedifferenttypesofmedia(suchastheatreorphotog-raphy),andthegroupdefinitioncanalsoberepresentedthroughalargerprojectsuchasamural,aperformanceorafocusgroupwithstudentsintheirschool.


HANDOUT:

U.S. Citizenship TestThequestionsandanswersbelowwereselectedrandomlyfromtheofficiallistof142Questions and Answers for New Pilot Naturalization TestfromtheU.S.CitizenshipandImmigrationServices(USCIS).Forafulllistofquestions,visittheUSCISwebsiteathttp://www.uscis.gov/natzpilottocompilealistoftenquestionsofyourchoice.Whengivingthetesttopersonsdesiringcitizenship,theexaminerselectsanytenquestionsathisorherdiscretiontobeposedorallytotheexaminees.Theexamineewritesdowntheanswerforeachitem.AccordingtotheUSCIS,mostregionalofficesrequireascoreofsix(6)outoften(10)topass.

1. What is the supreme law of the land? The Constitution

2. What do we call the first ten amendments to the Constitution? The Bill of Rights

3. What are the two parts of the United States Congress? The Senate and the House of Representatives

4. When was the Declaration of Independence adopted? July 4, 1776

5. What decides each state’s number of U.S. Representatives? The state’s population

6. Who is called the “Father of Our Country”? George Washington

7. Who confirms Supreme Court justices? The Senate

8. Who was President during World War I? Woodrow Wilson

9. Why does the flag have 13 stripes? Because there were 13 original colonies

10. Name one state that borders on Mexico. Arizona, California, New Mexico, or Texas

Obtainedaspublicdomainfrom:U.S.CitizenshipandImmigrationServices.Questions and answers for new pilot naturalization test.RetrievedApril9,2007,fromhttp:www.uscis.gov/natzpilot


HANDOUT:

Oath of CitizenshipTheUnited States Oath of Allegiance for Naturalized CitizensisanoaththatmustbetakenbyallimmigrantswhowishtobecomeUnitedStatescitizens.

Thecurrentoathisasfollows:

I hereby declare, on oath, that I absolutely and entirely renounce and abjure all allegiance and fidelity to any foreign prince, potentate, state, or sovereignty of whom or which I have heretofore been a subject or citizen; that I will support and defend the Constitution and laws of the United States of America against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I will bear arms on behalf of the United States when required by law; that I will perform noncombatant service in the Armed Forces of the United States when required by the law; that I will perform work of national importance under civilian direction when required by the law; and that I take this obligation freely without any mental reservation or purpose of evasion; so help me God.

Obtainedaspublicdomainfrom:U.S.CitizenshipandImmigrationServices.Oath of allegiance for naturalized citizens. RetrievedApril9,2007,fromhttp://www.uscis.gov/portal/site


ACTIVITY:

Five Easy Pieces of CitizenshipDescription: Inordertointroducethedefinitionofcitizenshiponwhichthiscurriculumisbased,youthexplorethatdefinitionofcitizenship,analyzeitscomponentparts,andcompareandcontrastittotheirownideasofcitizenship.Ifper-formingthisactivityaftertheactivity,“WhatisCitizenship?,”skipthefirstthreestepsoftheprocedureduringthemeeting,andusethedefinitionofcitizenshipthatthegroupconstructedattheendofthepreviousactivity.

Participant Age: 13–19

Activity Objectives:Theparticipantswill:• Understandonedefinitionofcitizen-ship.

• Analyzeonedefinitionofcitizenshipandcompareandcontrastitwiththeirownideasofcitizenship.

Learning and Life Skills: CriticalThinking;Communication

State of Michigan Social Studies Standards: StandardIII.2IdealsofAmericanDe-mocracy

Materials, Equipment, Handouts:oNewsprint,fivesheetsoEaselortapeforrecordingonnews-print

oMarkersoHandout:“FivePrinciplesofCitizen-ship”

Time: 30–60minutes,dependingonwhetherornotthegrouphascompletedtheactivity,“WhatisCitizenship?”

Setting: Indoors,tablesandchairstoaccommo-dateallparticipants

Procedure:Before the meeting:• Reviewactivitydirectionsandmaterialsandthefiveprinciplesofcitizenshipintheintroductiontothisunitandalsointhe“FivePrinciplesofCitizenship”handout.

• Printonecopyofthe“FivePrinciplesofCitizenship”handoutforeachpartici-pant.

• Atthetopofeachsheetofnewsprint,writeoneofthefiveprinciplesofciti-zenship,asdescribedinthe“FivePrinciplesofCitizenship”handoutandintheintroductiontothisunit:(1)character,(2)knowledgeofgovernment,(3)issues,(4)communityservicelearningand(5)publicpolicy.

During the meeting:1.Askthequestion,“Whatiscitizenship?”andaccommodateanyresponsesanddiscussion.

2.Askparticipantstothinkaboutexamplesofwhentheyorsomebodytheyknowhasbeenagoodcitizen.Then,giveparticipantsnewsprintandmarkersandaskthemtowriteadefinitionofcitizenship.Giveampletimetocompletethedefinitions,andworkwithparticipantstohelpgenerateideas.

3.Askeveryonetosharetheirrespectivedefinitionsofcitizenship.Recorditemsfromeveryone’sdefinitiononnewsprint.Asyoufieldresponses,trytocatego-rizethemintofivedifferentunlabeledcolumnsbasedonthefiveprinciplesofcitizenshipoutlinedintheintroductiontothisunitandalsointhe“FivePrin-ciplesofCitizenship”handout:(1)character,(2)knowledgeofgovernment,(3)communityservicelearning,(4)publicpolicyand(5)issues.Ifanyofthepartici-pants’responsesdonotnaturallyfitintooneofthesefivecategories,createanewcolumnormorecolumnsifnecessary.Afteryouhavefieldedallresponses,labeleachofthefivecolumnsaccordingtothecorrespondingprincipleofciti-zenship.Then,presenttheresponsestothegroupasasortofgroupdefinitionofcitizenship.

4.Tellparticipantsthatthepurposeofthisactivityistounderstandandexamineabroaddefinitionofcitizenship.Peopleusemanydefinitionsofcitizenship,andthiscurriculumemphasizesabroaderdefinitionofcitizenship,whichincludesknowledgeaboutsociety,skillsforparticipationandattitudestoengageinpub-licefforts.Thisdefinitionhasfiveparts,anditisimportanttounderstandwhateachofthefivemean.

5.Breakparticipantsupintofiveteams.Giveeachteamoneofthesheetsofnewsprintwithoneofthefiveprinciplesofcitizenshipatthetop.Instructeachteamtofirsttalkaboutandthenwriteadefinitionfortheirprinciple.

6.Afteraboutfiveminutes,telleachteamtodiscussandwritethreeexamplesofhowtheirprinciplecanbeputintopractice.

7.Wheneachteamisfinished,reconvenethewholegroupandhaveeachteamsharetheirprinciple,theirdefinitionandtheirpracticalexamples.


8.Aftereachteamhasshared,distributethe“FivePrinciplesofCitizenship”hand-out.Giveparticipantstimetoreadoverthehandout.Then,explainthatthefiveprinciplesthateachteamexploredarethepartsofthisbroaderdefinitionofcitizenship.Theactivitiesinthiscurriculumarebasedonthisnotionofcitizen-ship.

Try This, Too:• Haveparticipantsmakeacitizenshipcollagethatincludesdepictionsofallfiveprinciplesofcitizenship.

• Arrangeforparticipantstocreateandmaintaincitizenshipportfoliosinwhichtheycankeeprecordsoftheiractivitiesandaccomplishmentsrelatedtociti-zenshipandcivicengagement.

Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:

1.Whatareyourreactionstothisdefinitionofcitizenshipbasedonthefiveprin-ciplesofcitizenship?

2.Whatwouldyouaddtothisdefinition?Whatwouldyouchange?Doanyofyourideasofcitizenshipnotfitintoanyofthefiveprinciples?

3.Whatwoulditlooklikeifapersonweretousealloftheseprinciplesinhisorherlife?


HANDOUT:

Five Principles of CitizenshipBeingaresponsiblecitizenmeansdifferentthingstodifferentpeople.Someconsideragoodcitizentobesomeonewhohasstrongcharacter,donatestocharityandvolunteerstohelpothers;otherssayagoodcitizenisonewhotakesaninterestinunderstandingsocialissuesandconcerns;andstillotherswoulddescribeagoodcitizenasonewhohastheskillsandknowledgetoactivelyinfluencedecision-makingandpublicpolicy.Becauseofthesediverseideasofwhatitmeanstobeagoodcitizen,itisimportanttoconsiderabroaddefinitionofcitizenship.Therefore,wecansaythatadefinitionofwhatitmeanstobeagoodcitizenshouldincludethefollowing:

• Character —moralandcivicvirtues,suchasaconcernfortherightsandwelfareofothersandappreciationofdiversity;

• Knowledge of government —anunderstandingofthestructureandprocessesofgovernmentandcommunityorganizations;

• Community service learning —anawarenessofpublicandcommunityissues,andparticipationinservicetoaddressproblems;

• Public policy — theskills,knowledgeandcommitmenttoinfluencedecision-makingandpublicpolicy;and

• Issues —anawarenessandunderstandingofpublicissues,howtheyareconnectedacrosslocal,nationalandgloballevels,andhowoneaffectsandisaffectedbythem.

References:CarnegieCorporationofNewYorkandTheCenterforInformationandResearchonCivicLearningandEngage-ment.(2003).The Civic Mission of Schools.NewYork:CarnegieCorporation.

EducationCommissionoftheStates.(2006).Developing Citizenship Competencies from Kindergarten through Grade 12.Denver,CO:EducationCommissionoftheStates.


ACTIVITY:

Government Is UsDescription: Individually,youthwritedownwhattheybelievetherulesshouldbeforthegroup.Theningroups,participantselectarepresentativetomakerulesfortheentiregroup.Oncetherepresenta-tiveshavefinished,theirrulesarecon-trastedwiththerulesthateachpersoncreatedtoimpressonparticipantstheinherentcompromiseofrepresentativegovernment.After,youthdiscusshowtousetheirownvoicestoinfluencedecisionmakingasactivecitizens.

Participant Age: 13–19

Activity Objectives:Theparticipantswill:• Experiencerepresentativegovern-ment.

• Brainstormwaystousetheirvoiceindecisionmaking.

• Defineactivecitizenship.

Learning and Life Skills: Self-Responsibility;Communication;DecisionMaking

State of Michigan Social Studies Standards: StandardIII.1PurposesofGovernment;StandardIII.2IdealsofAmericanDe-mocracy;StandardIII.3DemocracyinAction;StandardVI.2GroupDiscussion

Materials, Equipment, Handouts:oNewsprint,severalsheetsoEaselortapeforrecordingonnews-print

oMarker(s),oneortwooWritingutensils,foreachparticipantoHandout:“GroupRules”Time: 30–60minutesSetting: Indoors,tablesandchairstoaccommo-dateallparticipants

Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.• Printonecopyofthe“GroupRules”handoutforeachparticipant.• Makesurethatallparticipantshaveawritingutensil.• Bringnewsprintandmarkers(easeloptional).• Arrangeonetableseparatefromthegroupforthe“representatives.”

During the meeting:1.Tellparticipantsthatthepurposeofthisactivityistosettherulesforthegroupthateveryonewillfollowfortheremainderofthegroupmeetings.Distributethe“GroupRules”handouttoallparticipants.Explainthateverybodyshouldindividuallyfilloutthehandoutaccordingtowhattheythinktherulesandexpectationsshouldbeforgroupmeetings.Encourageeveryonetolistatleastfiverules.

2.Aftereveryonehasfilleditout,explainthat,intheinterestoftime,notevery-onecansharetheirrules.Askthegrouptopick“representatives”tosharetheirrules(trytohaveaboutonerepresentativeperfiveparticipants).Explainthattherepresentativesaretheonlyoneswhoactuallyhavethepowertodecidewhattheruleswillbe.Collecttherepresentatives’handoutsandrecordtheirchosenrulesonnewsprintforeveryonetosee(thereisnoneedtowritedupli-caterulesmorethanonce).

3.Askthewholegroupwhattheythinkoftherulesandhowtherepresentatives’rulescompareandcontrasttotherulesthattheydevelopedindividually.Makesureeveryonekeepstheirindividual“GroupRules”handout.

4.Explainthatthegroupisgoingtotryanalternativeprocessofcomingupwiththerules.Breakparticipantsupintoteamsoffourorfive;giveeachgroupanew“GroupRules”handout;andinstructthemtotalktogetherand,asateam,comeupwithrules.After,haveeachteamdecidetogetherwhotheywouldliketorepresentthem–thisnew“representative”shouldrecordhisorherteam’srulesonanewhandout.Thenmovetherepresentativefromeachteamtotheseparatetable.Collecttherepresentatives’handoutsandrecordtherulesonnewsprintasinstep2.

5.Announcethatthesearetheofficialgrouprules.Putthenewsprintwiththerulesinavisibleplacewhereitcanstayfortheremainderofthegroup’smeetings.

Try This, Too:Anydecision-makingactivitythatcouldbedonecollaborativelyandthatthegrouphasaninterestincouldbesubstitutedforgeneratinggrouprules.Forexample,theactivitycouldbeplanninga(realorimaginary)fieldtrip,designingaT-shirt,ordecidinghowmanypiecesofcandyeverybodyinthegroupshouldget.


Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:

1.Reflectonthetwomethodsusedtodevisethegrouprules.Ask:“Whatwasfrustratingordifficult?”“Whichprocessmorecloselyreflectedyourideas?Why?”“Whatwerethedifferencesinhowyouselectedrepresentatives?”“Whatisthejoboftherepresentative?”“Howwereyouabletocommunicateyourideastoyourrepresentative?”Allowampletimefordiscussion.

2.Remindthegroupthatinourdemocracy,wechooserepresentativestomakedecisionsforus.Ask:“Whataresomeoftherepresentativegovernmentalbodiesorgroupscalled?”(Congress,HouseofRepresentatives[state/federal],Senate[state/federal],countyboardofcommissioners,schoolboard,city/vil-lagecouncil).Stressthattherepresentative’sjobistomakedecisionsthatwe,thepeopleheorsherepresents,want.Tellthegrouptothinkabouttheactivitythattheydid,andaskthefollowingquestions:“Howcloselywereyourideasrepresentedwhenyoudidn’tcommunicatewithyourrepresentative?”“Howcloselywereyourideasrepresentedwhenyoudidcommunicatewithyourep-resentative?”“How,ingovernment,doyouthinkyoucancommunicatewithyourrepresentativestomakeyourideasheard?”(forexample,letterwriting,petitions,meetingswithrepresentatives,protests,orothermeans).

3.Howdoesthisactivityrelatetoresponsiblecitizenship?


HANDOUT:

Group RulesBelow,listtherulesthatyouwouldliketohaveforthisgroup:

1.

2.

3.

4.

5.

Documents

Engagement Curriculum for Youth GroupsA Civic Engagement Curriculum for Youth Groups. Table of Contents. ... land-grant university to the citizens of Michigan. This work is done in