Embracing Your Civic Privilege

CWMDJgWWwAA0tZz.jpg large“I consider trial by jury as the only anchor ever yet
imagined by man, by which a government can be
held to the principles of its constitution.”
–Thomas Jefferson

So today I have the distinct pleasure of sitting for jury duty. I say this without any snark whatsoever. This is actually my first time ever, in my now 42 years of life, being called for service. I am greatly excited.

You have to think about it like this. If, God forbid, YOU were to face a jury trial, wouldn’t you want someone like YOU on the jury? Jury service matters. I find all of the jokes about getting out of jury duty, and the many ways in which people try to get out of it, to in many ways reflect the lack of civic feeling we seem to suffer from today. Of course there are plenty of valid reasons for not being able to serve, but we have to remember, ultimately, that our civic health and civic life as a nation relies on citizens fulfilling their obligations and embracing the importance of ensuring our fellow citizens enjoy the protections granted by our Constitution.

And of course, if you are a Florida civics teacher, what better way to teach the benchmarks concerning our system and the responsibilities of citizens than to experience them!

7.C.2.2: Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries.
7.C.2.3: Experience the responsibilities of citizens at the local, state, or federal levels.
7.C.2.6: Simulate the trial process and the role of juries in the administration of justice.

A final thought. The judge that swore us in today made the point that the right to a jury trial in this country has evolved over time. As I look around the room, many of us in here could not have served on a jury at the founding of this country, not being landed white men. It is a privilege and an obligation. As Andrew Guthrie Ferguson has argued:

A jury summons is an invitation to participation. Jurors are asked to involve themselves in some of the most personal, sensational, and terrifying events in a community. It is real life, usually real tragedy, played out in court. Jurors confront disturbing facts, bloody images, or heart-wrenching testimony. A jury may have to decide whether a man lives or dies, or whether a multimillion-dollar company goes bankrupt. A jury will have to pass judgment in a way that will have real-world effects on both parties before the court. This active role was not accidental. Participation in jury service teaches the skills required for democratic self-government. Being a juror lets you develop the habits and skills of citizenship.

And isn’t that what matters?


Resources for Community Engagement and Service Learning

Being a good citizen is about more than simply knowing some memorized facts that you can pull off of the Internet. It is, in many ways, also about being involved with your community and learning how to make a difference in your own life and in the lives of your fellow citizens. Today’s post comes to us from the FJCC’s own Val McVey, and she shares with us resources that can be used to engage with your community and learn how to be a good citizen.

The Next Generation Sunshine State Standards for Civics lend themselves to meaningful student engagement with the community. Some of the benchmarks require service learning while others ask students to identify ways citizens can be involved and make positive contributions to their community and work with others to solve problems.

Benchmarks Include –

  • 1.C.2.3 – Identify ways students can participate in the betterment of their school and community
  • 2.C.2.4 – Identify ways citizens can make a positive contribution in their community
  • 3.C.2.1 – Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues
  • 4.C.2.2 – Identify ways citizens work together to influence government and help solve community and state problems
  • 5.C.2.5 – Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society
  • 7.C.2.14 – Conduct a service project to further the public good
  • 9.C.2.5 – Conduct a service project to further the public good
  • 9.C.2.8 – Analyze the impact of citizen participation as a means of achieving political and social change

 

To assist with teaching these benchmarks, we are highlighting a handful of organizations that offer unique community engagement and service learning programs and curriculum materials.

If you have another organization to add to the list, we would love to hear from you!

Organizations

Do Something provides teens and young people avenues to get involved with a wide range of social change campaigns. Individual or groups of high school students can login to the website, explore in-progress campaigns, and choose a campaign to get involved with. Do Something relies heavily on teens and young peoples’ connectivity through social media.

Generator School Network is an online community of more than 5,000 youth and adult members who have discovered how they can change the world through service learning. The GSN is the leading resource for fast and easy sharing, service-learning professional development, and networking. Their clearinghouse is a searchable database with thousands of K-12 service-learning ideas, organizations and resources.

Giraffe Heroes Project’s mission is to move people to stick their necks out for the common good, and to give them tools to succeed. They provide curriculum materials (free and for purchase) that weave together character education, civic engagement and service-learning all around the mission of moving K-12 students to be courageous, compassionate, and responsible members of the community. Students learn about people who have “stuck their neck out” for the common good and how they can nominate others to become giraffe heroes.

H2O for Life educates, engages and inspires youth to learn, take action and become global citizens.  They provide K-12 students with a unique and valuable learning experience through service-learning opportunities focused on the global water crisis. All of their materials are free and available for use.  Their unique program offers participating U.S. schools a connection with a partner school in a developing country that needs water. Each participating school receives a project outline of the partner school, their project fundraising goal and photos to provide a name and face for Florida students.

Kid World Citizen provides multi-content area resources for K-8 teachers to teach global citizenship. Included on their website is a list of service projects and opportunities for kids to volunteer within their community that will empower kids with responsibility, engage their compassion, and offer them the chance to affect the lives of others.

Again, if you have additional organizations or resources, leave them in a comment here or shoot me an email at stephen.masyada@ucf.edu!


Just Read, Florida’s Civics Pop up Quiz Show

I had the distinct pleasure today to attend, at the invitation of one of the district social studies specialists (Tara Tillmanshofer, a fine leader!) the new JRF! Civics oriented pop up quiz game, which occurred at Lakeland Highlands Middle School in Polk County.
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Here, Hope Colle welcomes students to the show and reminds them of the importance of reading and of civics. Great point; you can’t be a completely engaged citizen without reading OR civics!

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The wonderful principal of the school, Ms. Kendrick, instructed the students on what to expect and how to behave during the show.

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One of the great civics teachers at the school, Mr. Winters, volunteered to be the emcee and read the questions to the students.

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The show consisted of two rounds, with two teams of four students each in each round. Here, we see Team Plead the Fifth and Team Phoenix as they get ready.

Round 1 Teams

The kids really did do a fantastic job with the quiz show. It was refreshing to see some strong level of knowledge relating to what were not necessarily easy questions. And thanks are due to the Florida Joint Center for Citizenship’s own Dr. Terri Fine for crafting the questions for the show! Check out these kids dropping some knowledge bombs, for example:

In the next round, Team Civicians and Team Roboboxers (hey, they are middle school kids!) clashed in an epic battle that came down to the final question!

So how did they select the players for the show? According to Mr. Winter, they actually held their own civics quiz bowl last week, and the top scorers across each class were asked to participate in the show. And the work and effort that these kids and their teachers put in to this is obvious. Kudos to everyone involved. I hope that we here at the FJCC can continue to assist our friends across the state in this sort of thing, and it is wonderful to see that great passion for civics reflected in the work of the schools, teachers, and students! If you have questions or comments, or want to know when the pop up quiz show might be coming near you, contact Hope Colle or Ashley Palelis. You can also just send me a note!


New Civics Certificate Program!

Well, we here at the Florida Joint Center for Citizenship got some great news recently. Last year, I told you about our effort to create a civics certificate program for pre-service social studies teachers. Well, it gives me great pleasure to announce that the program here at UCF has been approved! While the program is, for budgetary, personnel, and university reasons, currently limited to University of Central Florida students, we hope in the future to create a graduate version of the program that we can offer to practicing teachers. We also hope to establish this certificate in other academic institutions across the state!
So what will this program involve? Well, the idea behind the certificate is that it will
provide the content, skills, and pedagogies needed to deliver instruction for 7th grade Civics in Florida. This would, we hope, improve the teacher’s ability to prepare their kids for the Civics EOCA at the end of the course (NOT the naturalization test, mind you!). It will also, we believe, support US Government instruction in high school, especially as there is some overlap across the benchmarks. It is open to UCF students who meet the following requirements:

  • 3.0 GPA in major
  • Completion of POS 2041 (American National Government) with at least a C.
  • One page letter of intent: ‘Why does civics teaching matter?’
  • Admission (or pending admission) to Social Science Education BS program

The program sequence is focused on best preparing students for the course that they will hopefully teach, and it includes an internship component that focuses on local government. After all, what better practice can you get to teach civics than to actually see civics in action at the local level! The course sequence is provided below:

12 Credit Hours:

  • POS 4932: Teaching American Politics and Government
  • POS 3272: Civic Engagement
  • POS 4941: Internship in Florida Local Government
  • SSE 4932: Teaching Civics in Florida

We will be hosting an open house here at the Lou Frey Institute on Tuesday, 01 December at 5pm to talk more about this exciting new program! We hope to see you here. :)

open house flyer


Just Read, Florida! Civics Literacy Project

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Just Read, Florida! has decided to focus on civics this year, and are sponsoring a wonderful opportunity for schools and districts. In addition to a contest and in partnership with the Florida Lottery, Just Read, Florida! is taking the show on the road with the TOSS-UP Quiz Show tour. Just Read, Florida! will conduct a fun and exciting quiz show contest at schools around the state targeting middle school students and testing their mastery of the civics standards. Be sure to check out the Just Read, Florida! website for more information on the TOSS UP Quiz Show. The Florida Joint Center for Citizenship was involved in the crafting of the questions for the quiz show.

The Florida Department of Education’s Just Read, Florida! Office along with various educational partners are seeking project submissions created by elementary (grades K‐5), middle (grades 6‐8) and high schools (grades 9‐12) designed to promote good citizenship and enhance literacy in the state of Florida. The contest is being held in conjunction with “Celebrate Literacy Week, Florida! 2016” which will be January 25‐29, 2016.
The theme for the Celebrate Literacy Week, Florida! 2016 Literacy‐Civics School Service Project Contest is “Literacy Changes Our World”.

  • WHAT A COMMUNITY LITERACY‐CIVICS SERVICE PROJECT MAY CONTAIN:
    -An organized literacy‐based service project involving students, teachers and
    surrounding community partners.
    -A goal of enhancing citizenship in students, reaching others and expanding their
    literacy skills.
    -Evidence of the project’s successful impact on the targeted audience which may
    include those in the school, neighborhood, community and beyond.
    -Evidence of creativity and/or innovation in the selection and implementation of
    the project.
  • SUBMISSION REQUIREMENTS:
    -Documentation and written summary of the focus, goals, challenges and
    successes of the project. This may be done through, but is not limited to,
    narratives, photos, video, recordings and data collection.
    -Project Mission Statement (500 words or less)
    -Release forms should be included for any participant involved in video, photos,
    recordings and data collection.
    -By submitting your works, you are releasing publication and talent presentation
    rights to the Florida Department of Education and are certifying that the work is
    free of copyright violations.
    -Only one submission per school per level served (elementary, middle, high
    school levels) is permitted.
    -Student participation is required.
    -Submissions should be faithful to the topic, “Celebrate Literacy Week, Florida!
    2016 – Literacy Changes Our World.”
  • Be sure to review the rubric for this project! 

rubric

  • Submissions may be emailed to CLW2015@fldoe.org or mailed to
    Florida Department of Education
    Just Read, Florida!
    325 West Gaines Street, Suite 1432
    Tallahassee, Fl. 32399
  •  Submissions must include the following and be submitted by December 11,
    2015.
    o Documentation and written summary
    o Project mission statement
    o Release forms (Required for each student involved in video, photos,
    recordings and data collection
    o Completed application form
  • PRIZES:
    -The first place winning school from the elementary, middle and high school
    levels will be awarded a $1,000 cash prize or gift card.
    -The second place winning school from the elementary, middle and high school
    levels will be awarded a $500 cash prize or gift card.
    -The third place winning school from the elementary, middle and high school
    levels will be awarded a $250 cash prize or gift card.
  • The Just Read, Florida! Office reserves the right to limit awards when the total number of submissions received for one category is below ten or if the quality of submissions does not meet the standard of excellence as stated in the requirements.
  • Please visit http://www.justreadflorida.com/ and select Celebrate Literacy Week,
    Florida! for more information on this contest and the exciting events and activities
    scheduled for the week. For questions or additional information, email CLW@fldoe.org or follow us on Twitter @EducationFL or by using #CLW2016.

A bellringer for teaching about campaigns, elections and the media

It’s always exciting when we can share ideas for teaching about important stuff, and today’s suggestion was inspired by Cherie Arnette, the social studies supervisor for Escambia County (check out their civics review site!). She emailed us asking if we could come up with a bellringer activity to help teacher Florida Civics benchmarks SS.7.C.2.9, 2.10, or 2.11. For those unfamiliar with these benchmarks, 2.9 asks students ti evaluate a candidate for political office. 2.10 asks students to examine the impact of media, individuals, and interests on monitoring and influencing government. 2.11 has students analyzing media and political communications. You can get a good overview of each benchmark and their associated clarifications by visiting the Test Item Specifications book.
Cherie also asked us to start with this wonderfully evocative ‘Draft Biden’ ad below that aired during the Democratic debate (obviously before his announcement that he wouldn’t run).

For me, tears for sure. In any case, our own Valerie McVey suggested that the following might be perfect benchmark-aligned bellringer options for this ad. Note that ‘BC’ refers to ‘Benchmark Clarifications’. Review the test item specifications to explore those more.

C.2.9:  Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads. 
BC 3 – Students will be able to analyze and/or evaluate the qualifications of candidates for public office based on their experience, platforms, debates, and political advertisements.

– What does this advertisement tell you about Joe Biden’s experience? Personal and professional? What evidence from the video helped you determine your answer?
– What does “Run, Joe” at the end of the advertisement mean?
– Is he a candidate for president?

C.2.10:  Examine the impact of media, individuals, and interest groups on monitoring and influencing government. 
BC 1 – Students will identify the methods used by the media to monitor and/or influence the government.

– The Draft Biden SuperPAC created this advertisement. (You might include a point about the difference between PACs and SuperPACs, but encourage teachers not to get caught up in this and forget the other questions. :)
– What is a political action committee? (content focus term)
– What is Draft Biden’s goal in creating this advertisement? How do you know?

C.2.11:  Analyze media and political communications (bias, symbolism, propaganda). 
BC 1 – Students will use scenarios to identify bias, symbolism, and propaganda.

– Remind students of the definition of bias.
– What is the bias of this advertisement? What evidence from the video helped you determine your answer?

BC 2 – Students will evaluate how bias, symbolism, and propaganda can impact public opinion.

– Remind students of the definition of public opinion.
– How might this advertisement impact or influence the public opinion of Joe Biden? What evidence from the video helped you determine your answer?

My own suggestion was to compare this ad to the language and elements of ‘The Man from Abilene’ (1952 Eisenhower) or ‘The Man from Libertyville’ (1956 Stevenson), which take a completely different tone concerning the qualifications of a presidential candidate and what matters. Both of those ads are available on the fantastic ‘Living Room Candidate’ website!

We are always looking for new ideas and ways to approach content. If you have anything, please share!


A bellringer for teaching about campaigns, elections and the media

It’s always exciting when we can share ideas for teaching about important stuff, and today’s suggestion was inspired by Cherie Arnette, the social studies supervisor for Escambia County (check out their civics review site!). She emailed us asking if we could come up with a bellringer activity to help teacher Florida Civics benchmarks SS.7.C.2.9, 2.10, or 2.11. For those unfamiliar with these benchmarks, 2.9 asks students ti evaluate a candidate for political office. 2.10 asks students to examine the impact of media, individuals, and interests on monitoring and influencing government. 2.11 has students analyzing media and political communications. You can get a good overview of each benchmark and their associated clarifications by visiting the Test Item Specifications book.
Cherie also asked us to start with this wonderfully evocative ‘Draft Biden’ ad below that aired during the Democratic debate (obviously before his announcement that he wouldn’t run).

For me, tears for sure. In any case, our own Valerie McVey suggested that the following might be perfect benchmark-aligned bellringer options for this ad. Note that ‘BC’ refers to ‘Benchmark Clarifications’. Review the test item specifications to explore those more.

C.2.9:  Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads. 
BC 3 – Students will be able to analyze and/or evaluate the qualifications of candidates for public office based on their experience, platforms, debates, and political advertisements.

– What does this advertisement tell you about Joe Biden’s experience? Personal and professional? What evidence from the video helped you determine your answer?
– What does “Run, Joe” at the end of the advertisement mean?
– Is he a candidate for president?

C.2.10:  Examine the impact of media, individuals, and interest groups on monitoring and influencing government. 
BC 1 – Students will identify the methods used by the media to monitor and/or influence the government.

– The Draft Biden SuperPAC created this advertisement. (You might include a point about the difference between PACs and SuperPACs, but encourage teachers not to get caught up in this and forget the other questions. :)
– What is a political action committee? (content focus term)
– What is Draft Biden’s goal in creating this advertisement? How do you know?

C.2.11:  Analyze media and political communications (bias, symbolism, propaganda). 
BC 1 – Students will use scenarios to identify bias, symbolism, and propaganda.

– Remind students of the definition of bias.
– What is the bias of this advertisement? What evidence from the video helped you determine your answer?

BC 2 – Students will evaluate how bias, symbolism, and propaganda can impact public opinion.

– Remind students of the definition of public opinion.
– How might this advertisement impact or influence the public opinion of Joe Biden? What evidence from the video helped you determine your answer?

My own suggestion was to compare this ad to the language and elements of ‘The Man from Abilene’ (1952 Eisenhower) or ‘The Man from Libertyville’ (1956 Stevenson), which take a completely different tone concerning the qualifications of a presidential candidate and what matters. Both of those ads are available on the fantastic ‘Living Room Candidate’ website!

We are always looking for new ideas and ways to approach content. If you have anything, please share!


Joint Center for Citizenship Webinar Interest Survey!

interest survey graphic

Friends, we need your help so that we may in turn provide YOU with what you desire. One of the goals here at the Florida Joint Center for Citizenship is to provide teachers and the community with the professional development and resources they desire. In pursuit of this goal, we would like to begin a new and ongoing webinar series around topics of interest to the social studies and civics educator. In order to determine what sorts of webinars we will offer, we have created a quick survey that asks you to rank order topics and select days and times that work for you. Each webinar will range from 30 to 90 minutes, and all webinars will be permanently archived and available following the session. If none of the potential topics listed in the survey interest or are needed by you, PLEASE tell us what you would like!

You can help us out by completing the survey here! 


Joint Center for Citizenship Webinar Interest Survey!

interest survey graphic

Friends, we need your help so that we may in turn provide YOU with what you desire. One of the goals here at the Florida Joint Center for Citizenship is to provide teachers and the community with the professional development and resources they desire. In pursuit of this goal, we would like to begin a new and ongoing webinar series around topics of interest to the social studies and civics educator. In order to determine what sorts of webinars we will offer, we have created a quick survey that asks you to rank order topics and select days and times that work for you. Each webinar will range from 30 to 90 minutes, and all webinars will be permanently archived and available following the session. If none of the potential topics listed in the survey interest or are needed by you, PLEASE tell us what you would like!

You can help us out by completing the survey here! 


Elementary ‘Civics in a Snap’ Lessons!

As we celebrate the relaunch of the Florida Joint Center for Citizenship website (seriously; we had balloons), I want to make sure that you are aware of brand new civics lessons that we have posted on the site. These lessons, which we are calling ‘Civics in a Snap’, are 15-20 minutes long and are aligned with both the Florida Standards (what used to be Common Core) and with the elementary civics benchmarks. You can check out the lessons here, once you have registered. While they are designed for Florida, we welcome those from other states to adapt them as you like to fit your standards!

Civics in a Snap! For when you have just enough time to help your kids learn about being good citizens!

Civics in a Snap! For when you have just enough time to help your kids learn about being good citizens!

I also want to thank the folks in Miami-Dade for the work that they did on the lessons. The whole process was wonderful, and the fact that these are 100% teacher created is simply exciting.

We owe a great deal of gratitude to Miami-Dade Social Studies Supervisor Robert Brazofsky and the following teachers:

Susan Boundy
Elizabeth Chang Warren
Ashley Clinch
Nora Espinosa
Marie Garcia
Angelica Hernandez
Bienicka Jean-Mary
Olga Marrero
Dr. Mercy MacDowell
Estrella Mellon
Susan Rodriguez
Christina Romero
Virginia Sanchez
Sharon Shelley
Cassie Slone (Pinellas County)
Nicolas Valdes

Please be sure to check out the lessons for yourself. Simply click the benchmark to preview the lesson!