Raising Student Civic Literacy in the Common Core Era

Report
Raising Student Civic Literacy
in the
Common Core Era
PRESENTED BY
[email protected]
[email protected]
Terri Welsh
[email protected]
Jeffrey Wiser
[email protected]
Terri Welsh
[email protected]
Opening Activity
WHO OR WHAT AM I?
1. A person or thing related to Civics or Social Studies.
2. “Could you please help me find out who or what I am?”
3. If no help, move on. Don’t guess without a clue and
keep moving.
4. Avoid ‘sounds like’ or ‘rhymes with’ and don’t use part
of the word, concept, name, etc. Examples: Gettysburg
Address, Amendments.
5. When you know who or what you are, turn your name
tag around and continue providing clues for others.
HOUSEKEEPING
O Please silence cell phones during the
training
O Restrooms and Lunch 12:00
O 2 ten minute breaks: 10:00 and 2:00
O Survey will be e-mailed to you following the
training and PD certificate sent upon
completion of survey.
O Folder contents
Workshop Goal and Learning Outcomes
Goal
Participants will learn strategies for increasing student civic literacy they can
implement in their schools and classrooms.
Learning Outcomes
Participants will:
•describe civic literacy
•identify the need for increasing student civic literacy.
•analyze the six proven practices in civic learning.
•examine how to use Arizona’s Common Core Standards in increasing student
civic literacy.
•explore programs, activities and lessons designed to increase civic literacy.
•develop or think of Action Plan to increase student civic literacy.
What is Civic Literacy?
O Turn to your neighbor and
discuss characteristics of a
student who is civically
literate.
CIVIC LITERACY
A student’s ability to demonstrate
the knowledge and skills necessary
for effective participation in
community, government, politics
and life.
Setting the Stage
“We pay a price when we deprive
children of the exposure to the values,
principles, and education they need to
make them good citizens.”
--Sandra Day O’Connor
STATEMENT
OF THE PROBLEM
Scavenger Hunt
SOLUTIONS
TO THE PROBLEM
THE
SIX
PROVEN
PRACTICES
IN
CIVIC
LEARNING
Proven Practice #1
Instruction in Civics, Government, History, Law,
Democracy, Economics and Geography
Supporting Research
High-quality instruction in social
studies provides students with both
civic knowledge and the skills
needed for democratic
participation.
http://civicmission.s3.amazonaws.com/118/f0/5/171/1/Guardian-of-Democracy-report.pdf
O What does high quality classroom
instruction in Social Studies look like?
O What facts and concepts should our
students be able to grasp in order to
be civically literate?
An Opportunity for
Social Studies and Civics
Support for Implementing
Common Core
O Library of Congress
http://www.loc.gov/teachers/
O ADE’s Explanations and Examples docs
http://www.azed.gov/standardspractices/academic-standards/socialstudies/
Proven Practice #2
Incorporate discussion of current local, national
and international issues and events into the
classroom.
Participant Survey
•
•
•
•
•
Who?
Comfort level?
How?
Where?
Why?
Quality of Practice
• Teacher is the key
• Common Mistakes
• Benefits
– Skills
– Content
– Trickle-Up Effect
Parameters for Introducing
Controversial Issues
• Strong Guidelines
– Respectful, safe
• Preparation is Paramount
– Content
– Format
• Thoughtful Assessment
• Students’ Forum
– Guide, don’t direct
Questions to ask when selecting controversial issues
1. Is a balanced debate on the issue possible?
-Do multiple perspectives exist?
2. Is the issue really controversial?
-Should we make slavery legal again?
3. Is the issue important to the development of democracy/rule of
law?
-Does the issue illuminate important democratic values that are in
conflict?
4. Do your students view this as an important issue?
-What do students already know and believe?
5. Is this issue appropriate for the students in the community/class?
-Is community or class too emotionally involved in the issue?
Source: "Controversial Issues and Democracy"
Supporting Research
An open classroom climate for
discussion is a significant predictor
of civic knowledge, support for
democratic values, participation in
political discussion and political
engagement.
http://civicmission.s3.amazonaws.com/118/f0/5/171/1/Guardian-of-Democracy-report.pdf
Proven Practice #3
Service Learning
In your classes, do you have a:
1.
Community service activity that is connected to
the curriculum?
2.
Community service activity that is not
connected to the curriculum?
3.
Service activity where students are involved,
within the school?
4.
Do you believe contextual learning can be
helpful to the student’s academic achievement, civic
engagement and Common Core Standards instruction?
1. Why do you use this as a teaching
strategy?
2. What impact do you feel it can have
on Civic Engagement?
3. What impact do you feel it can have
on Common Core?
4. How do you implement your
strategy?
Supporting Research
Carefully structured service learning does appear
to enhance civic attitudes; especially those related
to tolerance and respect for others’ opinions.
Service learning is most effective when students
have a legitimate voice in the project, supporting
the point that civic skills (communication and
collective decision making) can be learned through
service learning.
http://civicmission.s3.amazonaws.com/118/f0/5/171/1/Guardian-of-Democracy-report.pdf
Proven Practice #4
Participation in Extra Curricular Activities
• Mock Trial
• Model Congress
• Speech and
Debate
• Model U.N.
Supporting Research
Nearly a dozen studies have been
conducted and all demonstrate
strong links between certain types
of extracurricular activities and civic
engagement.
http://civicmission.s3.amazonaws.com/118/f0/5/171/1/Guardian-of-Democracy-report.pdf
Examples of Extracurricular
Activities at Your School?
Proven Practice #5
Student Participation in School Governance
Supporting Research
There is a strong, consistent
relationship between those who
participate in student government
and adults who are politically and
civically active.
http://civicmission.s3.amazonaws.com/118/f0/5/171/1/Guardian-of-Democracy-report.pdf
Strategies
for
Encouraging Student Voice
http://www.ascd.org/ascd-express/vol8/811-chan.aspx
Proven Practice #6
Simulations of Democratic Processes
Mock Trial
Model
Constitutional
Convention
Competitive
Debate Team
Games
• iCivics
Supporting Research
Programs and classroom-based simulations
that allow students to take on roles that
simulate democratic processes and
procedures show that students who
participated are more committed to
participatory citizenship, more interested in
service and have a greater sense of political
efficacy than peers who did not participate
in these programs.
http://civicmission.s3.amazonaws.com/118/f0/5/171/1/Guardian-of-Democracy-report.pdf
What are the primary benefits of civic learning?
• Promotes civic knowledge, skills and
dispositions
• Promotes civic equality
• Builds 21st century competencies
• Improves school climate
• Reduces the dropout rate
PROVEN PRACTICES IN CIVIC LEARNING
Self-Assessment
*Please take a few minutes to complete this self-assessment on the pervasiveness of the six proven
practices in your school. Add up your points and enter your total in the Total Score box below.
PROVEN PRACTICE
#1: Our school provides adequate instruction in Civics,
Government, History, Law, Economics, Democracy and Geography.
#2: Our school provides students with opportunities to discuss
current issues and all students feel welcome to speak from a
variety of perspectives.
#3: Our school has programs that provide students with the
opportunity to apply what they learn through performing
community service that is linked to the formal curriculum and
classroom instruction(Service Learning).
#4: Our school offers extracurricular activities that provide
opportunities for students to get involved in the school or
community.
#5: Our school provides opportunities for students to participate in
school governance, e.g., student council, student voice in school
policies, etc.
#6: Our school/classrooms provide opportunities for students to
participate in simulations of democratic processes and procedures,
e.g., mock trial, voting simulations, speech/debate team.
TOTAL SCORE
30 Points Possible
Strongly
Agree
Agree
(5 Points)
(4 Points)
Neutral
(3 Points)
Disagree
(2 Points)
Strongly
Disagree
(1 Point)
?
LUNCH
Program
Information and
Demonstrations
ARIZONA’S
EXCELLENCE IN CIVIC ENGAGEMENT PROGRAM
WHAT, WHY, WHO, HOW & WHEN?
http://www.azed.gov/civicengagement/
ACTION PLAN
Goal: Increase students’ civic literacy.
TASK
What will be done?
Responsibilities
Who needs to be involved?
Deadline
By when?
(Day/Month)
Resources
What resources are available and
needed?
Workshop Goal and Learning Outcomes
Goal
Participants have strategies for increasing student civic literacy they can
implement in their schools and classrooms.
Learning Outcomes
Participants:
•described civic literacy.
•identified the need for increasing student civic literacy.
•analyzed the six proven practices in civic learning.
•examined how to use Arizona’s Common Core Standards in increasing
student civic literacy.
•explored programs, activities and lessons designed to increase civic literacy.
•developed or thought of Action Plan to increase student civic literacy.
Resources
Reports, Articles, Books, Research Papers
• Chan, Dawn Imada. (2013). Putting Students at the Center, ASCD, Volume 8 , Issue 11.
http://www.ascd.org/ascd-express/vol8/811-chan.aspx
•
Gould, Jonathon. (2011). Guardian of Democracy: The Civic Mission of Schools. The Leonore
Annenberg Institute for Civics of the Annenberg Public Policy Center at the University of
Pennsylvania and the Campaign for the Civic Mission of Schools
http://civicmission.s3.amazonaws.com/118/f0/5/171/1/Guardian-of-Democracy-report.pdf
•
Hess, Diana E. (2009). Controversy in the Classroom. New York: Routledge
•
Los Angeles County Office of Education (2011). Preparing Students for College, Career, and
Citizenship.
http://commoncore.lacoe.edu/documents/preparing_students_civic_education_connections.pdf
•
Massoni, Erin (2011) "Positive Effects of Extra Curricular Activities on Students,"ESSAI: Vol. 9,
Article 27. Available at: http://dc.cod.edu/essai/vol9/iss1/27
•
Toshalis, E., & Nakkula, M. J. (2012, December). Motivation, engagement, student voice. Paper
presented by Rep. Students at the Center. Retrieved from
http://www.studentsatthecenter.org/papers/motivation-engagement-and-student-voice.
Websites
• Arizona’s Common Core Standards http://www.azed.gov/azcommoncore/
• ADE Social Studies http://www.azed.gov/standards-practices/academic-standards/social-studies/
• Arizona Foundation for Legal Services and Education http://www.azflse.org/
• Citizenship Counts http://m.mobistro.com/citizenshipcounts
• iCivics http://www.icivics.org/
• Library of Congresshttp://www.loc.gov/teachers/
• Procon.org http://www.procon.org/
“Liberty cannot be preserved without civic
education.”
-John Adams
“The success of our republic depends on
our citizens' civic knowledge and
participation.”
-Justice Sandra Day O’Connor
THANK
YOU!

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