Sample Snap Shots of Practice: Theme X-CIvic Ideals and Practices

CIVIC IDEALS AND PRACTICES

Snapshots of Practice – Early Grades

Example #1

Performance Expectations: (It is good to key the snapshots to expectations, but so far mine do not have letters and edits may change them or the order; so, at this point they are not keyed to expectations. This can easily be accomplished once we receive feedback, complete final revisions on the expectations and letter the expectations).

“Do you know that the school board wants to put a daycare center and preschool at our school? I don’t want babies in my school! I heard that they are going to put daycare/preschools in every elementary school.”

These are the views of a third grader, as representatives from each grade gathered for the weekly student council meeting at Wilburton Elementary School. Sandra Roberts, the council advisor, expands the agenda to include this topic as the council discusses the rumors. The students don’t all agree that having the little ones would be bad, but everyone does agree that they do not have enough information and need the answers to several questions. They begin to compile a list of questions: Where would the daycare center be housed? What would happen if the children got sick? Would they use school supplies? What if they were too noisy? Where would they play? Would they cause too much extra work? Might it be fun to have them?

The students invite the principal, Ann Peterson, to the next meeting to answer their questions. Meanwhile, they decide to return to their classes and generate more questions to ask at the next meeting and to begin to gather information about a daycare center in a neighboring school district to answer the ones they had already raised.

When they meet next, the principal answers many questions. She mentions that there is going to be a school board meeting on the issue in two weeks. The council decides to discuss the pros and cons and put them in a survey for other students. They also decide to develop a report that will provide background information and show the results of the student survey. Roberts and the children discuss what will be needed in the report. The children decide it should say what the problem is, present several opinions that groups of people hold, make a list of pros and cons, and include the results of the student survey.

The student council officers and their parents arrive at the school board meeting with a chart to show all the steps they had taken to develop the report. They distribute copies of their report, which contains background on the issue, present pros and cons, and include a graph of the student survey results. The report details the cost of supplies and help needed for the center. It also indicates that many parents could be helped by such a center and that having more little children in elementary schools might make the other children feel more responsible. Older children might even enjoy reading stories to the little ones. Space for the center is still a concern at Wilburton. The report points out that a portable classroom will be needed if a center is added at Wilburton. Roberts is pleased that the report addresses all of the topics the children have suggested and that it is accurate.

The school board president passes out the report and tells the board members that the students at Wilburton Elementary School have been concerned about issues of housing, safety, and health related to the planned daycare/preschool centers. She urges committee members to listen to the students as they report and to use the information in the report to think about the decisions they will make. After listening to the students, the school board decides to discuss the matter and make a final decision at the next meeting.

At the next meeting, the school board votes to place a center in those elementary schools that have room and if they are in locations where a private daycare/preschool is not available. They also decide to invite businesses to consider making space available for centers to meet the needs of employees. The president of the school board congratulates the students for their excellent questions and for helping the committee to think about the many pros and cons of the proposal. The board urges the student council members to continue their good work aimed at studying and reporting on issues important to them and to their school. At the next student council meeting, Ms. Roberts asks the students to reflect on what made their civic action effective.

Example #2

Performance Expectations: a, c, d, e, i, j

Ellen Stein’s fourth grade class is studying how its local community government operates to solve problems of public concern. Their school is located next to an abandoned factory, which is being considered as a site for either a shopping center or a public park. Citizens holding different perspectives have argued and debated the merits of the two proposals in the media, and many of the students’ parents have strong opinions about the issue. Because of the local concerns, the students want to study the issue, gather information, think about the consequences of different positions, and make their opinions heard.

Stein invites representatives from different groups in the community who will influence the decision to talk with students. People invited are the mayor, members of the planning board, the town council, the chamber of commerce, various citizens’ groups, and a number of residents who live in the surrounding neighborhood. The class develops questions before each visitor arrives and each student recorders of answers to questions. After the visits, students examine the data they have gathered, the positions of the different groups, and the class develops a list of any additional questions, issues, and concerns to be sent along with “thank you” letters to the visitors. The students also discuss what each community group’s priorities appear to be and the pros and cons of how their community may be affected by the differing priorities and positions of the groups.

After further information gathering and review of the pros and cons of several alternatives, the class decides to prepare a poster campaign, supporting the alternatives it believes are most beneficial for the interests of the entire community. Stern helps the students consider the elements that make effective posters: attention-grabbing qualities, visuals, wording that conveys a clear message, accuracy, evidence supporting the position presented, and persuasiveness. After developing their individual posters, students select the best posters using the qualities previously identified. Students invite the local newspaper to send a reporter and photographer to see the poster display in their school, take photos, and write an article. They also obtain permission to place the poster display in the regional library. Ms. Stein asks each student to write a paragraph describing what he/she has learned about civic action through this learning experience—using information and examples from the experience as support.

CIVIC IDEALS AND PRACTICES

Snapshots of Practice – Middle Grades

Example #1

Performance Expectations: (It is good to key the snapshots to expectations, but so far mine do not have letters and edits may change them or the order; so, at this point they are not keyed to expectations. This can easily be accomplished once we receive feedback, complete final revisions on the expectations and letter the expectations).

Following an incident in which a student at a local high school threatened another student with a handgun, Janet Morton’s middle school students begin collecting news reports about other incidents in schools involving weapons. Morton invites an attorney specializing in youth offenses to visit her classroom to respond to questions the students have raised regarding laws governing minors and weapon possession and use. They learn that there is no law currently on the books specifically prohibiting youth from carrying handguns, in or out of school. As a result, the school system’s response has been to establish a policy stating that any student possessing a deadly weapon will be immediately suspended and automatically face an expulsion hearing. This measure, in the attorney’s opinion, is an insufficient response to the growing problem of weapons in schools. The students agree and, with the attorney’s voluntary assistance, create a plan to lobby their state legislature for tougher laws governing minors and weapons. Morton’s job is to help them understand the process of enacting law.

The class begins by charting the progress of an idea from its statement as a “need” to becoming a law. They then conduct research, with the help of their attorney mentor, to discover what laws currently exist governing the possession and use of weapons. They examine the wording and construction of a bill and prepare a draft to present before their school Parent Teacher Association (PTA) board in hopes of garnering their support and possible partnership in their effort to strengthen existing law. The PTA board members agree and join the students in going before the school board, to try and win board support. They are successful.

By this time, a state legislator who represents a nearby district has become aware of the children’s efforts and visits their classroom to hear the whole story. He informs the students that he shares their concern and is willing to sponsor their bill in the upcoming legislative session. He makes several visits to the classroom to help the students refine their draft of the bill and prepare for their lobbying efforts. The bill becomes the first to pass through both houses in the legislative session, and the students are invited to the governor’s signing. Ms. Morton asks each student to create an illustration of the process of having their bill become a law and write a paragraph explaining how this learning experience represents civic ideals and practices. The teacher assesses the accuracy and completeness of the illustration and the reasons and examples students provide in linking this learning experience to civic ideals and practices.

Example #2

Performance Expectations: (not provided yet)

As a part of a unit on immigration past and present, Suzanne Kim gives her eighth-grade students news articles about the many points of view being expressed about immigrants and citizenship. The class has studied immigration in various periods in United States history, but Kim wants her students to focus now on “Who is a citizen and what does it take to become one?”

Kim passes out a list with the following on it:

Who is a citizen? How do you know?

1. A baby is born in Mexico while her parents, who are U.S. citizens, are on vacation. What is her citizenship?

2. A Jamaican woman has worked for many years in this country but has never applied for citizenship. This past year she married a U.S. citizen.

3. Refugees flee an oppressive, non-democratic government with which the United States has no diplomatic relations. The president tells the people of that nation that they can seek political asylum here. Are the refugees citizens? If not, are they eligible for citizenship?

4. Refugees flee an oppressive, non-democratic government with which the United States does have diplomatic relations. The president discourages these people from immigrating to the United States, saying that they are merely fleeing for economic purposes. Are these refugees citizens? If not, are they eligible to become citizens?

5. You emigrate to France. You have no intentions of returning to the United States. You no longer file U.S. income tax returns. Of which country are you a citizen?

6. A husband and wife have been undocumented workers in the United States for seven years. They have a baby. Is the baby a U.S. citizen?

Students work in small groups to research and report on one of the examples above. The groups answer who is a citizen in the example and describe what it takes to become a citizen. Kim assesses the accuracy of the research and interpretation of the example presented by each group. Kim arranges for a speaker from the Immigration and Naturalization Service to speak to her class the next day. Following this, the class analyzes current U.S. immigration policy and new proposals in light of America’s historical commitment to the ideals of justice and fairness.

Each student then writes an editorial for the school newspaper, explaining the pros and cons of U.S. immigration policy, providing examples of immigrant experiences drawn from the examples or news articles, and defending a position related to the policy. The editorials are evaluated on: accurate representation of contemporary immigration policy; the student’s ability to analyze this policy in the light of the historical ideals and current practices; development of a logical argument; and the student’s success in choosing the appropriate tone for the newspaper.

Example #3

Performance Expectations: a, b, c, d, e, i, j

Students in Gary Huggett’s middle school class become aware that the policies of Leading Edge, a national chain of stores that sells advanced electronic gadgets and sports equipment with great appeal to teenagers, discriminates against them because of their age by requiring a chaperone in order to enter the store after certain hours. The students, led by Sara Berwick and Mike Holczer, decide that they are going to try to change the policy so that people under eighteen can go into a store without an adult chaperone.

Students research local, state, and national laws that relate to the situation. They also examine practices in other stores and other communities and discuss rights, responsibilities, values, policies and laws related to the issue and important in a democratic society. The students develop a plan to change the policy, which they then present to store officials. The students meet with the store manager, district manager, and finally the president of the company. The president writes a letter to the students announcing that she has changed the policy and teenagers will now be allowed to enter the store. Huggett asks each student to write an essay to answer the question: In what ways does the experience of working to change a store policy relate to civic ideals and practices? He asks students to defend the position they select with specific examples of action and legislation examined by the class during the study.

CIVIC IDEALS AND PRACTICES

Snapshots of Practice – High School

Example #1

Performance Expectations: (It is good to key the snapshots to expectations, but so far mine do not have letters and edits may change them or the order; so, at this point they are not keyed to expectations. This can easily be accomplished once we receive feedback, complete final revisions on the expectations and letter the expectations).

The city of Wexford was reeling from a riot that had taken place after an unpopular verdict regarding charges of a police beating of a Latino motorist who had committed a traffic violation, but resisted the officers. Several witnesses had testified that the police used unnecessary force in taking the man into custody. He had suffered numerous broken bones and was in critical condition in the county hospital. The jury in this case found the evidence lacking and acquitted the police officers. Some community members responded with violence. Several stores, and shops were looted and burned. Several people were badly injured. The police and the National Guard were called in to restore order. Wexford was changed in ways never imagined.

At Wexford High School, the riot is the only thing on people’s minds. Everyone knows at least one person who was directly affected by what happened. Most teachers spend some time talking about it. They encourage students to express their thoughts and feelings. As soon as possible, many teachers return students to the work they were doing before the riot.

Larry Hudson has a different idea. He doesn’t want the students to think of the riot as an isolated incident. He wants to help students place it in the broader context of power, authority, and governance and civic ideals and practice. On the chalkboard he lists the following: the American Revolution, Shays’ rebellion, Nat Turner’s slave rebellion, the Red Summer, the Homestead strike, or the Watts riot.

As the students enter Hudson’s public issues class, they look at the board with puzzlement. “What’s this list about, Mr. Hudson?” Juan Rivera asks.

“Well,” Hudson answers, “we’re going to try to see how people have resorted to riot and rebellion at various points in our nation’s history as a form of seeking redress of grievances. We’re also going to ask ourselves whether or not riot or rebellion is ever justified and whether or under what conditions the costs outweigh the benefits. We will need to draw on what you can learn about what happened in Wexford last week and what you can learn from history to try to consider these questions. As an assignment, you will work in teams to collect newspaper, television, news magazine, and personal accounts of what happened here to compare it with research you do in at least three sources (primary and secondary sources) on one of the riots or rebellions I have listed on the board. We want to know the background of the event, key people, multiple points of view about it, catalyst or starting event or incident, consequences, and resolution. Then, compare the historic event what happened here in Wexford. ”

Each team selects one of the historical events and prepares a data retrieval chart to address the questions in the assignment. Hudson plans to assess the accuracy of the descriptions of the events, the accurate representation of perspectives, and the logical support students offer for the consequences of the events compared and similarities and differences between the events.

As an in-class assessment, Hudson asks each student to use the data from the chart to write an editorial comparing the historical event with the incident in Wexford. To assess the editorials, he will be looking for accurate comparisons between the two events and a clearly stated and supported point of view in the editorial. He suggests that the students send their editorials to the school and local newspapers.

Example #2

Performance Expectations: (not provided at this point)

Nico Bellini’s eleventh grade American government class is concluding a unit on the Bill of Rights. Nancy enters class complaining about the musical lyrics and language she hears regularly on the radio; she considers some of it offensive to females and thinks a law should be passed to stop it. Her friend Maria disagrees with Nancy, noting that it is difficult to legislate restrictions on some area of expression without endangering the freedom of expression for all. Their classmate Joe responds by saying, “This isn’t about freedom of expression; it’s about maintaining standards of morality in our society which I think are slipping.”

Overhearing this discussion, Bellini comments, “It’s interesting that all of you are discussing this issue today, because that’s one of the most contentious dilemmas related to the First Amendment in our society.” A number of students in the class suggest that for their concluding unit project, they investigate the viewpoints of experts and community residents and conduct a public community forum on this issue.

Bellini listens carefully to the views of the students, and after a lengthy discussion, the students identify this problem for their investigation: Are limits on freedom of expression appropriate in our democratic society?

Students have previously studied the relationship of state authority to individual rights in the United States, notably in Supreme Court decisions. Based upon their prior work, the students select a variety of judicial case studies for exploration that illustrate different responses to the issue. They also review historical Supreme Court decisions containing precedents (i.e., “clear and present danger” and others), which have influenced subsequent judicial rulings in First Amendment cases. They are also asked to review news articles and news magazines to find recent examples of First Amendment issues.

Students work in small groups to develop their presentations, and with Bellini’s guidance refine their positions to highlight possible solutions to the problem and implications for behavior arising from these proposed solutions. In the development of the presentations, Bellini is looking for the identification of three or more distinct positions, with the pros and cons of each position clearly presented along with the consequences that follow from holding that position. The class holds a forum in their class to identify three clearly different positions (speech should never be restricted, speech that is offensive should always be restricted, speech should be restricted only in very specific instances supported by law). They examine the pros and cons of each, and to discuss the consequences of implementing each of the positions. Mr. Bellini assesses the forum based on the accuracy and fairness with which the perspectives are represented and supported with logical reasons and examples.

Excited about their own classroom forum, the students agree to organize and publicize a public forum for the community, keeping in mind that while no consensus may be reached at the public forum, a more informed public discussion of the problem and proposed solutions is clearly possible. Students also prepare audiovisual materials illustrating the key points of their perspectives, supporting their key points with research findings. As a follow-up assessment, Bellini asks each student to create a political cartoon illustrating the pros, cons, and consequences of their own preferred position on limiting freedom of expression. Peers exchange cartoons and provide feedback to each other to improve the cartoons based on a rubric the class develops for “high quality” work. Criteria on the rubric include items such as the clear presentation of a point of view, accuracy and effective use of symbols in representing and supporting the point of view. Students improve their cartoons based on feedback they received before Mr. Bellini collects them to assess using the same rubric.