3The Civic Action Project Practicum for the U.S. Government Course.Five core lessons.* Additional classroom lessons provide specific content and skills.Students choose a policy- related problemto address and do everything they can to make an impact.CAP web site provides instruction and resources to support the students and teacher.
4Essentials for in-depth Project Based Learning: 1. Significant content2. Creates a need to know essential content and skills. 3. Is organized around an open-ended driving question or challenge4. Allows some degree of student voice and choice. 5. Requires critical thinking, problem solving, collaboration, and various forms of communication.6. Requires in-depth inquiry. 7. Incorporates feedback and revision. 8. Results in a publicly presentedproduct or performance. Buck Institute of Education
5Lessons Planners 1. Significant content Focus on important knowledge and concepts from the standardsLessons and planners linked to content standards for government and Common CoreLessonsPersonally meaningful an fulfills an educational purposePurpose is to understand the content more deeplyProjects should focus on important knowledge and concepts from the standards.Planners
6The CAP PlannerThe CAP Planner provides a structure to guide students throughselecting and addressing an issue, problem, or policy. Tips and a layerof in-depth help for students are provided for each step of the CAPprocess. Teacher tips for assessing each part of the process areprovided in the Tools for Assessing CAP.Students hand in each document of the planner so that teachers canassess their work and approve next steps. The CAP Planner includes:CAP Proposal: Helps students focus on an issue. Provides teacherswith a description of the issue, its policy implications, and students’ideas for civic actions they will take. Teachers approve or askstudents for revisions before students begin working on their issues.Thinking it Through: Helps students think more in-depth about the issue they are addressing. Provides teachers with a tool to assess students’ critical thinking about the issue, including policy implications. Students report on their last civic action and propose their next civic action, providing teachers the opportunity to approve or ask for revisions.Civic Action: Students report on their last actions and propose their next, as well as speak to policy connections. Provides teachers with the opportunity to approve or ask for revisions in the students’ plans, as well as see how students are making connections between CAP and their government course.CAP Report: Guides students through evaluating and reflecting on their CAP experience. Provides teachers with a way to assess what students have learned and the skills they have gained.The CAP Planner is available in an electronic format using Adobe forms or in a “pen and paper” format. Teachers and students are invited to use CAPs learning management system to post Planner documents and communicate.
72. Creates a need to know essential content and skills. PBL begins with the vision of an end product or presentation which requires learning specific knowledge and concepts, thus creating a context and reason to learn and understand the information and concepts.As a part of this government course, you must…Choose a policy related issue or problem that matters to you and do everything you can to impact that problemI have no idea what issues matter to me!What does she mean by “policy-related”?I’m only in high school…how am I supposed to impact a real community problem?I want to solve world hunger and end unemployment and child abuse.Need to knowCivic Action Project (CAP) as a practicum for their government course. To help students understand CAP’s rationale, students first discuss why government is a required course and then brainstorm the knowledge, skills, attitudes, and actions of effective, productive citizens. Finally, students are introduced to the CAP assignment of addressing a problem or issKnow what government does, how it worksLearn how to participate in governmentLearn why government is importantUnderstand why we have governmentTo prepare them for collegeTo learn how to think criticallyTo be prepared to participate in American democracyOur democracy depends on “We, the people” and the importance of citizen participation and the benefits of having an informed and engaged citizenry through civic actions.Think of this government course as a practicum—a place where we get to practice the “stuff” that effective, productive citizens do.Makes content relevantProvides real world examples of civic actionsInspirationI need to pass this course.What’s policy?Students rely on the classroom lessons (including case studies, simulations, etc.) and web-based resources (with layers of help) to be able to:- identify an issue that matters,- make connections between the issue they select and public policy, and- develop and execute their civic actions.
83. Organized around an open-ended driving question or challenge. These focus students’ work and deepen their learning by centering on significant issues, debates, questions, and/or problems.CAP’s Big Question:Why is an informed and engaged citizenry essentialin our democracy and how do people in our democracy goabout solving problems and creating change?Students Guiding Question:How can I impact….?Students will conduct investigations:CAP’s Big Question: AKA--What it is we want them to learn?How can I impact….? Is the point of the projectWant students to learn that effective citizens are able to solve problems and they understand the role that policy plays in doing so. During CAP students address a problem or an issue by taking civic actions. As they try to make an impact, they’ll explore relationships between the issue, actions, and policy.A. Select an issue (narrowing down through cause and effect)B. Investigate the relationship between:• issues/problems, and• policy, and• citizen actions.C. Investigate the attributes of effective, engaged citizens.Make content relevant.Provide students with ideas for civic actions.Inspiration.Teaching content with real-world examples…
94. Allows some degree of student voice and choice. Students learn to work independently and take responsibility when they are asked to make choices. The opportunity to make choices, and to express their learning in their own voice, also helps to increase students’ educational engagement.Cap allows students to work in small groups or independently on issues they care about. Issues can be selected by students or an entire class can work on one overarching issue.Class Selects Overarching Issue and Small Groups Work on Related ProblemsSmall group issuesStudents form groups around issues they care about either school based, in their community state-wide, nationally or internationally.Example: Class issue is Animal CrueltyStudents form groups to work on components under topic.Real vs. Synthetic Fur FashionsPuppy MillsNo-Kill Policy Enforcement at Local Shelters
10Bell Gardens – “The Wall” Project 5. Requires critical thinking, problem solving, collaboration, and various forms of communication (21st Century Skills).Students need to do much more than remember information—they need to use higher-order thinking skills. They also have to learn to work as a team and contribute to a group effort.Bell Gardens – “The Wall” ProjectTeamworkFive students who did not know each other well.Collaborating with each other, then with community members including neighbors, the mayor, city council, and the executive director of a local agency.Critical Thinking/Problem SolvingPolicy connection – Enforce existing barrier wall height policies.Research, strategize, organize, act.CommunicationPublic Service Announcement video – raise awareness.Letters, s to public officials, agencies.Community survey and petition.
116. Requires In-depth inquiry Inquiry should lead students to follow a trail based on their own questions.In CAP Students develop strategies for finding out information and taking civic actions and refining their issue and actions as they discover new leads and generate new questions and paths.This is a good thing…it means you are using critical thinking skills.Example:One CAP student started with the issue of “homelessness.” After doing a little research and talking to people, she decided that for her CAP project, the issue is that homeless people do not feel safe in local shelters. It’s common to have to rethink and refine your approach when you’re trying to address complex problems.Example, let’s say you started CAP concerned about crime in your community. You talked to police officers and learned that one of the biggest problems they face is that few people in your community report crimes. The police think that people are either too afraid of retaliation to report crime, or that they don’t trust the police, or both.Given what you now know about the issue of crime in your community, you decide to refine the problem you are working on to be “people don’t report crimes to the police.” As you explore this problem, you learn that people in your community would be more apt to report crimes if they could be sure that no one would know about it.You decide that what is needed is a public policy that would ensure that anyone reporting a crime remains anonymous.So, you have gone from a broad problem (crime) to cause (people not reporting crime) to a policy issue (protect those who report crime). Each time you start down a new road, be sure the record your ideas and work on the Thinking It Through planner.Real inquiry=meaningful work—-provides way to create new solutions to problems
127. Incorporates feedback and revision. Students use peer critique and rubrics to improve their work to create higher quality products. The Cap planers also allow for teachers to coach students by leaving feedback on their work.As students dive deeper into CAP, they often need to rethink the way they describe and the way they try to impact the issue they are trying to address.Peer critique and planning
13Los Angeles Mayor with CAP students 8. Results in a publicly presented product or performance.What you know is demonstrated by what you do, and what you do must be open to public scrutiny and critique.Classroom or School-based PresentationsCulmination EventsLos Angeles Mayor with CAP students
14CAP Students Use Social Media FacebookTwitterWebsitesTumblerInstagramVideos
15What Students Learn…I learned that it is very important to be well informed on public policies and problems in order to make educated decisions about the world around me. Working on these issues helped me realize how much I could change representative's minds on issues that need changed.The highlight of my CAP experience was being able to learn how to effectively work with others and learning more about the issue that I was not aware of. For example, the meeting with my school resource officer helped me become more informed about the policy, the regulations, and the consequences that are entailed by this policy.I learned that some things may not work in your favor, but if you persevere you will get results. I also improved my business letter and skills. I also learned who I can contact for assistance on certain policy matters. I learned more on how to be an active community member.The CAP experience is making me into a better citizen of my community and I enjoy discussing the public policies and evaluating them, along with debating on the issues.
16Civic Action Project Next Steps: Explore the CAP website and student work (www.crfcap.org)Register to access free lessons and student planners (Teacher tab “How do I get started?”)Explore CAP Implementation models (at “How do I get started”)Contact Laura or
17Civic Action Project Scavenger Hunt Use CAP “Rubric “ to list one content and skill.Find “How do I get started” and list “step three. “Locate the student tool kit and list three resources your students might use while doing CAP.Locate a student CAP issue and a policy connection.List three examples of student civic actions.