Course Profile Civics, Grade 10, Open,
Catholic
Unit 4: Active Citizenship
Unit Developers: J. Cecillon, H. Lack, P. Sacco, Durham Catholic and York Catholic District School Boards
The focus of this unit will be to prepare students for full citizenship in order to influence public decision making. Students will become actively engaged with a community issue of interest to them. This will provide students with the opportunities to make connections between classroom activities, active participation, and possible careers links. This unit will reinforce students’ literacy skills, including inquiry strategies, critical and creative thinking, decision making, resolving conflicts, and collaboration. Students will continue to develop attitudes and values founded on Catholic social teaching and will act to promote social responsibility, human solidarity, and the common good. This culminating activity will require the students to identify and research a local issue. They will then formulate a plan of action and begin to implement it.
Ontario Catholic School Graduate Expectations
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly, honestly, and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of Canada’s official language;
CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4e - sets appropriate goals and priorities in school, work, and personal life;
GE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;
CGE 4g - examines and reflects one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;
CGE 5a - works effectively as an interdependent team member;
CGE 5c - develops one’s God-given potential and makes a meaningful contribution to society;
CGE5e - respects rights, responsibilities, and contributions of self and others;
CGE5f - exercises Christian leadership in the achievement of individual and group goals;
CGE7b - accepts accountability for one’s own actions;
CGE7j - contributes to the common good;
ACV.01 - demonstrate an ability to research questions and issues of civic importance, and to think critically and creatively about these issues and questions;
ACV.02 - demonstrate an ability to apply decision-making and conflict-resolution procedures and skills to cases of civic importance;
ACV.03 - demonstrate an ability to collaborate effectively when participating in group enquiries and community activities.
Specific Expectations
AC1.01 - demonstrate an ability to formulate questions; locate information from different types of sources (e.g., texts, special references, news media, maps, community resources, Internet), and identify main ideas, supporting evidence, points of view, and biases in these materials;
AC1.02 - demonstrate an ability to organize information effectively;
AC1.03 - demonstrate an ability to effectively use strategies within the inquiry process when studying questions of civic importance in their school or local community;
AC2.01 - analyse approaches to decision making and conflict-resolution that can affect their own lives;
AC3.01 - demonstrate an ability to contribute to a positive climate in group settings (e.g., respect rights and opinions of others, accept personal responsibility for group duties, provide leadership when appropriate, encourage others to participate);
AC3.03 - demonstrate an ability to work collaboratively and productively with others when researching civics topics in their community;
AC3.04 - participate effectively in a civil action or project of interest to them and of importance to the community (e.g., attend public hearings, plan religious or cultural event, join special interest group, write letters to the editor).
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Activity 1 |
Student as an Active Citizen |
600 minutes |
· Canada and the World: Grade 5, Aspects of Government in Canada (pages 37-38)
· Students need to be familiar with computer skills (i.e., using the Internet)
· Students need to be familiar with school Internet policy use
· Students should have knowledge regarding the organization of local (municipal) government and the role and responsibilities of local government as outlined in Unit 1
· Check IEPs for identified students.
· Book Library/Resource Centre or computer lab for activities.
· Check web sites and media resources for activities.
· Become familiar with local community issues.
· Work and consult with teacher-librarian for resources.
· The teacher should be familiar with how to access community resources and personnel.
· The teacher can arrange for a visit to a local library to access additional resources.
· The teacher can arrange for a guest speaker or a visit to a local office.
· brainstorming, questioning, discussion, concept clarification, lecturing, simulation
· inquiry process, collaborative learning, computer-assisted learning, oral presentation
· note taking, organizer, computer-assisted learning, research
· informal and formal teacher observation of discussions, group work, presentations
· examination of student work for accuracy, completion through use of rubrics
· group work rubric
· written report rubric
· oral presentation rubric
· action plan rubric
In describing
objectives of participatory citizenship, Newmann, Bertocci, and
Landsness, (1977) state
that students should be able to:
· communicate effectively in spoken and written language
· collect and logically interpret information on problems of public concern
· describe political-legal decision-making processes
· rationally justify personal decisions about controversial public issues and explicate action strategies with reference to principles of justice and constitutional democracy
· work co-operatively with others
· discuss concrete personal experiences of one’s self and other’s in ways that contribute to resolution of personal dilemmas encountered in civic action and relate these experiences to more general human issues
· use specific technical skills as they are required for exercise of influence on specific issues
Assessment and evaluation in this unit will focus on the above by using the various tools listed in this section.
It is suggested the teacher select one of the new texts as a student and teacher resource for this course.
Holy Bible
Kids Around Town: A Local
Government Education Model
Computers or Library/Resource Centre
Local library
Telephone book
Time: 600 minutes
In this culminating activity, students will participate effectively in a civil action or project of interest to them, and of importance to their community. This activity is designed to promote an understanding of the active role that any citizen can play in public policy issues. This project should remain local in nature for several reasons. First, in order for citizens to be effective, they must understand government and be able to weigh issues affecting their communities. The first two units have been designed to provide the students with the opportunities, skills, and resources to understand the government and weigh issues. Secondly, research has shown that citizens engage in public life when they believe they can make a difference and help bring about change. This is more likely to happen on a local level where citizens believe that they can create and see change and where they have a personal stake in this change. By keeping this activity at the local levels, students will have the opportunity initiate and even effect change. Finally, by selecting a local issue, students may have an easier time accessing persons, groups, events, and other resources that may be required in their particular project. This activity has been adapted from the Kids Around Town: A Local Government Education Model, a project by the League of Women Voters of Pennsylvania in co-operation with West Chester University. While we have tried to maintain the integrity of the actual model, it has been adapted to meet the time restrains of this half credit civics course.
Ontario Catholic School Graduate Expectations
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE 2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly, honestly, and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of Canada’s official languages;
CGE4b - demonstrates flexibility and adaptability;
CGE4e - sets appropriate goals and priorities in school, work, and personal life;
CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;
CGE 4g - examines and reflects one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;
CGE 5a - work effectively as an interdependent team member;
CGE 5c - develops one’s God-given potential and makes a meaningful contribution to society;
CGE5e - respects the rights, responsibilities, and contributions of self and others;
CGE5f - exercises Christian leadership in the achievement of individual and group goals;
CGE7b - accepts accountability for one’s own actions;
CGE7j - contributes to the common good.
Strand(s): Active Citizenship
Overall Expectations
ACV.01 - demonstrates an ability to research questions and issues of civic importance, and to think critically and creatively about these issues and questions;
ACV.02 - demonstrates an ability to apply decision-making and conflict-resolution procedures and skills to cases of civic importance;
ACV.03 - demonstrate an ability to collaborate effectively when participating in group enquiries and community activities.
Specific Expectations
AC1.01 - demonstrate an ability to formulate questions; locate information from different types of sources (e.g., texts, special references, news media, maps, community resources, Internet), and identify main ideas, supporting evidence, points of view, and biases in these materials;
AC1.02 - demonstrate an ability to organize information effectively (e.g., using summaries, notes, timelines, visual organizers, maps comparison organizers, etc.);
AC1.03 - demonstrate an ability to effectively use strategies within the inquiry process when studying questions of civic importance in their school or community;
AC2.01 - analyse approaches to decision making and conflict-resolution than can affect their own lives;
AC2.03 - demonstrate an ability to apply conflict-resolution and decision-making strategies (e.g., identify points of view, and values, collect data) to public issues affecting their own lives;
AC3.03 - demonstrate an ability to work collaboratively and productively with others when researching civics topics in their community;
AC3.04 - participate effectively in a civil action or project of interest to them and of importance to the community (e.g., attend public hearings, plan religious or cultural events, join special interest group, write letters to editor).
· It is important that the teacher is familiar with local issues as this whole activity is centred on local issues. The local issue is not restricted to the greater local community, but it may simply be a school-based issue.
· There are essentially five steps in this activity: choosing an issue; researching the issue; analysing the information; problem-solving and taking civic action. Depending on local conditions and the depth of issue analysis done in the first two units, some of the research and analytical skills required in this activity may have already been addressed or reinforced in prior activities. Likewise, the teacher and students may decide to select a local issue that has been addressed in prior activities but that students continue to show interest in.
· The teacher may suggest that students keep a journal as they work through this activity. They may wish to use their journal entries in their Civics Writing Portfolio. Both can be used as a means of self-assessment for the students as well as a way for the teacher to evaluate students’ learning.
· The teacher may want to co-ordinate a speaker or field trip prior to beginning this unit if a local issue has been pre-selected.
· The teacher may want to involve a community volunteer to serve as a liaison between the community and the school. The volunteer should be familiar with the community and its political environment. Not only would a volunteer serve to demonstrate responsible citizenship skills for the students, he/she can help the teacher in accessing, locating, and supplying local resource information and materials such as government directories, local maps, news stories, minutes of public meetings, etc. which should be made easily available to the students.
· The teacher should consult and work in collaboration with the teacher-librarian. Team teaching may be appropriate for steps Researching an Issue and Analysing the Information where research methodology and analysing techniques may need to be taught, reviewed or reinforced. The teacher-librarian can also review with students the use of technology and the school policy on Internet use.
1. The teacher will review the role and responsibilities of the local government as outlined in Unit 1. Briefly list the services provided by local government.
2. To introduce the students to the study of local issues the teacher can group students and distribute scenarios involving local issues (See Appendix 4.1.1). Have students work out the questions that accompany the scenarios and report to the class.
3. Determine with students what are the major issues in the community that may affect their lives. If there are no burning issues, one of the following may be considered:
a) Discuss with students to see whether there are persistent concerns about issues concerning school business, school activities or student behavior.
b) Invite a local government official or a member of a community group to come in and talk to the students about local issues that are being discussed in the community.
c) Watch the local community television channel or read local newspapers to identify community issues.
d) Use interviews to identify issues by polling other students, or adults in the community.
After identifying local issues, the class will select one of these issues for research. The issue selected should appeal to the greatest number of students in the class since all students will be working on the same issue.
1. After the students have chosen a local issue it is essential that they gather information about it. This information gathering can be done through:
a) reading information about the issues in local newspapers, reference books, etc.;
b) inviting a guest speaker to discuss the issue;
c) taking a field trip to a particular site;
d) watching the local news channel or a video that explains the issue;
e) attending a meeting where the issue is being discussed or visiting sites where the issue has been addressed;
f) interviewing community leaders, experts on the issue and local citizens;
g) accessing sites on the Internet that give information about the issue.
2. In each of these activities, students must formulate a set of questions that they want answered before beginning the activity. A whole-class brainstorming activity can be used to select some of the questions that students want to raise and want answered. The teacher and class may want to create a data organizer for this research activity. (See Appendix 4.1.2 for one type of organizer.)
3. At the end of this research stage, the students will need to look over the efforts of their research to be certain that they have answered all their questions. (This may result in doing more research.) The teacher will:
a) bring together the results of the research (if students have been working in groups on the research, this may be done by having these groups report their findings to the class);
b) encourage students to look through their research notes to determine what questions they had planned to answer and identify any questions or ideas that have not yet been addressed in the research;
c) identify any new questions that result form looking at the research they have already done;
d) brainstorm on ways to research these new questions.
The importance of this activity is that it supports the students’ ability to stand back and assess the results of their research.
Many times, information given to students can be slanted according to preference of the source. Students need to recognize the difference between facts and opinions, and they need to be able to judge whether information given is biased or is objective. To complete this step, it is important that students have transcripts of interviews conducted, news stories and editorials available for analysis. (Teacher should refer to Kids Around Town, Section V for a list of techniques that can be used at this point).
Propaganda techniques
1. The teacher will explain the bandwagon technique. This technique is used to make it seem as though everyone agrees with the person from whom the information came. Point out some common advertising gimmicks that are used to suggest popular support, such as Everyone uses (likes, agrees, etc.)… or Nine out of ten people use the Yellow Pages.
2. Brainstorm with students other examples of bandwagon technique that they are familiar with.
3. The teacher will explain that another popular propaganda technique is that of an endorsement by a well-known personality. Solicit from students examples of popular personalities who endorse products, causes, etc.
4. Have students examine the information they have collected about their local issue. Ask them to look for instances of bandwagon or popular personality techniques being used to try to convince people to have one opinion or another on their local issue.
Point of View
It is important to remind students that different members of the community have different points of view about what is happening and what is important.
1. Have students identify the different possible viewpoints of the issue they have researched.
a) Ask students to identify the different groups who have a stake in the issue researched.
b) Summarize the group’s viewpoint on the issue.
c) Identify the major arguments made by these groups to justify their stand.
Analysing Arguments
1. Define with students what an argument is (an assertion with supporting evidence).
2. Have students analyse news editorials, statements by public officials or citizens, and information collected from others about the issue research, looking for arguments. Encourage students to identify ways they could check the accuracy of the supporting evidence.
3. After identifying arguments with accurate evidence, have students categorize the arguments, e.g., arguments that deal with health and safety would fall into a different category from those that deal with revenue.
4. Compare the categories found with arguments representing different points of view. Do the viewpoints emphasizing different categories? Can the students think of any relevant categories for which there are no arguments presented? Is there important information, which has not been covered?
Fact and Opinion
1. The teacher will explain the difference between fact and opinion and give some examples. (e.g., Skateboards are dangerous. Fifty children have been hurt on skateboards in our community this year).
2. Brainstorm on how students could go about checking if facts are true.
3. Explain that some opinion might be more credible in certain situations (e.g., If the fire chief gives his/her opinion about common causes of fire or fire safety, that is likely to be better grounded in experience than if someone who is not part of the fire department gives his/her opinion).
4. Have students identify facts and opinions from the research they have conducted.
1. Restate the Problem: Although students have been working with an issue for some time, it is useful to have them restate the problem clearly and succinctly. Sometimes an issue has so many parts to it that is it easy to loss sight of what the actual problem is. Far too often it is easy to state a solution as a problem. (We need a walkway over the highway.) In doing so, their solutions are limited because they have confused a potential solution with a problem. By restating the issue, students have to focus on what is really at the heart of the issue. (See Appendix 4.1.3 for an example of guiding questions that can help students focus on the actual problem.) Develop a whole class statement of the problem.
2. Brainstorm the Solutions to the Problem: Have students come up with as many possible solutions to the problem as they can. They may want to focus on what they want the outcome to be.
3. Examining Solutions: Examine whether the solutions are feasible or possible at all. If a list of solutions exists, help students decide on which solution would be most effective by using the PMI (Plus, Minus, Interesting) technique. In groups students could be assigned a particular solution and structure their explanation using PMI. Or as a whole class students can use the PMI technique to evaluate the feasibility of their desired solution. (See Appendix 4.1.4.) The task is to find the solution with the fewest negative consequences and the greatest number of benefits to all. It is important that students are reminded to look for the common good rather than interests of smaller groups of citizens. This is the key to making good public policy decisions!
4. The teacher can choose to assign a reflective paper where the student must justify which solution would be the most effective. This reflective paper can be placed in the student’s portfolio.
1. After students have determined the best solution to their problem, they need to determine what actions are necessary to carry out the agreed upon solution and who can take these actions. In order to do so, they need to think about which groups have the power to take action and how they can best present their solution to these groups. Students need to plan how they can convince others that their solution will actually solve the problem. They may decide that public awareness is the proper solution, or they need to present the information to a particular group (local government agency, media, school community, etc.), or they may come up with a solution that they can carry out themselves, such as cleaning up a local park.
1) Have students identify steps to take in carrying out their solution. If the solution is a complex one, students might be divided into smaller groups with each group responsible for determining what needs to be done first for their part of the solution.
2) Help students develop a sequential approach to their solution. Stress the importance of planning each step carefully.
3) Post the plan of action in the classroom and determine which individuals or groups will carry out the different steps. (See Appendix 4.1.5.)
2. The following are a few suggestions of actions that students can take to help make their position known:
· write letters to editors of local newspapers (See Appendix 4.1.6.)
· write news stories for their school paper or submit a news story to the local newspaper
· create and circulate a petition (See Appendix 4.1.7.)
· prepare a news release (See Appendix 4.1.8.)
· hold a press conference
· write letters to their local representatives
· visit local officials
· attend local government or school board meetings and present their research and requests (See Appendix 4.1.9.)
· sponsor a forum with invited speakers
· publish a fact sheet or newsletter explaining the issue
· visit other classrooms or schools and explain the issue to other students
· prepare posters to be placed in and around the school or local community
· prepare a booklet with information about the issue to be distributed within the community or to be placed in the Library/Resource Centre for future reference
· organize a school assembly or rally
· organize a class-based or school-wide activity dedicated to the issue (i.e., School Clean-Up Day)
· Formal teacher observation of individual and group work activities (See Appendices 4.1.10 and 4.1.13.)
· Rubrics (See Appendix 4.1.11.)
· Student self-evaluation (See Appendix 4.1.12.)
· Student portfolios
· Check IEP and implement appropriate recommendations and accommodations.
· Utilize program support personnel and teacher-librarian to help IEP students complete tasks.
· Select appropriate activities for special needs students in Taking Civic Action (e.g., students with writing difficulties can prepare posters or collage).
Teacher-librarian
Library/Resource Centre
Internet access
Local newspapers, magazines,
Local government or community officials
Community volunteers
Phone Book
Kids Around Town: A Local Government
Education Model
(http://www.pa.lwv.org/pa/kat or 717- 234-1576)
Appendix 4.1.1 – Assessment Scenarios
Appendix 4.1.2 – Data Organizer for Researching an Issue
Appendix 4.1.3 – What is the Problem?
Appendix
4.1.4 – PMI (Plus, Minus, Interesting)
Appendix 4.1.5 – Action Plan
Appendix 4.1.6 – Writing Persuasive Letters
Appendix 4.1.7 – Writing and Circulating a Petition
Appendix 4.1.8 – Writing a News Release
Appendix 4.1.9 – Making a Presentation/Persuasive Speech
Appendix 4.1.10 – Observation Checklist
Appendix 4.1.11 – Rubric for Assessment Scenarios
Appendix 4.1.12 – Student Self-Assessment/Student Reflection
Appendix 4.1.13
The following scenarios involving local issues can be used in several ways:
· as activities to introduce students to the idea of local issues
· as pretests to see how students respond before they have had the opportunity to work through different steps of the local issue project
· as culminating assessments for what students have learned from the local issue project
Scenario 1
Some people in your town want to build a new fire station. They say that the old one is not big enough. They also want to buy another fire engine. They want citizens to pay for the building of the new fire stations and the purchase of a new fire engine. Other people in your town think that the town does not need another fire engine. They think that the old firehouse is big enough. They do not want their taxes increased to pay for the new firehouse and engine.
What is the issue/problem?
What would you do to help figure out what your town should do?
What are some other ways to solve this problem?
What are some positive and negative implications to these solutions?
What impact would this have on you, the local citizen?
What would you do to let your ideas be known to the town?
Scenario 2
Some students in your school want to ride their bikes to school. The street next to the school is very busy with cars and trucks. The students think that a bicycle path next to the street would be a good idea. What could you do to find out about whether a path could be built?
What other ideas do you have that might let students ride their bikes to school safely?
What might be good or bad about those ideas?
What concerns would the local citizens have about a bike path near heavy traffic?
How would you make your ideas known to the community and the groups that can implement the solutions?
Scenario 3
A woman just opened a record store in your community. To advertise, she has set up large speakers to play rock music outside the store. Some of the other storeowners do not like the loud music and have asked her to turn it off. She will not do that because she says it is her right to advertise. The other storeowners say the loud music interferes with their rights because their customers won’t come if the music is blasting.
It is your group’s task to plan a way to study and solve the problem.
What will you do first?
Who is affected by the problem?
To whom will you talk?
What will you try to find out?
What are some possible solutions to the problem?
What would be good about each solution?
What would not be good about each solution?
How could you let the local government know about your solution?
Student’s Name:
Issue Concerned:
Person/Group:
Person/Group’s stand of the Issue:
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Identify |
Rationale |
How do the facts collected connect to the issue? |
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Person/Group’s concern(s) ·
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Reasons for concern(s) ·
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Impact on local citizens and community: ·
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What is this person/group doing about the issue: ·
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Before you decide what to do about the issue, it is important to say exactly what the problem is.
Consider the following questions when you are restating the problem:
Who? Who is affected? Who is having the problem? Who stands to gain, to lose? Who decides? Who, if anyone, is left out?
What? What is the underlying problem? What caused the problem?
What can change the problem? What are related problems? What kinds of things are happening because of the problem?
When? When did this situation become a problem? When does the problem become more/less noticeable? When would changes make a difference?
Where? Where do problems take place? Where could something or someone be moved, added, replaced to change the problem?
Why? Why is this happening? Why hasn’t something already been done?
How? How is this a problem? How does it harm the community or its members? How many people are involved? How much money/resources are involved?
One way to think about which solution is best is to compare the positive and negative implications of the solutions. A PMI chart is a good way to do this. Put the name of the solution at the tope of the page. In the Plus column, list all the positive aspects of the solution. In the Minus column, list all the negative aspects of the solution. In the Interesting column, list other things about the solution that are neither good nor bad. When this exercise has been completed for all the solutions, compare them and determine which solution is the best.
Solution:
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Minus |
Interesting |
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It is a good idea to make a plan of action for what you are going to do. If you are working in groups, decide what each group will do, what each individual in the group will do and when each task should be completed by. (A variation of the chart below can be used for the whole class.)
Class Action:
Target Date:
Group Task:
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Group member |
Description of member’s task |
Task due date: |
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Whether students are trying to shape public opinion or engage in a campaign for public information, persuasive letters are a valuable technique. You may want to begin by reading to students some good letters to the editor from recent newspapers and also choose some less effective letters and have students discuss why particular letters seem more effective than others.
A good persuasive letter presents a situation or a problem without being accusatory. Starting with an accusation creates negative feelings from the audience. It needs to be evident in the letter that several potential solutions have been considered. The conclusions and suggested courses of action should be defended with logic and evidence. The letter should anticipate criticisms of the suggestions.
The following steps should always be followed when writing persuasive letters:
Prewriting
Have students discuss most important points that they want to make in their letters.
Write these points on the board or have students write them in their notebooks.
Have students arrange the points in logical order by considering the audience who is likely to be reading the letter.
Composing
Have students draft a letter they think will inform and/or convince their audience.
Revision
Ask students to read peer drafts, making any revision that is necessary to the content of the letter.
Editing
Have students proofread their own and others’ letter for mechanics of language and style.
Publishing
Have students mail (or e-mail) their letters to editors of local papers or government officials.
Petitions are a good way show that people support a particular idea. The following are a few suggestions when writing and circulating a petition:
Put a title on your petition.
Put the name of your group on the petition.
Put the name of the group that you will present the petition to when it is finished.
State the problem (This should be an explanatory paragraph that states the problem).
State the action you want to take (This should consist of a brief explanation of the solution(s) that you are proposing).
Have columns for names and addresses and signatures.
Put lines for people to write the above personal information.
When asking people to sign the petition, be prepared to explain the problem to them.
If someone does not want to sign it, be polite.
Thank everyone for reading the petition, even if they do not sign it.
Present your petition to the group who can take action on it.
PETITION
(Title of Petition)
This is a petition written by _______________________________________________________
This petition will be presented to ___________________________________________________
We would like to bring the following problem to you attention:
We think that
Name Address Signature
If students are going to present petitions or speak in front of groups or municipal bodies, it is a good idea for them to prepare a news release for the press. They can take time to state their case exactly as they want rather than having to depend on the reporters writing down what they say. They can also use the news release as a way to let the media know a head of time what they are planning. This way the media can be present to cover the activity.
A news release should include the following information and be kept to one page:
Name (e.g., Grade 10 students at St. Mary’s Catholic High School).
What you are doing (e.g., presenting a petition to the school board).
When you are doing it (date and time).
Where you are doing it (specific location, including room if possible).
Why you are doing it (brief summary of the issue, the solution and plan of action)
A good persuasive speech has five parts:
1. A beginning that gets people’s attention.
2. A statement of needs. This tells the audience why you are making your speech. It tells them what the problem is. It explains what you want them to do.
3. A solution. This tells the audience what your plan is. It explains what changes you think are important. It givens them a way to solve the problem that you have told them about.
4. A visualization of how the solution will work. This tells the audience what will happen if our solution works. It explains what will happen and how things will be better after the problem is solved.
5. Action. This tells the audience what you want them to do. It might be what you want them to think about, or it might be an action that you want them to take. It tells them what to do to carry out your solution.
As students are working on the project, the teacher may want to use a checklist to record observation of individuals’ performances. The following is an example of an ongoing observation checklist.
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Abilities |
Check if observed |
Comments |
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Identifies local issues |
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Distinguished between local, provincial, and national issues |
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Shows knowledge of local government |
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Plans how to research issue |
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Asks
relevant questions |
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Collects relevant information about issue |
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Analyses arguments for bias and relevance |
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Checks accuracy of information |
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Examines
different perspectives |
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Identifies problem(s) |
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Develops alternative solutions |
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Understands consequences of proposed solutions |
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Deals with ambiguity |
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Understands differences between common good and individual interest |
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Works effectively in groups |
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Comprehends alternative views |
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Communicates effectively orally |
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Communicates effectively in writing |
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Takes initiative |
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While the following rubric pertains directly to the Firehouse and Fire Engine assessment scenario mentioned in Appendix 1, it can be adapted and applied for the local issue that students select as their project.
Rubric for Recognizing the Importance of Studying the Issue
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The student: |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Recognizes the importance of studying the issue |
- expresses an
opinion about the controversy without indicating that the positions would be
studied |
- demonstrates
a moderate understanding of the importance of studying the issue by stating
that the opposing factions would be interviewed but that their claims would
not necessarily be checked |
- demonstrates
an understanding of the importance of studying the issue by indicating that
some examination of the opposing alternatives would be undertaken |
- demonstrates
a thorough understanding of the importance of studying the issue by stating
directly that the issue must be studied and that alternatives must be
explored |
|
Has knowledge of who makes decisions about local policy issues |
- demonstrates
minimal understanding of local government structure and procedures by
suggesting action which might be directed toward inappropriate personnel or
following inappropriate procedures |
- demonstrates
some understanding of local government structure and procedures by suggesting
an action directed toward either appropriate personnel or following
established procedures |
- demonstrates
considerable understanding of local government structure and procedures by
suggesting a few actions directed toward either appropriate personnel or
following established procedures |
- demonstrates
thorough understanding of local government structure and procedures by
suggesting many actions directed toward appropriate personnel following
established procedures |
|
Understands that citizens may have different perspectives on the issue |
- indicates
limited awareness of different groups’ attitudes, confining the response to
the two groups mentioned in the scenario |
- indicates
some awareness of different groups’ attitudes but does not relate these
attitudes to group characteristics |
- indicates
considerable awareness of different groups’ attitudes about the question and
gives some examples of how their characteristics may affect their attitudes |
- indicates
thorough understanding of different groups’ attitudes and gives considerable
examples of how their characteristics may affect their attitudes |
|
Is able to weigh advantages and disadvantages of solutions |
- indicates
awareness of only advantages to one of the solutions to the problem |
- indicates
some awareness of the possible advantages and disadvantages to one of the
solutions to the problem |
- indicates
considerable awareness of both the possible advantages and disadvantages of
proposed solutions to the problems and draws conclusive evidence to support
these. |
- indicates
thorough understanding of both the possible advantages and disadvantages of
proposed solutions to the problems and is able to draw conclusive evidence to
support these |
|
Is able to think creatively, suggesting alternative solutions |
- suggests one
alternative solution to the ones presented in the scenario |
- suggests two
alternative solutions to the ones presented in the scenario |
- suggests
several alternative solutions to the ones presented in the scenario |
- suggests
many alternative solutions to the ones presented in the scenario |
|
Has knowledge of methods of making opinions known |
- suggests one
method of presenting opinions to either the public or to the decision- makers |
- suggests two
different methods of presenting opinions to either the public or to the
decision-makers or both |
- suggests at
least three different methods of presenting opinions to either the public or
to the decision-makers or both |
- suggest many
methods of presenting opinions to either the public or to the decision-makers
or both |
|
Knows ways to explore local issues |
- indicates
limited knowledge of how to determine whether a new firehouse and fire engine
are needed by mentioning only one method |
- demonstrates
some knowledge of specific means of determining whether a new firehouse and
fire engine are needed by mentioning at least two means |
- demonstrates
considerable knowledge of specific means of determining whether a new
firehouse and fire engine are needed by mentioning at least three means |
- demonstrates
knowledge of specific means of determining whether a new firehouse and fire
engine are needed by mentioning three or more ways - includes
idea of examining problems the community has experienced in fighting fires;
possible changes in community requiring greater fire service; costs, etc. |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
The following is an example of a student activity sheet to help students summarize their learning and their understanding of the issue that they have explored.
What have you learned about local government in doing this project?
What have you learned about the issue that you studied?
Who does the issue that you studied affect?
What do you think should be done about the issue?
How did you decide what should be done?
How have you made your opinions known?
What affect has your class had on public opinion about this issue and how successful has it been?
How instrumental was your role in this issue activity?
The following is an example of a variation of the above student self-assessment that can be used by the teacher to assess student learning:
What have you learned about local government in doing this project?
Do government officials listen to what citizens think? (Explain your answer.)
How can you make a difference in public policy?
What is important to do in deciding public policy issues?
How has your involvement in this activity help promote active Catholic citizenship?