where the youth vote will matter the most in 2020

CIRCLE is out with the 2020 YESI (Youth Electoral Significance Index). It identifies the House and Senate races and states where the youth vote will make the most difference to the 2020 election.

For instance, the graphic shows the top-10 House races in the YESI.

The YESI page also explains why these states and districts will matter, which can be useful guidance for analysts, observers, and political actors.

Every young person should vote. Parties, candidates, interest groups, and election officials should encourage youth voting everywhere. Reporters should cover the youth vote as a news story everywhere.

That said, political realism dictates that all these players will concentrate their attention and resources where it matters most to electoral outcomes. Informing them can increase their net investment in youth voting, with benefits for democracy. Hence the YESI, which proved influential in 2018.

Final Set of Palm Beach Civics Videos

Good afternoon, friends. Today’s post is the last set of videos developed by Palm Beach District Schools and the wonderful Lori Dool, as we approach the end of what has been quite a school year here in Florida. Today’s videos address the Amendment Process, Structure, Powers, and Processes of State and Local Government, State and Federal Courts, US and Florida Constitution, and State and Local Obligations and Services. So without further ado, here are the videos, with the relevant Civics360 link after each one.

The Amendment Process

Civics360 Module

Structure, Powers, and Processes of State and Local Government

Civics360 Module

State and Federal Courts

Civics360 Module

US and Florida Constitutions

Civics360 Module

State and Local Obligations and Services

Civics360 Module

Be sure to check out earlier videos in this resource collection! I’ve compiled them below.

Week 1 (Forms of Government, Systems of Government, International Organizations, International Conflicts)
Week 2 (Enlightenment Ideas, Impact of Historical Documents, Pursuit of Independence, Articles of Confederation)
Week 3 (The Preamble, Constitutional Limits, Federalists and Anti-Federalists, Rule of Law, Sources and Types of Law)
Week 4 (Citizenship, Citizen Responsibilities and Obligations, Bill of Rights and Other Amendments, Constitutional Safeguards and Limitations, Constitutional Rights)
Week 5 (Impact of the 13th, 14th, 15th, 19th, 24th, and 26th Amendments, Significant Supreme Court Cases, Political Parties, and Evaluating Candidates)
Week 6 (Influencing the Government; Bias, Symbolism, and Propaganda; Public Policy Problem-solving; and Multiple Perspectives.)
Week 7 (Articles I, II, and III and Federalism)

Telephone Townhall – A View From You During a Pandemic

NCDD Member and NCL Senior Fellow Larry Schooler has announced a special event this week. Check out the announcement and the link to register below!


Join us for a one-of-a-kind, national broadcast conversation where you take center stage. You’ll have the chance to talk directly to community leaders, sharing what you need now and the actions required by our elected officials to get past this crisis. Unlike most “town halls,” you won’t be asking the questions but answering them!

National Civic League Senior Fellow Larry Schooler will be anchoring a live broadcast next Thursday, May 14 at 8pm ET, 5pm PT, featuring:
Steve Adler, Mayor of Austin, Texas
Dr. Mark Washington, City Manager, City of Grand Rapids, Michigan
Chief Art Acevedo, Houston Police Department
Judge Sarah Eckhardt, Travis County
Lee Feldman, City Manager, City of Gainesville, Florida

The focus of this event will be listening to the public; the panelists will be asking questions that they want the public to answer, and the public will be able to do so via call-in, text message, and social media. This event will be live-streamed on YouTube from a videoconferencing platform.

Learn more and register at: www.aviewfromyou.com. The event will be simulcast in Spanish.

science, UFOs, and the diminishment of humankind

The apparently intentional release of Navy videos showing strange flying objects has prompted discussion of UFOs in respectable places like Vox and Bloomberg. I don’t take the news very seriously, although I do agree that the videos are interesting artifacts and people should be able to explore all intelligible hypotheses about them, including ones that involve visitors from other planets. There should be no UFO taboo.

I’m thinking instead about the moral significance of the hypothesis of alien visitors and how that fits into the history of science. What aliens think about us would be entirely contingent on them. They might admire us, condescend kindly to us, ignore us, or view us as food. From our perspective, their stance would be entirely random. Even if the first group of alien visitors happened to be disarmingly appreciative, the next batch might decide to spray us like a nest of termites. Whatever we happen to think of ourselves as a species would have no relationship to what they think of us. Their attitude would depend entirely on what kind of creatures they were. Arrogant technocrats? Intergalactic manatees, browsing peacefully through space without a hint of aggression? Simply hungry?

Most human beings have believed in gods or a god of some kind. Our theories of the divine have varied; by no means all divinities have been seen as perfect or even as particularly good. But a common thread is their interest in us. Whether they are prone to fall in love with some of us, or give us laws, or sacrifice their only-begotten Son to save us, they seem to care about people. Although one style of religious rhetoric reminds us to be humble, trembling in the sight of a just God, a simultaneous implication is that the divine has turned its face to us and cares what we do. Therefore, most religions–Buddhism perhaps offering an important exception–have emphasized the importance of human beings even as they have compared us to something better.

Many scientists are also religious, yet science can be seen as a break with the elements of religion that tend to build us up. It investigates nature as a domain without purpose, in which each event occurs because of the events before it–not in order to accomplish any independent end. Facts are distinct from values, and only hypotheses about facts are testable. We are part of nature, determined by efficient causes that could be understood without any reference to values. Science presumes that nature exists independent of our intelligence and seeks to purge human subjectivity from our understanding of nature.

In all these ways, science tends to diminish the human. In 1963, Hannah Arendt wrote: “To understand physical reality seems to demand not only the renunciation of an anthropocentric or geocentric world view, but also a radical elimination of all anthropomorphic elements and principles.” It therefore undermines the idea “that man [sic] is the highest being we know of.” The idea of superiority is “alien to the scientist, to whom man is no more than a special case of organic life and to whom man’s habitat — the earth, together with earthbound laws — is no more than a special borderline case of absolute, universal laws, that is, laws that rule the immensity of the universe.”

She had in mind at least several epochal events that were recent when she wrote. Physicists had discovered laws and processes that allowed them to build weapons that could destroy human life on earth. Computers had begun to “supplant and enlarge human brain power.” And human beings had left the earth and taken pictures of it.

She was also concerned that physics had revealed truths about nature that were deeply counterintuitive, thus severing the traditional link between ordinary experience and the refined experiences achieved with scientific instruments and methods. However, the “the lost contact between the world of the senses and appearances and the physical world” had been restored in the most horrible way, when the insights of theoretical physics had enabled massive terrestrial explosions.

Arendt doesn’t mention the Shoah in this essay. For her teacher, Heidegger, Auschwitz demonstrated the evil of technology and what we might call a scientific view of the world. But that was itself an evil theory, since the cause of the Holocaust was actually Nazism, with which Heidegger was complicit. Arendt carries forward some of his deepest ideas about science and nature but avoids or evades this particular application of his theory.

She considers the idea that our quest for truth dignifies us–that science boosts our stature by making us the great discoverers. However, she says,

man, insofar as he is a scientist, does not care about his own stature in the universe or about his position on the evolutionary ladder of animal life; this ‘carelessness’ is his pride and his glory. The simple fact that physicists split the atom without any hesitations the very moment they knew how to do it, although they realized full well the enormous destructive potentialities of their operation, demonstrates that the scientist qua scientist does not even care about the survival of the human race on earth or, for that matter, about the survival of the planet itself. 

For her, space travel does not show that human beings can expand our knowledge and escape our limitations. It rather exemplifies the way we have turned everything we experience into products of our science:

The astronaut, shot into outer space and imprisoned in his instrument-ridden capsule where each actual physical encounter with his surroundings would spell immediate death, might well be taken as the symbolic incarnation of Heisenberg’s man — the man who will be the less likely ever to meet anything but himself and man-made things the more ardently he wishes to eliminate all anthropocentric considerations from his encounter with the non-human world around him.

It can certainly be argued that the progress of science makes us humble in a good way. We are part of nature, not uniquely valuable but deeply integrated and interdependent. Therefore, we should start treating our natural environment with more respect. The problem, however, is that science demonstrates its success even as it avoids any intrinsic values, including the value of nature or human beings. The “should” in the sentence, “We should start treating …” makes no sense for science.

Arendt thought that space travel would bring the end of our respect for ourselves, because we would be able to view ourselves explicitly and literally as science has always implicitly understood us.  “If we look down from this point upon what is going on on earth and upon the various activities of men …, then these activities will indeed appear to ourselves as no more than ‘overt behavior,’ which we can study with the same methods we use to study the behavior of rats.” Technology will no longer appear “as the result of a conscious human effort to extend man’s material powers, but rather as a large-scale biological process” (quoting Bohr). If our technology is destroying the environment that sustains us, science will explain why that outcome is biologically determined without supplying any reason for us to stop it.

I would suggest that space travel did not reorient us as much as Arendt expected, partly because it has proven rather disappointing. No colonies on Mars 57 years after her essay. But the thought-experiment that aliens are flying around our earth–and the argument that we ought to study them scientifically–this captures the moment when “the stature of man would not simply be lowered by all standards we know of, but have been destroyed.”

See also: notes on the social role of science: 1. the example of fetal ultrasounds; is science republican (with a little r)?nature includes our inner livessome thoughts on natural lawis all truth scientific truth?; and the laughter of the gods.

Civics in Real Life: The First Amendment

Good afternoon, friends in civics! Today, we bring you a new Civics in Real Life reading. This one is on the First Amendment, and asks students to think about how First Amendment rights might be exercised during a crisis.
1st amndcrl

Check out the new series here. 

As a reminder, our topics so far have addressed

Government Power

GP

Nongovernmental OrganizationsNGO

Propaganda and Symbolism

prop

The National Guard

NG

The CARES Act

CARES

Primary Sources

primary sources

Federalism in Action

federalism

The Preamble in Action

Preamble
Executive Orders
CRL EO

the Common Good,
CG1

and Public Health and the Social Contract.
PH1

Upcoming resources will include  Government Power, Non-Governmental Organizations, and Civil Disobedience, among others. We hope that you will find these useful. If you have any questions or comments, please feel free to contact us at anytime! And don’t forget, you can find the ‘Civics in Real Life’ resource on the Florida Joint Center for Citizenship website here. Be sure also to check out Civics360 for videos and readings that explore additional civics concepts and ideas within a more traditional framework!

 

New Report: Massachusetts elections in the shadow of COVID-19

MEDFORD/SOMERVILLEMass. (May 6, 2020)—To bolster participation and keep voters safe in 2020, Massachusetts needs to quickly redesign its voting system, according to a new policy report from the Center for State Policy Analysis (cSPA) at Tufts University’s Jonathan M. Tisch College of Civic Life. The report, titled “Preparing for elections in the shadow of COVID-19,” details the essential decisions and difficult choices facing the Commonwealth as it responds to the challenge of holding elections during a pandemic.

Key findings:

  • Demand for absentee voting and vote-by-mail will likely be enormous, requiring dramatic upgrades to state and municipal capacity. Centralizing parts of this process could help alleviate the burden on cities and towns and reduce the risk of local bottlenecks.
  • There is no definitive answer to the question of whether Massachusetts should automatically send absentee ballots to all registered voters, only a complex balance between expanded opportunity and election security.
  • Keeping the voter registration period open longer—or allowing election day registration—would help offset the disruptions COVID-19 will have on field operations and traditional registration drives.
  • Polling places need to remain open as an option for all voters, including those with unstable housing, individuals with serious disabilities, and black and Hispanic voters, who have historically shown a preference for in-person voting. Allowing early voting for the September primary could also improve access.
  • The cost of necessary changes could be substantial, particularly for cities and towns. However, Massachusetts has access to significant federal funding for voting access, including a large amount of unused money from the 2002 Help America Vote Act.
  • Keeping voters informed of these changes will require a concerted communications campaign.  Young voters, including college students, may benefit from robust partnerships connecting election officials with universities, educators and youth-serving organizations.
  • The COVID-19 crisis makes Massachusetts susceptible to other risks, and contingency planning needs to account for the threats of voter suppression, disinformation and more.

Read the full report here.

“We have four months until the September primary,” said Evan Horowitz, executive director of cSPA. “These kinds of system-wide changes take time—whether it’s recruiting poll workers from less vulnerable populations or reorganizing operations to accommodate the projected spike in absentee voting.”

”Now is the time to closely consider and enact changes to the Commonwealth’s election procedures to ensure that all voters, including young people voting for the first time, can safely and securely participate in the 2020 primary and general elections,” said Alan Solomont, dean of the Tisch College of Civic Life. “While there are many legislative, regulatory and financial considerations, we also must be ready to deploy innovative partnerships—between state and local officials, universities, schools, non-profit organizations, and the media—to ensure that Massachusetts’ voters have access to clear and reliable information about voting.”

In developing this report, cSPA was aided by a number of election experts, including Kei Kawashima-Ginsberg, Director of the Center for Information and Research on Civic Learning and Engagement at Tisch College, and Brian Schaffner, Newhouse Professor of Civic Studies at Tufts.

In the coming months, cSPA plans to release:

  • An analysis of the Transportation Climate Initiative, which would establish a regional cap-and-trade system covering emissions from cars and trucks; and,
  • Research on the projected impact of the fall 2020 ballot questions, potentially including right to repair, nursing home reimbursement rates, expanded sales of beer and wine in food stores and ranked-choice voting.

Check Out the April Tech Tuesday with EnCiv!

Last week, we held the April Tech Tuesday featuring EnCiv and the Undebate platform! We were joined by 40 participants as Will Ferguson, David Fridley, and Adolf Gundersen of EnCiv walked us through their Undebate platform, and the newer Unrountable they are developing. If you weren’t able to make the call, this post includes all of the key link and information – check it out!

EnCiv automates proven human-interaction methods to scale productive democratic discourse. The Undebate is being made available to voters across the country this election season by EnCiv partner Ballotpedia under the label “Candidate Conversations.” In this Tech Tuesday event, EnCiv shared with us an example of how Undebate was used for the San Francisco District Attorney race, which can be viewed at this link.

They also introduced us to the Unroundtable, a platform to allow people to share their thoughts or stories about a topic or issue through brief video responses. You can check out the example they shared with us of an Unroundtable on “What is Democracy?” at this link.

THANK YOU to Will, David, Adolf, and everyone who joined this call! We recorded the whole presentation if you were unable to join us, which you can access here. We had several excellent questions offered in the chat, which you can find the transcript of here.

Tech_Tuesday_Badge

Tech Tuesdays are a series of learning events from NCDD focused on technology for engagement. .To learn more about NCDD’s Tech Tuesday series and hear recordings of past calls, please visit www.ncdd.org/tech-tuesdays. If you have an idea for a future Tech Tuesday event, please email keiva[at]ncdd[dot]org with your great ideas!

Finally, we love holding these events and we want to continue to elevate the work of our field with Confab Calls and Tech Tuesdays. It is through your generous contributions to NCDD that we can keep doing this work! That’s why we want to encourage you to support NCDD by making a donation or becoming an NCDD member today (you can also renew your membership by clicking here). Thank you!

Civics in Real Life: Government Power

The new Civics in Real Life is now available!  Who has the power to make decisions that impact us? How are our lives affected by the decisions of government at all levels? Let’s reflect on what government power actually is!

GP

Check out the new series here. 

As a reminder, our topics so far have addressed

Nongovernmental OrganizationsNGO

Propaganda and Symbolism

prop

The National Guard

NG

The CARES Act

CARES

Primary Sources

primary sources

Federalism in Action

federalism

The Preamble in Action

Preamble
Executive Orders
CRL EO

the Common Good,
CG1

and Public Health and the Social Contract.
PH1

Upcoming resources will include  Government Power, Non-Governmental Organizations, and Civil Disobedience, among others. We hope that you will find these useful. If you have any questions or comments, please feel free to contact us at anytime! And don’t forget, you can find the ‘Civics in Real Life’ resource on the Florida Joint Center for Citizenship website here. Be sure also to check out Civics360 for videos and readings that explore additional civics concepts and ideas within a more traditional framework!

A Civic Green New Deal

In a new paper from Tisch College entitled “The Civics of a Green New Deal,” Carmen Sirianni proposes civic strategies to address the climate crisis. A “civic” approach means engaging citizens and a wide range of organizations in planning, negotiation, and coordinated action.

Below is a preface that I wrote. The whole document is on the Tisch College site.

Command-and-control regulation and taxing-and-spending will not suffice [to address the climate crisis]. To see why, consider the example of public transportation. If more people made more use of trains, we would burn less carbon and could mitigate local effects of climate change by shifting commuting and development patterns to better locations. Public spending is necessary for this purpose, but it is insufficient. To help the climate, large numbers of people must actually use new public transportation options. If many residents oppose construction, they will block or delay public works projects in their own backyards. On the other hand, if people have a say in where and how the money is spent, their input will help to ensure that new transportation is genuinely popular and heavily used. People who are involved in the public effort are also more likely to adjust their purchases, business decisions, and volunteering to benefit the environment.

Addressing the climate crisis is all the reason we need to make a Green New Deal civic. Sirianni offers much advice, based on decades of experience and research, about how to incorporate public involvement in such large-scale efforts. For readers who are primarily concerned about the environment, his paper speaks for itself.

I will, however, add another reason to support a civic version of the Green New Deal. Like the environment, democracy faces deep challenges globally, arguably amounting to a second crisis. Freedom House has “recorded global declines in political rights and civil liberties for an alarming 13 consecutive years, from 2005 to 2018. The global average score has declined each year, and countries with net score declines have consistently outnumbered those with net improvements.”[1] Many powerful and influential countries are authoritarian (e.g., China) or have moved from democracy toward authoritarianism (e.g., Brazil and India). Public opinion data from many countries, including the United States, reveals disaffection with liberal and democratic values and growing support for authoritarianism.[2]

Two responses are widely considered and promoted. One is to reform the processes or systems of democracy in a given country: how elections are financed, how electoral districts are drawn, how rights are defined and enforced, how corruption is investigated and punished, and related topics. The other response is to support political movements, parties, and candidates who honor democratic principles while they also effectively address concrete problems that matter to large constituencies, such as recessions, inequality, violence—or, indeed, climate change.

Both responses are appropriate and worthy, although the details vary in each country (and each US state). But there is also another way to strengthen democracies. Citizens need opportunities to address crucial problems together. They need the skills, encouragement, and support to be part of improving their own communities. They must work together across demographic and partisan divides and with various kinds of institutions and professions. Such opportunities generate support for democratic political systems. In their absence, we can expect alienation and polarization that weaken democracy.

The original New Deal was designed to address an economic crisis. The unemployment rate reached 24.9% in 1933. That was the main—and perhaps a sufficient—rationale to launch massive public works programs, just as the climate crisis is the main reason for environmental programs today. But the original New Deal also helped to save democracy at a time when most of the world was governed by dictators or foreign empires. Americans gained a sense of agency, optimism, confidence, loyalty to democratic institutions, appreciation for differences, and public purpose by serving in or cooperating with New Deal programs like the Works Progress Administration (WPA). Many WPA projects explicitly extolled democracy in innovative and compelling ways that still resonate today.[3] The Civilian Conservation Corps (CCC) not only gave productive employment to the same demographic group that was a bulwark of fascism in Europe—unemployed young men without college educations—but also offered a nonpartisan curriculum in support of democracy.[4]

The New Deal did not adequately confront racial injustice. It largely preserved gender hierarchies. For these reasons and others, it left the project of building democracy badly incomplete. But it arguably did more to preserve and improve democratic institutions than any of the political reforms that occurred in the same era. The change was cultural and proved lasting. The New Deal shifted behaviors, values, and expectations—including expectations for racial justice, which bore fruit in the next generation.[5]

If the United States and other advanced economies attempt to address the climate crisis through substantial public spending (which is the heart of the Green New Deal), they must again take the opportunity to preserve and strengthen democracy. That means applying the detailed advice in Carmen Sirianni’s paper.


[1] Freedom House, Freedom in the World, https://freedomhouse.org/report/freedom-world/freedom-world-2019.

[2] Roberto Stefan Foa and Yascha Mounk, “The Signs of Deconsolidation,” Journal of Democracy, no. 1 (2017): 5-16.

[3] Jane De Hart Mathews, “Arts and the People: The New Deal Quest for a Cultural Democracy,” The Journal of American History (1975): 316-339.

[4] Melissa Bass, The Politics and Civics of National Service: Lessons from the Civilian Conservation Corps, VISTA, and AmeriCorps (Washington: Brookings Institution Press, 2013).

[5] Patricia Sullivan, Days of Hope: Race and Democracy in the New Deal Era (Chapel Hill: University of North Carolina Press, 2014).

Practical Academics shares: Online Meeting Best Practices

NCDD Member Michael Freedman of Practical Academics shared the following blog post with us. In the post, Michael shares best practices for your online meetings – a timely topic for this moment! We encourage you to check out the article below, or over at the Practical Academics site here.


Online Meeting Best Practices

The advantages of online meetings are to save travel time, convenience, and flexibility while retaining or augmenting the benefits of group interactivity. For interactivity, we need engagement; for engagement, we need encouragement and trust.  A one-way webinar is not a lot better than a video or a one-to-many lecture. Here are some points to consider in developing and running an interactive online meeting.

Development

Leverage time together for interactivity and sophisticated communications. Ask your participants to prepare in advance. Be clear on what this means: what they should come equipped with, and what should they be prepared to do.

Minimize large group time, maximize small group time. Large group time is for opening comments and announcements, setting the tone and agenda, for sharing results of small group efforts, wrap-up, and follow-up. Replace lectures and one-to-many instruction and guidance with pre-work sent in advance.

Group management. Small group models suggest optimum group sizes are 5-9.  If this is a short ad hoc session, try less, perhaps 3-5. Use break-out sessions or hold multiple meetings if that’s what it takes.

Present structured activities and conversations with targeted outcomes; and be flexible if those outcomes evolve as this is the point of having people work things over: to develop the thinking.

Provide timeframes for working sessions with the Goldilocks model: not too short and not too long. Provide enough time for all to participate, along with a deadline to drive action. Most of the small group working sessions will have specific tasks that can be addressed in five – twenty minutes.  If the working session agenda is long, use multiple working sessions.

Have an end game.  What are you seeking to accomplish, and what will you do with the results?

If you have unstructured conversations, then make that distinction and ask folks to come with some thoughts on the topic to be discussed.

Have two leaders: One focuses on content delivery (short and succinct) and the other on the chat and looking at participants to get an idea of their engagement. This person then “presents” next. One can play the role of synthesizing with help from the group.

Consider a group participation agreement, formal or informal, depending on the group.

Include an opening round-robin so that everyone has a chance to say something – this will “break the ice,’ and set the tone for full participation.  Make sure opening is on topic and relevant, not a timewaster.

Plan carefully to avoid time-zone and cultural snafus.

Use easy-to-use technology and make sure you know how to use it. Offer to train participants in advance.

Operations

Be consistent with your start time protocol and start on time. Consider an “unofficial” start time where folks can get set up and say hello.  But start on time.

As the leader, show up early and kick off the conversations. Get people comfortable and participating. Try the “one-word” exercise: share a word that reflects how you are and what’s going on.

Keep a roster of participants and take notes on crucial contributions, factoids, and follow-ups.

Put on a show – prepare a solid opening, make it positive and constructive, if not joyful. Make time for people to add their ideas and modify the agenda.

Don’t overuse technology. Tools should serve their purpose without getting in the way.  A show of hands might be better than an online poll.

Seek buy-in where possible. Buy-in engenders commitment and commitment fosters participation.

Allow some personal clearing and ideation; these are trust-building and tone-setting activities.

The downside of virtual conferencing is the limited ability to read non-verbal cues. Encourage all to use video so that expressions are readable, and to counteract the narrow “bandwidth,” slightly exaggerate your expressions and tone.

Wrap up

Follow-up. Distribute the results of the meeting with any action items and clear responsibilities as soon as possible following the end of the session.

Keep the momentum going.

Thanks to the members of the Right Company for their contributions.