Raising Student Civic Literacy in the Common Core Era PRESENTED BY John.Balentine@azed.gov Kurt.Parks@azed.gov Jeffrey Wiser firstname.lastname@example.org Terri Welsh email@example.com Terri Welsh firstname.lastname@example.org
WHO OR WHAT AM I? • A person or thing related to Civicsor Social Studies. 2. “Could you please help me find out who or what I am?” • If no help, move on.Don’t guess without a clue and keep moving. • Avoid‘sounds like’ or ‘rhymes with’ and don’t use part of the word, concept, name, etc. Examples: Gettysburg Address, Amendments. • When you know who or what you are, turn your name • tagaround and continue providing clues for others.
HOUSEKEEPING • Please silence cell phones during the training • Restrooms and Lunch 12:00 • 2 ten minute breaks: 10:00 and 2:00 • Survey will be e-mailed to you following the training and PD certificate sent upon completion of survey. • 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 forincreasing 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? • 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
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 democraticparticipation. • http://civicmission.s3.amazonaws.com/118/f0/5/171/1/Guardian-of-Democracy-report.pdf
What does high quality classroom instruction in Social Studies look like? • 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 • Library of Congress http://www.loc.gov/teachers/ • ADE’s Explanations and Examples docs http://www.azed.gov/standards-practices/academic-standards/social-studies/
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?
Why do you use this as a teaching strategy? • What impact do you feel it can have on Civic Engagement? • What impact do you feel it can have on Common Core? • 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 #4Participation 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
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.
ARIZONA’S EXCELLENCE IN CIVIC ENGAGEMENT PROGRAM WHAT, WHY, WHO, HOW & WHEN? http://www.azed.gov/civicengagement/
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.
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 • iCivicshttp://www.icivics.org/ • Library of Congresshttp://www.loc.gov/teachers/ • Procon.org http://www.procon.org/ Resources
“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