The City as Platform
In the age of ubiquitous Internet connections, smartphones and data, the future vitality of cities is increasingly based on their ability to use digital networks in intelligent, strategic ways. While we are accustomed to thinking of cities as geophysical places governed by mayors, conventional political structures and bureaucracies, this template of city governance is under great pressure to evolve. Urban dwellers now live their lives in all sorts of hyper-connected virtual spaces, pulsating with real-time information, intelligent devices, remote-access databases and participatory crowdsourcing. Expertise is distributed, not centralized. Governance is not just a matter of winning elections and assigning tasks to bureaucracies; it is about the skillful collection and curation of information as a way to create new affordances for commerce and social life.
That's the opening paragraph from my new report for the Aspen Institute, “The City as Platform: How Digital Networks Are Changing Urban Life and Governance.” (pdf file download here). The report synthesizes discussion at an Aspen Institute Communications and Society conference last July. About thirty technologists, urban planners, policy experts, economic analysts, entrepreneurs, and social justice advocates shared insights into how networking technologies are transforming urban life, commerce and government.
I wrote the report as a rapporteur, not a commons advocate, but it’s abundantly clear that the sharing and collaboration facilitated by digital networks are spawning all sorts of new commons and hybrids (e.g., government/commons and government/corporate collaborations). The focus of the conference was mostly on US cities, but these things are happening worldwide, especially in cooperation-minded global cities such as Amsterdam, Barcelona and Seoul. In the US, San Francisco and Los Angeles are in the vanguard, in part because of San Francisco’s proximity to Silicon Valley tech firms and in LA, because everyone there lives on their smartphones.
Register for “Trusting the Public” Talk featuring CIR, Feb. 25
The New America Foundation is hosting a talk called “Rebuilding the Public’s Trust Starts with Trusting the Public,” this Thursday, February 25th from 10-11am Eastern, and we want to encourage our NCDD members to
consider participating.
The event will focus on democratic innovations that changing the way citizens participate in government, featuring a presentation on the Citizens’ Initiative Review (CIR) process from long-time NCDD member John Gastil who will be on a panel with Carolyn Lukensmeyer, another long-time NCDD member, and author Hollie Russon-Gilman.
Here’s how New America describes the event:
Rebuilding the Public’s Trust Begins with Trusting the Public
From the ascent of Trump to armed protest and the tragedy of Flint, we have reason to worry about the future of our democracy. On Thursday, February 25, from 10-11am New America will host a talk that brings more encouraging news about real democratic reforms happening in the United States.
Penn State political communication professor John Gastil will share his insights on a reform that helps voters make smarter decisions in initiative elections. This innovation, called the Citizens’ Initiative Review, began in Oregon in 2009 and is appearing this year in Massachusetts. New America fellow Hollie Russon-Gilman will also share reflections from her brand new book, Democracy Reinvented: Participatory Budgeting and Civic Innovation in America.
This talk will be taking place in downtown Washington, DC and we hope lots of our DC-based members can make it. For the rest of us, the talk will be streamed live via webcast. Either way, we encourage you to RSVP here today to make sure to save your spot!
You can learn more about this event and New America by visiting www.newamerica.org/political-reform/rebuilding-the-publics-trust-begins-with-trusting-the-public.
Engaging Ideas – 2/19
Florida Middle School Civics EOCA Review Resources
The Middle School Civics EOCA is just around the corner, and we have been asked about resources that might be useful in reviewing for the exam. So without further ado, here are some possibilities that could serve you well! I have personally reviewed each of these resources, and am comfortable recommending them to you. And if you have any additions to this compilation, please feel free to share! Click on the link in the heading or in the text to access the resource.
FLDOE 2015 Civics Content Focus Reports
The 2015 Civics Content Focus Reports give you at least some idea of what the test might look like. Be sure to note the cautions on page 9. You will also want to review the Civics EOC Test Item Specifications, which you hopefully have been using throughout the year!
Florida Students Civics Tutorials

We have written about these tutorials before, and they are the first resource I recommend for both instruction and review. They are excellent for a flipped classroom model as well. If you are planning on using them as a review resource, I recommend assigning students only the parts of the tutorials they need, and it would be more effective to perhaps set these up in learning stations across the classroom. You could require that students screen-capture or write down responses to the assessment elements in order to ensure completion and comprehension.
Escambia County Civics EOC Review Site
The Escambia site is one that we helped develop, so we do have some attachment to it, but we also believe that the Student Friendly Readings for each benchmark clarification, as well as the assessment items (with answers) and Quizlet vocabulary review tool can serve you well in a review effort. Students can use each of the one page readings to refresh key content that they need, and it lends itself well to a learning center or small group model of review.
Florida Virtual School Resources
The recorded review sessions, available for free at the bottom of the FLVS page, do a good job covering elements of each of the four reporting categories that will be assessed on the EOC. Because they are about 2 hours long, you will want to preview each one and determine where you might want students to focus their attention. They may also provide you with a model for your own approach to classroom-based reviews. I especially appreciate how an effort is made to integrate assessment elements. Please be aware that you will need to download Blackboard Collaborate to run the videos.
You will also want to check out the FLVS Civics EOC Practice test, which may be of use to you. Again, however, this shouldn’t be the first time that students are being exposed to these types and styles of items. Answers to the practice test items are available here. Note that answers are actually explained as well, which is an excellent element of review. I would suggest actually having students explain WRONG answers. If they can tell you why an answer is wrong, they should have a much easier time of figuring out why an answer might be right!
We wrote about this review model last year, and it may be one that you find useful as well. It worked well for Randall Middle School, and it is a positive way to mix things up a little for both you and your students. We explored this model in great detail in this post, and I encourage you to take a look and see if it is something you might like to do.
District Review Sheets and Practice Tests
Many districts have done a good job developing practice tests and review sheets for the EOC. Based on what I have had a chance to see, I can recommend a couple at the least.
Marion County, which has fantastic leadership in the social studies department, has provided teachers and students with an EOC study guide, made up of a mix of short answer questions, EOC style questions, and vocabulary, all of which draw on the test item specifications. All or part of this is something that I encourage you to adapt and adopt for your own review. Even having the students collaborate on the completion of the study guide could be a huge help for them in preparing for the EOC. Note that the guide is developed in conjunction with their own particular pacing guide and text; you can adapt the chapter and unit headings where necessary.
Pasco County has provided a quality practice test as well, though I prefer the FLVS version because of the answer explanations. Still, it is another way to measure student understanding and get a sense of areas of need while also ensuring ongoing exposure to EOC type questions.
TEACHER WEBSITES
Mr. Kula, social studies teacher at Westpine Middle School in Broward County, has compiled a number of quality content rich and illustrated study guides for the Civics EOC that could be useful for you. While they don’t cover every benchmark, what IS there is effective, and broken down by topic. These would be appropriate for students to use in conjunction with a written review or in small groups using an ‘expert group’ teaching model.
Mrs. Hirsch, a teacher at Fruit Cove Middle School in St. John’s County, has gathered a number of excellent tools for EOC review. The EOC Content Review sheets that she has provided are well done and engaging, and definitely worth sharing with your own students:
Q1 Civics What You Need to Know
Q2 Civics What You Need to Know
Legislative Branch Content Review
Executive Branch Content Review
Judicial Branch Content Review
Civics Assessment Strategy Guide
Here is an EXCELLENT and short powerpoint covering strategies for the EOC. I cannot recommend it enough!
Ruckel Middle School Civics Flashcards
Ruckel Middle School, in Okaloosa County, has developed a tool using Quizlet that provides students with flashcards for review. These might be useful as a bellringer or exit slip activity as you wrap up content this year and start to transition to in depth review.
Ms. Sirmopoulos’ Civics Review Materials
Jackie Sirmopoulos, an excellent and wonderfully effective teacher at PK Yonge Lab School in Gainesville, has been teaching Civics, with some of the highest scores in the state, for awhile. She has provided a plethora of useful review materials that I encourage you to explore. I have looked at almost all of them in each folder, and are all well aligned to the benchmarks and useful in helping you start to address possible student deficiencies while ensuring understanding among all of your students.
These are just a few of the quality review resources that you might find beneficial. If you have any additional resources to share, please shoot me an email or leave it in the comments!
Palimpsestic Time
I learned a great new term today.
I had the opportunity this morning to hear from Northeastern postdoctoral fellow Moya Bailey, who brought up the concept of Palimpsestic Time.
Used largely in the seventh to fifteenth centuries, a palimpsest is a manuscript page “from which the text has been either scraped or washed off so that the page can be reused, for another document.”
In her prose work Palimpsest, early 20th century poet H.D. adopt the term to apply to history.
As scholar Margaret M. Dunn explains in her excellent article on the “Altered Patterns and New Endings” of the works of H.D. and Gertrude Stein:
H.D. had long been fascinated with the idea of the palimpsest, literally a parchment on which earlier writing is partially visible underneath present writing. As a symbol for recurring patterns of human experience, the palimpsest is an image that occurs frequently throughout her work.
Recurring patterns of human experience.
History isn’t as neatly linear as we might be inclined to make it. We build on the past, but never fully erase it. It’s truth and legacy are always there, bleeding through and affecting the present.
We wipe clean the palimpsest, attempting to reset past norms of gender, race, class, sexuality, identity…
But the palimpsest is a rough tool; the marks of the past always linger. The slate is not so easy to wipe clean.
Bernie Sanders Brings Back ‘Yes We Can’ Progressivism
Bernie Sanders Brings Back ‘Yes We Can’ Progressivism
Bernie Sanders Brings Back ‘Yes We Can’ Progressivism
The contrast between "we" and "I" has old roots in the progressive tradition. Debates about "socialism" are a diversion -- both Sanders and Clinton have legitimate claims to be progressive. But they represent different strands of the progressive tradition: the expert tradition and the populist tradition.
Progressivism emerged in the late 19th century and early 20th century as a movement to roll back the excesses of Gilded Age capitalism. Progressives believed in a positive role for government in taming the market. They believed in the principle of social change. They valued science. They affirmed the intrinsic worth and dignity of human beings.
But as David Thelen, past editor of the Journal of American History and a leading historian of progressivism, argued in his essay "Two Traditions of Progressive Reform" and other works, beyond these general agreements were two different tendencies. One was oriented toward bureaucracy and expert decision-making; the other was more populist, focused on grassroots democracy and participation.
Donna Shalala -- longtime Hillary Clinton confidant, secretary of health and human services during President Bill Clinton's administration and now president of the Clinton Foundation -- expressed clearly the tenets of the expert tradition back in 1989, in "Mandate for a New Century," a now-famous speech she delivered as chancellor of the University of Wisconsin-Madison. Shalala called upon higher education to engage with the problems of the world, from racism and sexism to environmental degradation, war and poverty. She also voiced the view that scientifically trained experts -- "a disinterested technocratic elite" -- should be at the center of decision-making. As Shalala put it:
"The idea of society's best and brightest in service to its most needy, irrespective of any particular political philosophy ... is an idea of such great elegance... We all need to see our gifted researchers set about the work that will eliminate the cripplers we face now as thoroughly, if not as swiftly, as our research eliminated juvenile rickets in the past."
Hillary Clinton's "fighting for you" channels these expert-driven ideas. It places Clinton in the role of savior of the disadvantaged and marginalized -- Shalala's "best and brightest in service to its most needy." Clinton's calls for collective effort also suggest expert consultation. "We've got to get our heads together to come up with the best answers to solve the problems so that people can have real differences in their lives," Clinton said in her concluding remarks in a debate with Sanders on February 4, 2016.
However, the democratic tradition of progressivism has long been animated by populist movements: labor union organizing, civil rights, educational reform, the struggles of farmers to keep their farms and other such crusades. Progressive intellectuals with a grassroots democratic bent like Jane Addams, John Dewey, A. Philip Randolph and Alain Locke all had strong ties to these movements. So too did Henry Wallace, Franklin Roosevelt's secretary of agriculture and then-vice president, who in 1942 delivered a speech entitled "Century of the Common Man." Wallace's speech explicitly challenged Life publisher Henry Luce's "American Century" essay of 1941, which claimed warrant for America as global policeman.
Wallace's tenure as secretary of agriculture also encompassed a little-remembered but enormous effort to democratize decision-making around how American farmland is used, from 1938 to 1941. Detailed in Jess Gilbert's 2015 book Planning Democracy, this movement showed how participatory democracy could take place with government acting as an empowering partner to its citizens -- neither savior nor enemy.
This populist, small-D democratic tradition of progressivism was revived in the civil rights movement of the 1950s and 1960s. It surfaced again in the community-organizing movement of the 1970s and 1980s, which fundamentally shaped a young Barack Obama in Chicago.
Obama took the message of grassroots democracy which he had learned from community organizing to the nation in the 2008 campaign, amplifying its themes and engaging millions of people. "I'm asking you not only to believe in my ability to make change," read the campaign website. "I'm asking you to believe in yours." The message was expressed in such memorable campaign slogans as, "We are the ones we've been waiting for," drawn from a song of the freedom movement of the 1960s. And it infused Obama's field operation. As Rolling Stone reporter Tim Dickinson noted in "The Machinery of Hope," the goal was "not to put supporters to work but to enable them to put themselves to work, without having to depend on the campaign for constant guidance." "We decided that we didn't want to train volunteers," Obama field director Temo Figueroa explained to Dickinson. "We want to train organizers -- folks who can fend for themselves."
After Obama took office, the democratic promise of his campaign remained largely unrealized. Indeed, after becoming president, Obama's language began to shift from "we" to "I." At the news conference marking the first 100 days of his administration, Obama was asked what he intended to do as chief shareholder of some of America's largest companies. "I've got two wars I've got to run already," he laughed. "I've got more than enough to do." This shift in pronouns paralleled the deactivation of the grassroots base of Obama for America (OFA), which had powered the campaign.
As of election night 2008, OFA included some 2.5 million activists in the My.BarackObama social network, four million donors and 13 million email supporters. After the election, the organization's name shifted to "Organizing for America," at which point a fierce argument erupted among campaign leaders. Deputy campaign manager Steve Hildebrand argued that the new OFA should become an independent nonprofit. Joe Trippi, campaign manager for 2004 Howard Dean race, observed that OFA and its supporters had many independents and some Republicans and shouldn't lose its cross-partisan qualities. Finally, David Plouffe, a key architect of the 2008 campaign was put in charge of OFA. He decided to incorporate the organization as part of the Democratic National Committee.
"The move meant that the machinery of an insurgent candidate, one who had vowed to upend the Washington establishment, would now become part of that establishment, subject to the entrenched, partisan interests of the Democratic Party," observed Rolling Stone's Dickinson in "No We Can't." "It made about as much sense as moving Greenpeace into the headquarters of ExxonMobil."
Flash forward to 2016, and we find the Democratic campaign tapping into growing activism on many fronts -- from Occupy Wall Street and Black Lives Matter to action on climate change and local development.
Bernie Sanders' core argument, that a grassroots movement will be necessary for real change, echoes the Obama 2008 message, both in its stress on participatory democracy and in its integration of a range of issues into a larger call for change -- "we" language, not "I" language. In his speech after the Iowa caucuses, Sanders said. "The powers that be... are so powerful that no president can do what has to be done alone... When millions of people come together... to stand up and say loudly and clearly, 'Enough is enough'... when that happens, we will transform this country."
Should Sanders become president, he might well pursue a broad activation of citizens. "Bernie Sanders has always identified with the populist side of progressivism," Huck Gutman, Sanders's chief of staff in the Senate from 2008 to 2012, told me.
It is still possible that Hillary Clinton could pick up themes from the Reinventing Citizenship project I coordinated with Bill Galston, deputy assistant for domestic policy to President Bill Clinton from 1993 to 1995, now of the Brookings Institution. Reinventing Citizenship proposed a number of measures to strengthen government as a partner of citizens in public problem-solving and the work of democracy.
Whatever the outcome of the contest between Clinton and Sanders, the key to real change is the people. The issues that the campaign has raised -- the power of Wall Street, economic inequality and stagnant wages, college debt, mass incarceration, universal health care, campaign finance reform, climate change and others -- will require citizen power on a large scale if fundamental change is to occur.
There are also many other, large-scale issues, crucial to the fate of the nation, that scramble partisan lines: revitalization of the democratic purpose of education; local economic development in the face of radical technological change; the drug epidemic; and reweaving the social fabric in a time of eroding community ties, to name just a few. These are enormous challenges. If the Democratic debate continues and deepens the call for citizen activation, it could well catalyze civic efforts beyond the issues of the campaign.
It is also clear that the idea of "we" has found a resonant audience especially among young people. "Sanders gives young people a place in his campaign," wrote Elisabeth Bott, one of my students from the University of Minnesota. "For so many people, politics is tainted. Sanders's campaign restores the idea that politics can be a source of change. He understands that we live in a time of change and extreme injustice and wants to change that with the help of us all."
This idea is not Sanders' alone. Politics -- by the definition of the term dating from the Greeks until the modern era -- has long involved citizens of diverse views and interests learning to work together to solve common problems, create common good and negotiate a democratic way of life. If we are to reverse the deepening mood of discouragement and powerlessness in the nation, we need wide civic involvement, amounting to a democratic awakening.
In this election, perhaps we see its beginnings.
This column was originally published in BillMoyers.com, February 17.








