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Lesson 1: Introduction to Civic Action

Lesson 1: Introduction to Civic Action. Civic Identities. Four Corners Activity: Move to the corner of the room with the sign that describes how you feel about the statement. Statement 1 : INSERT STATEMENT Statement 2: INSERT STATEMENT Statement 3: INSERT STATEMENT

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Lesson 1: Introduction to Civic Action

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  1. Lesson 1: Introduction to Civic Action

  2. Civic Identities Four Corners Activity: Move to the corner of the room with the sign that describes how you feel about the statement. Statement 1: INSERT STATEMENT Statement 2: INSERT STATEMENT Statement 3: INSERT STATEMENT Statement 4: INSERT STATEMENT 2 Lesson 1

  3. Civic Identities • How did it make you feel to stand with or in opposition to your classmates? • How did you feel when you were in the biggest group? The smallest? • What did you learn from hearing other perspectives on the issues? 3 Lesson 1

  4. Note: It’s highly encouraged to create a permanent poster of this. Working in Small Groups Student Handbook pg. 6 Think about a time when you’ve worked in small groups successfully before. What did it look like? What did it sound like? 4 Lesson 1

  5. Rank Order Decide as a group how you would rank the slips. Put the most impacted by government at the top and the least impacted at the bottom. 5 Lesson 1

  6. Role of Government Levels of Government City: Includes city council and local courts, led by the mayor (REVIEW MAYOR’S NAME)and handles local city issues (such as trash collection, traffic safety, and park maintenance). State: Headed by the governor (REVIEW GOVERNOR’S NAME)and includes the State Senate, State Assembly and State Supreme Court. They handle issues that affect the entire state, such as granting funding for public education and organizing voting districts. National: Headed by the President (Barack Obama) and includes the Senate, House of Representatives, and Supreme Court. They work on issues affecting the entire country, including managing relationships with other countries, determining immigration systems, and managing interstate transportation. 6 Lesson 1

  7. Role of Government • Which method did we rank as most influenced by government? Why? How is this issue affected by government? • Which method did we rank as least influenced by government? Why? How is this issue affected by government? 7 Lesson 1

  8. Note: It’s highly encouraged to create a permanent poster of this. You will constantly reference the hourglass throughout the semester. Advocacy Hourglass 8 Lesson 1

  9. Advocacy Hourglass Student Handbook pg. 7 The range of problems/issues in the neighborhood and school (Ex. homelessness, safety, etc.) The problem/issue you care most about that we’ll work on this semester The main reason why a challenge exists (Ex. Students are not signing up for the SAT because no one teaches them how to do so) 9 Lesson 1

  10. Advocacy Hourglass Student Handbook pg. 7 The impact we’ll make on the focus issue by addressing/fixing a root cause The major influential people or groups who can help accomplish a goal (Ex. a decision-maker, those who can influence the decision-maker, etc. ) The actions taken to convey your messages to targets (Ex. set up a meeting, write a newspaper article, organize an assembly, etc.) 10 Lesson 1

  11. Exit Ticket Student Handbook pg. 7 On a separate sheet of paper, answer the following: • Describe what you think you’ll be doing with Generation Citizen this semester. • What is one thing you’re excited about? • What is one question you still have about today or about the program? Hand your exit tickets to your Democracy Coach or teacher on the way out. Add your name and your teacher’s name. 11 Lesson 1

  12. www.generationcitizen.org

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