TEACHER ORIENTATION FALL 2014

1. TEACHER ORIENTATION FALL 2014

2. WELCOME • Name • What do you teach and where? • What are you excited about in implementing GC? • What is one thing you hope to learn today?

3. AGENDA 1. Welcome 2. Overview 3. Curriculum 4. Roles 5. Resources 6. Civics Day 7. Logistics

4. OVERVIEW • Organization • Need • Mission • History and Progress • Students Served • Program • Elements • Approach • Project Example

5. WHAT IS GENERATION CITIZEN? NEED Our Democracy is broken. Why? Citizens do not participate. Over 80 million eligible voters did not participate in the 2012 Presidential election. This is greater than the number of people who voted for President Obama. Civics education is often ineffective. In many schools, civics education is either an exercise in rote memorization, or it simply does not exist. According to the National Assessment of Educational Progress (NAEP), American students test worse in civics and history than any other subject. Civics education is unequal. African-American and Hispanic students are far more likely to experience heavily fact-based civics instruction that starts and ends inside the classroom, while their whiter, wealthier peers participate in engaging debates and out-of-classroom extensions of their learning.

6. WHAT IS GENERATION CITIZEN? MISSION Generation Citizen works to ensure that every student in the US receives an effective action civics education, which provides them with the knowledge and skills necessary to participate in our democracy as active citizens. To fulfill our mission, we partner college students with classroom teachers to teach an action-civics course in which teens solve problems they face in their own communities. HISTORY AND PROGRESS STUDENTS SERVED Projected

7. HOW DOES IT WORK? ADVOCACY HOURGLASS • PROGRAM ELEMENTS • CORE • 1-2 Democracy Coaches • Twice per week • Student-driven • Emphasis on small group work • Structured approach to advocacy • Civics Day • ENRICHMENT • Summer fellowship program for students (Community Change Fellowship) Community Issues Focus Issue Root Cause Goal Targets Tactics

8. Muni SAFETYPaul Revere MIDDLE SCHOOL, SF Student safety getting to and from school Community Issues Safety on the 14L and 8x Muni bus lines Focus Issue Lack of security at the back doors of buses Root Cause Increase security at the back doors of the 14L and 8x Muni bus lines Goal SFMTA Director, SFMTA Citizens’ Advisory Council, Muni bus riders, Paul Revere parents and students Targets Gathering petition signatures, e-mails, calls and letters to the SFMTA, meeting with SFTMA Director, testifying in front of the SFMTA Citizens’ Advisory Council Tactics

9. CURRICULUM • Framework • Lesson Structure • Student Handbook • Staying on Track • What Does Success Look Like?

10. CURRICULUM FRAMEWORK • TIMING • Week of 9/22 • Lessons 0 & 1 • Week of 9/29 • Lessons 2 & 3 • Week of 10/06 • Lessons 4 & 5 • Week of 10/13 • Lessons 6 & 7 • Week of 10/20 • Lesson 8 & 9 • 10/27 – Dec • Action • Civics Day (12/5) • Reflection

11. LESSON STRUCTURE • Elements to note • Student handbooks • Objectives • Materials • Do Now • Tips Sidebar • Glossary • Exit Tickets

12. STUDENT HANDBOOK

13. STUDENT HANDBOOK

14. TACTIC TOOLKIT

15. STAYING ON TRACK

16. STAYING ON TRACK

17. STAYING ON TRACK

18. STAYING ON TRACK

19. STAYING ON TRACK

20. STAYING ON TRACK

21. STAYING ON TRACK

22. STAYING ON TRACK

23. WHAT DOES SUCCESS LOOK LIKE? Influence in-process legislation or the budget at the state or local level Introduce analogous legislation at the state or local level Influence how departments or schools use resources Influence how departments or schools solicit youth input

24. ROLES • What about working with college students makes you excited? • What makes you nervous? • Teacher and Democracy Coach Roles • Timeline • Support • Working with College Students • Best Practices

25. TEACHER & DEMOCRACY COACH ROLES

26. TIMELINE

27. SUPPORT FROM GC STAFF • GC SUPPORT FOR DCs • Day-long initial training • Weekly on-campus meetings • Weekly check-ins with veteran DCs and/or GC staff • Classroom observations • GC SUPPORT FOR TEACHERS • Initial orientation • Scheduled check-ins twice/semester • As-needed support from GC staff • Resources: • Roles and responsibilities chart • DC-Teacher introductory conversation template • Teacher best practices • Teacher checklist • Classroom case studies

28. WORKING WITH COLLEGE STUDENTS • BENEFITS • A college student brings… • Motivation from a near-peer mentor • Added capacity for outside research and resources • College-going culture • A new face with new, diverse experiences to share • Connections to other classes and the larger GC movement • KEEP IN MIND • A college student is… • New to the classroom • New to the specific needs of your students • New to the community • New to the professional world • Volunteering with GC while taking classes, and often working as well How can you support DCs?

29. BEST PRACTICES

30. RESOURCES • Resource List

31. RESOURCE LIST

32. CIVICS DAY • Details • Awards

33. CIVICS DAY DETAILS WHAT Student representatives from each class present their work to other students, community members, and public officials. This is an opportunity to celebrate their work and to gain feedback to further their efforts. WHERE David Brower Center (Berkeley) WHEN Friday, December 5th10am to 2pm AGENDA 9:30am Arrival and Setup 10:00am Welcome 10:30am Judging Rotations 12:00pm Lunch 1:00pm Awards and Speeches

34. CIVICS DAY! Friday, December 5th 10am – 2pm David Brower Center (Berkeley)

35. CIVICS DAY! Friday, December 5th 10am – 2pm David Brower Center (Berkeley)

36. CIVICS DAY AWARDS GRASSROOTS CHANGE Students can clearly and compellingly articulate why their focus issue matters to them and matters to their community. SYSTEMIC IMPACT Students can provide logical and evidence-based reasoning to explain how their project goal addresses the systemic root cause(s) of their issue. Collaboration and Diversity Students have engaged a variety of local community members in their work and can clearly explain why each has a stake in the issue. Action Students have utilized a variety of tactics to engage their targets and have shown considerable thoughtfulness and attention to quality in completing their tactics. Open-Mindedness Students can thoughtfully reflect on the GC process and connect their GC experiences with future implications and possibilities.

37. LOGISTICS • Student Surveys • Visitors and Ongoing Communication

38. STUDENT SURVEYS • PURPOSE • Monitoring program quality • Research and evaluation • Gauge progress on civic skills, knowledge, and confidence • PROCESS • Consent Forms. At the start of the semester, teachers will be provided with a parent letter stating the purpose of the project, how their student will be involved, and how the data will be used, along with the forms. GC Staff will collect on Friday, September 26th. • First Survey. Teachers should have students complete the first survey prior to the first GC lesson. GC Staff will collect on Friday, September 26th. • Second Survey. Teachers should have students complete the second survey as soon as possible after Civics Day.

39. VISITORS & ONGOING COMMUNICATION • VISITORS • Guest speakers • Donors • Media • One-week notification • With some of these visitors, we may not have as much notice • CLASSROOM OBSERVATIONS • 2-3 times/semester • GC staff and college Chapter Directors • Rubric-based • Assess DCs on: • Classroom Relationships • Preparation • Effective Instruction • Student Engagement • Advocacy • One-week notification • Opportunity to share feedback • STAFF CONTACT • Initial conversations • Mid-semester conversations • End-of-semester surveys • Questions or concerns? Contact us: • Caitlin • (619) 249-8777 cpaul@generationcitizen.org

40. www.generationcitizen.org