Project Citizen In the Gettysburg Address in 1863, Abraham Lincoln called our government a government “of the people, by t...
What is Project Citizen? <ul><li>Education for democratic citizenship </li></ul><ul><li>Teaches students to monitor and in...
What is Public Policy? <ul><li>Public policies are contained in laws, rules, regulations, decisions, and practices created...
What are the Goals of Project Citizen? <ul><li>The primary goal of Project Citizen is to help students develop a commitmen...
What Criteria is Used to Select a Problem? <ul><li>Is the problem you selected  important to you and other people in your ...
What is the Sequence of Steps in Project Citizen? <ul><li>As a class project, students work together to identify and study...
Portfolio and Documentation Binder alternative policies documentation section class policy
Portfolio and Documentation Binder <ul><li>Part 1 - Explanation of the problem </li></ul><ul><li>Part 2 - Evaluation of al...
Project Citizen- Step 1 <ul><li>Identifying public policy problems in communities </li></ul><ul><li>We’ll choose 4-5 probl...
Project Citizen - Step 2 <ul><li>Selecting a problem for class to study </li></ul><ul><li>Students will present and discus...
Project Citizen - Step 3  Gathering Information on the Problem Selected <ul><li>Students gather information on the chosen ...
Project Citizen – Step 4 <ul><li>Developing  </li></ul><ul><li>a class  </li></ul><ul><li>portfolio </li></ul>Class Policy...
Developing a Class Portfolio <ul><li>Group 1 - Develops an explanation of the    problem </li></ul><ul><li>Group 2 - Evalu...
Project Citizen - Step 5 <ul><li>Student present their work in a simulated public hearing before a panel of evaluators cho...
What are the Assessment Advantages of the Simulated Public Hearing?   <ul><li>Students work with clear, attainable goals t...
What are the Assessment Advantages of the Simulated Public Hearing? <ul><li>Students learn to cooperate with peers in grou...
Step 6 - Reflecting on the Learning Experience <ul><li>Exercising the rights of citizens </li></ul><ul><li>Fulfilling the ...
Step 6 - Reflecting <ul><li>Intellectual skills </li></ul><ul><ul><li>identify </li></ul></ul><ul><ul><li>describe </li></...
Step 6 - Reflecting <ul><li>Developing Civic Skills </li></ul><ul><li>Participatory skills  </li></ul><ul><ul><li>capacity...
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Pc power point overview_111306

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Pc power point overview_111306

  1. 1. Project Citizen In the Gettysburg Address in 1863, Abraham Lincoln called our government a government “of the people, by the people and for the people.” What do you think he meant?
  2. 2. What is Project Citizen? <ul><li>Education for democratic citizenship </li></ul><ul><li>Teaches students to monitor and influence public policy </li></ul><ul><li>What is Public Policy? </li></ul><ul><ul><ul><li>Public policy can be defined as the agreed upon ways that government fulfills its responsibilities to protect the rights of individuals and to promote the general welfare by solving problems. </li></ul></ul></ul>
  3. 3. What is Public Policy? <ul><li>Public policies are contained in laws, rules, regulations, decisions, and practices created by </li></ul><ul><ul><li>executive, legislative, and judicial branches </li></ul></ul><ul><ul><li>government bureaucracies </li></ul></ul><ul><ul><li>regulatory agencies </li></ul></ul><ul><ul><li>other public decision-making bodies </li></ul></ul>
  4. 4. What are the Goals of Project Citizen? <ul><li>The primary goal of Project Citizen is to help students develop a commitment to active citizenship by </li></ul><ul><ul><li>providing the knowledge and skills required for effective citizenship </li></ul></ul><ul><ul><li>providing practical experience designed to foster a sense of competence and usefulness </li></ul></ul><ul><ul><li>developing an understanding of the importance of citizen participation </li></ul></ul>
  5. 5. What Criteria is Used to Select a Problem? <ul><li>Is the problem you selected important to you and other people in your community? </li></ul><ul><li>Does government have some r esponsibility to deal with this problem? </li></ul><ul><li>Will there be sufficient information about the problem to develop a good project? </li></ul><ul><li>Is there a realistic possibility of solving the problem selected? </li></ul>
  6. 6. What is the Sequence of Steps in Project Citizen? <ul><li>As a class project, students work together to identify and study a problem in their community. </li></ul><ul><li>They propose a solution in the form of a public policy recommendation. </li></ul><ul><li>They develop an action plan for getting their policy proposal adopted and implemented. </li></ul><ul><li>Students display their work in a portfolio and documentation binder and present it in a simulated public hearing. </li></ul>
  7. 7. Portfolio and Documentation Binder alternative policies documentation section class policy
  8. 8. Portfolio and Documentation Binder <ul><li>Part 1 - Explanation of the problem </li></ul><ul><li>Part 2 - Evaluation of alternative policies </li></ul><ul><li>Part 3 - Presentation of proposed policy </li></ul><ul><li>Part 4 - Presentation of an action plan </li></ul>
  9. 9. Project Citizen- Step 1 <ul><li>Identifying public policy problems in communities </li></ul><ul><li>We’ll choose 4-5 problems at the beginning to research and present the findings to class </li></ul><ul><li>Students will identify public policy problems in their communities by </li></ul><ul><ul><li>discussing them with each other </li></ul></ul><ul><ul><li>interviewing family members and other adults </li></ul></ul><ul><ul><li>reading newspapers and other print sources </li></ul></ul><ul><ul><li>listening to news reports on radio and TV </li></ul></ul>
  10. 10. Project Citizen - Step 2 <ul><li>Selecting a problem for class to study </li></ul><ul><li>Students will present and discuss the problems they have identified and then select one problem for their class project </li></ul>
  11. 11. Project Citizen - Step 3 Gathering Information on the Problem Selected <ul><li>Students gather information on the chosen public policy problem from a variety of sources </li></ul>Interviews and surveys  Printed sources Radio and television  Libraries  Internet Scholars and professors  Lawyers and judges Community organizations and interest groups Legislative offices  Administrative offices
  12. 12. Project Citizen – Step 4 <ul><li>Developing </li></ul><ul><li>a class </li></ul><ul><li>portfolio </li></ul>Class Policy Action Plans Alternate Policies Our Problem
  13. 13. Developing a Class Portfolio <ul><li>Group 1 - Develops an explanation of the problem </li></ul><ul><li>Group 2 - Evaluates alternative policies </li></ul><ul><li>Group 3 - Develops a proposed policy consistent with constitutional principles </li></ul><ul><li>Group 4 - Develops an action plan </li></ul>
  14. 14. Project Citizen - Step 5 <ul><li>Student present their work in a simulated public hearing before a panel of evaluators chosen from the community </li></ul><ul><li>Presentations by each of the four groups </li></ul><ul><ul><ul><li>Opening oral presentations (4 minutes) and Responses to questions (6 minutes) </li></ul></ul></ul>
  15. 15. What are the Assessment Advantages of the Simulated Public Hearing? <ul><li>Students work with clear, attainable goals that also set the criteria for performance </li></ul><ul><li>Students connect with real world problems and events </li></ul><ul><li>Students integrate a variety of related concepts and ideas </li></ul><ul><li>Students may use knowledge and skills from multiple disciplines </li></ul>
  16. 16. What are the Assessment Advantages of the Simulated Public Hearing? <ul><li>Students learn to cooperate with peers in group settings </li></ul><ul><li>Students relate assessment activities to instructional activities </li></ul><ul><li>Students benefit from the involvement of parents and other community members </li></ul>
  17. 17. Step 6 - Reflecting on the Learning Experience <ul><li>Exercising the rights of citizens </li></ul><ul><li>Fulfilling the responsibilities of citizens </li></ul><ul><li>Learning the responsibilities of public officials </li></ul><ul><li>Learning the purposes of democratic government </li></ul><ul><li>Learning the organization & procedures of government </li></ul><ul><li>Learning the role of civil society </li></ul>Acquiring Civic Knowledge
  18. 18. Step 6 - Reflecting <ul><li>Intellectual skills </li></ul><ul><ul><li>identify </li></ul></ul><ul><ul><li>describe </li></ul></ul><ul><ul><li>explain </li></ul></ul><ul><ul><li>evaluate a position </li></ul></ul><ul><ul><li>take a position </li></ul></ul><ul><ul><li>defend a position </li></ul></ul>Developing Civic Skills
  19. 19. Step 6 - Reflecting <ul><li>Developing Civic Skills </li></ul><ul><li>Participatory skills </li></ul><ul><ul><li>capacity to influence policies and decisions by working with others </li></ul></ul><ul><ul><li>clearly articulate interests and make them known to key decision and policymakers </li></ul></ul><ul><ul><li>building coalitions, negotiating, compromising and seeking consensus </li></ul></ul><ul><ul><li>managing conflict </li></ul></ul>

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