engagement curriculum for youth groupsa civic engagement curriculum for youth groups. table of...
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A CivicEngagementCurriculum forYouth Groups
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4-H Citizenship: Government Is Us!A Civic Engagement Curriculum for Youth Groups
Table of Contents
Acknowledgments .................................................................... 1
Introduction .............................................................................. 2
UNIT 1: Citizenship Defined .................................................... 9
•Activity:WhatisCitizenship?........................................................ 12
•Activity:FiveEasyPiecesofCitizenship....................................... 17
•Activity:GovernmentIsUs........................................................... 20
UNIT 2: Diversity and Inclusion ............................................. 23
•Activity:Walkthe(Trust)Walk..................................................... 25
•Activity:CommunicatingThroughConflict.................................. 26
•Activity:ExploringandChallengingStereotypes.......................... 34
•Activity:AClassDivided............................................................... 39
UNIT 3: Issues Identification .................................................. 41
•Activity:It’sMyRight!................................................................... 43
•Activity:AgreetoDisagree........................................................... 46
•Activity:WeHaveIssues............................................................... 49
•Activity:CauseandEffect............................................................. 52
UNIT 4: Local Government Knowledge ................................ 53
•Activity:The“Invisible”Government........................................... 55
•Activity:Behind-the-ScenesofLocalGovernment....................... 69
UNIT 5: Taking Action ............................................................ 73
•Activity:BoardMeeting................................................................ 77
•Guide:WritingaPetition............................................................... 81
•Guide:WritingaPolicyBrief......................................................... 82
UNIT 6: Finishing Strong ....................................................... 85
•Activity:PutonYourReflectingCap............................................. 87
©2007MichiganStateUniversity.AllRightsReserved.
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IssuedinfurtheranceofMSUExtensionwork,actsofMay8andJune30,1914,incoopera-tionwiththeU.S.DepartmentofAgriculture.ThomasG.Coon,Director,MSUExtension,EastLansing,MI48824.
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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 1MichiganStateUniversityExtension4-HYouthDevelopment
Acknowledgments
Leadership team and authorsCynthiaMark,PhD.4-HYouthDevelopmentMichiganStateUniversityExtension
AdamVoight4-HYouthDevelopmentMichiganStateUniversityExtension
MarianReiter4-HYouthDevelopmentMichiganStateUniversityExtension
Lead researcherAdamVoight4-HYouthDevelopmentMichiganStateUniversityExtension
Additional authorKarenPace4-HYouthDevelopmentMichiganStateUniversityExtension
EditorPatriciaAdams4-HYouthDevelopmentMichiganStateUniversityExtension
Graphic design and web siteMarianReiter4-HYouthDevelopmentMichiganStateUniversityExtension
ReviewersMonicaBorgman,IsabellaCounty4-HYouthDevelopmentMichiganStateUniversityExtension
WilliamEdwardsOutreachandEngagementMichiganStateUniversity
BradHarnick,GeneseeCounty4-HYouthDevelopmentMichiganStateUniversityExtension
DeeMiller,AntrimCounty4-HYouthDevelopmentMichiganStateUniversityExtension
LaurieRivetto,WayneCounty4-HYouthDevelopmentMichiganStateUniversityExtension
ConsultantsErinBiebuyck4-HYouthDevelopmentMichiganStateUniversityExtension
MonicaBorgman,IsabellaCounty4-HYouthDevelopmentMichiganStateUniversityExtension
WilliamEdwardsOutreachandEngagementMichiganStateUniversity
KatieEisenberger,GratiotCounty4-HYouthDevelopmentMichiganStateUniversityExtension
MarquettaFrostWIAYouthProgramCalhounAreaTechCenter
CaitlinGilmoreTeenVolunteerMountPleasant,Michigan
BradHarnick,GeneseeCounty4-HYouthDevelopmentMichiganStateUniversityExtension
ConnieLange,BranchCounty4-HYouthDevelopmentMichiganStateUniversityExtension
DeeMiller,AntrimCounty4-HYouthDevelopmentMichiganStateUniversityExtension
ElizabethMooreDirector’sOfficeStateandLocalGovernmentAreaofExpertiseMichiganStateUniversityExtension
KarenPace4-HYouthDevelopmentMichiganStateUniversityExtension
NancyPersing.CrawfordCounty4-HYouthDevelopmentMichiganStateUniversityExtension
DionardoPizañaDirector’sOfficeMichiganStateUniversityExtension
DonnaRummel,InghamCountyInghamCountyYouthCommissionMichiganStateUniversityExtension
MeganSargentMichiganCommunityServiceCommission
MelanieSaucedo,InghamCountyInghamCountyYouthCommissionMichiganStateUniversityExtension
SaraSpringsteen,St.JosephCounty(Formerly)4-HYouthDevelopmentMichiganStateUniversityExtension
LelaVandenbergDirector’sOfficeMichiganStateUniversityExtension
RobertVanKirk,InghamCountyInghamCountyYouthCommissionMichiganStateUniversityExtension
ThiscurriculumwasdevelopedbyMichigan4-HYouthDevelopmentforolderadolescents.Conceptsandactivitiesin4-H Citizenship: Gov-ernment Is Us!havebeenadaptedforyoungerchildreninthe4-HAfterschoolresourceguide,Civic Engagement: After-School Activi-ties for Citizenship, Leadership, and Service.Theresourceguidecanbefoundathttp://4-hafterschool.org/resourceguides.aspx
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2 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment
Introduction
What is Michigan 4-H?Michigan4-HYouthDevelopmentistheyouthprogramofMichiganStateUniversityExten-sion.4-HstaffmembersworkatMichiganStateUniversityandineveryMichigancountywithlocalvolunteerstobringtheknowledgeofthestate’sland-grantuniversitytothecitizensofMichigan.Thisworkisdoneinpartnershipwithandusesfundingprovidedbylocalcountyboardsofcom-missioners,thestateofMichiganandthefederalgovernmentthroughtheU.S.DepartmentofAgriculture.Additionalintellectualandprogram-mingsupportandfundingisprovidedbyavarietyofpublicandprivatepartners–bothatlocalandstatelevels–toincreaseourimpactonyouthinMichigancommunities.
Purpose of this curriculum Thiscurriculumisdesignedforanadultfacilita-tor,thoughteenscouldbetrainedinthedesignandcontentandteachthesessionswithanadultadvisor.Itwascreatedtohelp4-Hmembersandotheryouthgroupsexperiencecitizenshipandciviceducation.Thegoalistohaveteensde-veloptheattitudes,knowledgeandskillsneces-sarytobeactivecitizensandpracticewhattheylearnintheirlocalcommunities.Citizenshipisnotaspectatorsport,andthelearningactivitiesincludedheregetyouthandadultsmoreinvolved,causethemtothinkcriticallyabouttheirvaluesandbeliefsandprepareyoungpeopletowanttobeactivecitizensinthefuture.Theactivitieshavebeendesignedforusewith13-to19-year-oldyouths.Eachactivityspecifiestheagegroupthatitisintendedfor.Someactivitiesmaybeadaptedforusewithyoungerparticipants.
The issues of citizenship and civic engagementThiscurriculumrepresentsanewdirectioninyouthcivicengagement.Civiceducationhaslongbeenseenasameansforstrengtheningourdemocracy,andeducatorsareincreasinglypursu-ingprogramstodeliverthiscontenttoyoungpeople.Theresults,thusfar,aremixed:youthparticipationincommunityserviceishigh;yetyouthinterestinpoliticsisatanall-timelow.This
phenomenoncanpartlybeexplainedbythefocusofmostciviceducationprograms,whichoftenemphasizecharacterbuilding,leadershiptrainingandvolunteeringincommunityactivities.Theseareasareimportantpiecesofbecominganactive,responsiblecitizen,andmanyyoungpeoplehavebenefitedfromthem.Oftenmissingfromtheseprograms,however,isalookatthebroaderperspective–helpingyouthunderstandhowtheirvolunteerismaddressesapublicissueandhowthatissueisdealtwithonapoliticallevel.Thisre-quiresyouthtotakeadeeperlookattheunderly-ingcausesbehindtheissuestheydealwith,anditencouragesthemtoworktowardsasustainablesolutionviathepoliticalprocess.Forexample,traditionalciviceducationprogramsmightencour-ageyouthtodonatecannedgoodstoafooddrivefortheimpoverished.Whilethisisafineexampleofcivicengagement,thiscurriculumwouldad-ditionallyhelpyouthexploretheissueofpovertyintheircommunityandguidetheminaddressingthisissueatthepublicpolicylevel.Havingthisin-depthunderstandingofcommunityissuesandthepoliticalprocessgivesyoungpeopleasenseofempowermentandmotivationtomakechange.
Researchhasshownthatcivicengagementnotonlyempowersyoungpeopleandimprovestheirmotivationtomakechange;italsoimprovestheiracademicperformanceandcareerdevelopment.Acommitmenttohelpingothersandinvolvementincommunitygroupshavebeenassociatedwithgainsonachievementtests,schoolengagement,highercareergoalsandactualattainmentofmoreprestigiousjobsandhighersalariesinadulthoodforyoungpeople.Instillingtheknowledge,skills,andattitudesofcivicengagementatanearlyageisagoodwaytoensureacontinuedsenseofempowerment.Inthisway,youngpeoplemayadvancetheiracademicsuccessandtheircareerdevelopmentastheylearntobecomemorecivi-callyengaged.
History of Michigan 4-H Citizenship 4-Hhasalonghistoryofhelpingyoungpeoplegaincitizenshipskills.Thesectionofthe4-Hpledgethatdedicates”myhandstolargerservice”encouragesallmemberstobeactivelyengaged
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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 3MichiganStateUniversityExtension4-HYouthDevelopment
intheircommunities.4-Hmembershavesomeoftheirfirstexperienceslearningaboutbeingapresident,vice-president,secretaryandtreasurerintheir4-Hclubsandlearnaboutparliamentaryprocedure,skillsthatcanbeusedoncommunityboardsandinlocal,stateandfederalgovern-ment.4-Hmemberspracticegivingbacktotheircommunitiesandcaringforothersbydoingcommunityserviceactivities.Theylearnandpracticeleadershipskillsthroughdemonstrationsandpublicspeeches.Since1982,Michigan4-Hhastaughtthousandsofteensaboutstategovern-mentandforalongerperiodoftime,hashadtripstoWashingtonD.C.tolearnaboutthefederalgovernment.
Theideaofa“CitizenshipAcademy”wasorigi-nallyconceivedbyGeneseeCounty,MichiganStateUniversityExtension,in1998inordertoincreaseyouthinterestintheareaofcitizenship.TheCitizenshipAcademyprograminGeneseeCountyisfoundedonapartnershipwiththeGeneseeCountyBoardofCommissioners.Eachoftheninecountycommissionerssponsorsonehighschoolstudentfromhisorherdistrictwithinthecounty,andtheninesponsoredstudentsthusmakeuptheCitizenshipAcademy.MemberslearnaboutGeneseeCountyhistoryandpoliticalstructure,visitpublicfacilitiesandattendcountyboardmeetingstofosterknowledgeofthelocalpoliticalprocess.Theyouthexplorecountyissuesandultimatelydraftpolicyproposals,whicharepresentedbeforetheboardofcommissioners.Thegroupshave,historically,effectedsignificantchangethroughtheirworkandtheirrelationshipwithcountyofficials.
TheprogramhassincehadacademiesinAntrim,LivingstonandSt.Josephcounties,allcoordinatedthroughMichiganStateUniversityExtension4-HYouthDevelopment.Theacademieshavebeenadaptedtotheiruniqueenvironmentsatthecountylevel,buttheycontinuetosharethecommongoalofpreparingthenextgenerationofactive,committedcitizens.
Why should Michigan 4-H be involved in civic engagement?ThereareavarietyofreasonsthatmakeMichi-gan4-Hanaturalleaderinthisbrandofcivicengagement.First,beingincludedandinvolvedinone’scommunityisafundamentalpieceofthephilosophyofMichigan4-H;oneoftheorganiza-tion’ssevenguidingprinciplesforpositiveyouth
developmentisthat“youthgrowandcontributeasactivecitizensthroughserviceandleadership.”Furthermore,thestatusof4-Hasanindependentextracurriculareducationprogramhelpstoad-dressthechallengesthatcivicengagementfacesinformaleducation.AccordingtotheCarnegieCorporationofNewYorkandtheCenterforInformationandResearchonCivicLearningandEngagement,civiceducationinhighschoolsisusuallyconfinedtoasinglegovernmentclass,thefocusofwhichismostlystructuresandfunctions,withlittlediscus-sionofthecitizen’srole.Thisde-emphasisoncitizenshipandciviceducationinschoolsisattributabletoanumberoffactors:avoidanceoftopicsthatmayseemcontroversialorpolitical,lackofopportunitytoexperimentwithalternativeapproachestociviceducationandbudgetcutbacksfromextracurricularprogramssuchascommunityserviceprojects.Additionally,high-stakestestinginreading,writingandmath-ematicscandivertresourcesawayfromcivicedu-cation.Evenwhencivicsisincludedasacontentareainstandardizedtesting,performanceisoftenmeasuredonlyintermsofknowledge–skillsandattitudesareignored.Inthisway,thehigh-stakestestingmovementcanserveasadisincentiveforschoolstoimplementeffectivecivicengagementprograms.Forthesereasons,itisallthemoreimportantfororganizationslike4-Htosupple-mentciviceducationintheschoolsbyprovidingexperientiallearningopportunities.
Creating a space for citizenship and civic engagementThereareavarietyofwaystointroduceyoungpeopletoconceptsofcivicengagementorstrengthenthecitizenshipskillsthattheyalreadypractice.4-Htraditionallyemploys“club”pro-gramstosupportthedevelopmentofyouthparticipantsintheirareasofinterest,andcitizen-shipandcivicengagementprinciplescangrowwithintheclubstructure.Themostdirectwaytoexposeyoungpeopletotheseconceptsistocre-ateacitizenshipclub,thecentralfocusofwhichisexploringissuesofcitizenshipandcivicengage-mentandbecomingsociallyandpoliticallyactiveinthecommunity.Clubsofthisnaturecanmeetcontinuously,onapermanentbasis,orforlimitedperiodstocoverspecifictopics.Alternatively,alreadyexistingclubswithafocusotherthan
“A youth is to be regarded with respect. How do you know that his future will not be equal to our present?”
—Confucius
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4 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment
citizenshipandcivicengagementcanincorporatetheseideasintotheiractivities.Indeed,oneofthecomponentsofamodel4-Hclubisinvolvementinthecommunity.Formoreinformationonclubdevelopment,visittheMichigan4-HYouthDevel-opmentClubResourceswebsiteathttp://web1.msue.msu.edu/cyf/youth/clubs.
Otheravenuesforincorporatingcitizenshipandcivicengagementcontentarethroughtheformalschoolcurriculumandextracurricularafter-schoolprograms.Recently,expertsinthefieldofciviceducationhavemadecallstoincludeamoreex-perientialaspecttotraditionalcivicsprogramsintheschools.Furthermore,theMichiganDepart-mentofEducation,inredefiningthestatecontentstandardsforhighschoolsocialstudies,hasplacedresponsiblecitizenshipastheultimategoalofso-cialstudieseducationintheschools.Understand-ingandpracticingcitizenshipandcivicengagementisnowacriticalpartofformaleducation.
The political role of youth organizationsYouthclubsandorganizationsinevitablyhaveapoliticalrole.Whetherintentionallyornot,youthclubsencourageandreinforceacertainsetofvaluesandmorals.Youngpeoplelearnaboutcitizenshipandcharacteraccordingtothegroup’sprinciples.Forexample,4-Hmembersmakethe4-Hpledgeateveryclubmeeting:“Ipledgemyheadtoclearerthinking,myhearttogreaterloyalty,myhandstogreaterservice,andmyhealthtobetterlivingformyclub,mycom-munity,mycountryandmyworld.”Additionally,thegovernanceoftheclubservesasasortofmicrocosmforourfederal,stateandlocalgovern-ments,andclubofficertraininghelpstoteachtheskills,knowledgeandattitudesneededforfuture
governmentinvolvement.Intheseways,youthlearnhowtofunctioninacommunityandconformtoacertaindefini-tionofcitizenship,providingasolidfoundationforthepoliticalsystem.Thatis,evenifayouthgroupisnotfoundedaroundtheideaofcivicengagement,itstillhasauniquelycivicroleinthelivesofitsmembers.
Itisthereforetheresponsibilityofyouthorganiza-tionstodefinearesponsibleversionofcitizenship.Thenormsthatareestablishedandpromotedbytheorganizationshouldencouragegoodcharac-
ter,toleranceandparticipation.Theseareimpor-tantconsiderationsregardlessofthetypeofyouthorganization;fromrabbitraisingclubstotheatretroupes–groupsarepoliticalbynature,andgroupmembershipteachesyoungpeoplepoliticalattitudes.Incorporatingactivitiesintotheprogramthathighlightresponsiblecitizenshipisawaytoensurethattheyouthorganizationissendingtherightmessageaboutcitizenship.
Recruiting young peopleIdentifyingandengagingparticipantsinciviceducationareimportantstepsintheprocessofimplementingaprogram.Programmersinthisfieldcanbenefitfromtherecenttrendinmanyhighschoolsthatrequiresstudentparticipationincommunityserviceprojects.Evenintheabsenceofthisrequirement,establishingarelationshipwithschoolsisoftenthemosteffectivewayofrecruitingyoungpeople.Workingwithprincipals,teachersandschoolcounselorstoidentifycandi-datesanddistributemarketingmaterialsand/orapplicationshasproventobeasuccessfulmethod.Thisrequiresanactiveeffortonthepartoftheprogrammerinordertoreachouttoschoolofficialsandestablishcooperativerelationships.Otheravenuesofrecruitmentincludeweb-basedmarketing,postingflyersinpublicplaces,newsarticles,recruitingyouthfromotheryouthorgani-zationsanddirectlycontactingparents.
Asoneofthemajorgoalsofciviceducationistohelpyoungpeopleunderstandamoreinclusivedefinitionofcitizenshipandof“thecommongood,”itisimportanttoconsideradiverse,inclu-sivegroupofparticipants,facilitatorsandguestsforanycivicengagementprogram.Thisemphasisondiversityshouldbepresentatallstagesoftheprogram–planning,implementationandevalua-tion–forthebenefitofyouthinvolved.
Forming partnershipsYouthcivicengagementrequirescollectiveaction.Youngpeoplewillnotlearnwhatitmeanstobepartoftheirdemocracybyworkingalone.Ahigh-lyeffectiveformofpartnershipisonebetweenyouthandadults.Thiscanencompassoneorseveraladultsprovidingguidanceandsupporttoayouthgrouporayouthgroupco-operatingwithanadultorganization.Adultgroupsareoftenopentoyouthinvolvementfortheuniqueperspectivethatyoungpeoplebring.Theyouthgrouportheprogrammershouldactivelyseekoutindividualadultsororganizationsthatareaffectedbythe
“4-H club activities involve youth in such experiences as discussing issues, working in teams and tak-ing action — citizenship skills that can be used today and in the future.”
—CyndiMark,ph.D.,Michigan4-HProgramLeader
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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 5MichiganStateUniversityExtension4-HYouthDevelopment
sameproblemsorthatareinterestedinthesameissues.
Aparticularlyeffectiveyouth-adultpartnershipisonethatlinksyouthtoanofficialgovernmentalbody.Thereareseveralexamplesinthiscurricu-lumofyouthworkingwithgovernmentofficials–includingtheprecedingCitizenshipAcademyexample–andthisprovidesauniqueopportunityforyoungpeopletobeinvolvedinthepoliticalprocess.Itisrecommendedthattheprogrammercontactlocalgovernmentofficialspriortobegin-ningtheprogramtodetermineifthereisinterestincollaboration.Indeed,theprogramsmentionedherearefoundedonsuchcollaboration.Attendinglocalgovernmentboardmeetingsorschedulingappointmentswithindividualboardmembersarebotheffectivewaystointroducetheideatogovernmentofficials.
How to use this curriculumThiscurriculumisarrangedinsuchawayastoprovideacoherentplanforanyoneinterestedinstartingayouthgroupwithalocalcitizenshipfo-cus.Itconsistsofsixunits:“CitizenshipDefined,”“DiversityandInclusion,”“IssuesIdentification,”“LocalGovernmentKnowledge,”“TakingAction”and“FinishingStrong.”Theseunitsarearrangedsequentially,andeachcontainsuser-friendlyactivi-tiesandmaterialsdesignedtoleadyouththroughtheprocessofbecomingactiveinthelocalpoliti-
calprocess.Theactivitiesincludedinthiscur-riculumcanbeusedseveraldifferentways.Theactivitiescanbedoneindividuallyorinaseries.Theycanbecombinedinaseriesofspecialgroupsessions,aspartofaregularlyscheduledmeetingoraone-dayworkshop.Non-4-Hgroupswillfindthematerialhelpfulwhenplanningciviceducationprojects.
Table1belowshowsthescopeandsequenceofthecurriculum.
Table 1: Scope and sequenceContent area Corresponding ActivitiesUnit 1: Citizenship defined • “WhatIsCitizenship?”
• “FiveEasyPiecesofCitizenship”• “GovernmentIsUs”
Unit 2: Diversity and inclusion • “Walkthe(Trust)Walk”• “CommunicatingThroughConflict”• “ExploringAndChallengingStereotypes”• “AClassDivided”
Unit 3: Issues identification • “It’sMyRight!”• “AgreeToDisagree”• “WeHaveIssues”• “CauseAndEffect”
Unit 4: Local government knowledge • “The‘Invisible’Government”• “Behind-The-ScenesOfLocalGovernment
Unit 5: Taking action • “BoardMeeting”• “Guide:WritingAPetition”• “Guide:WritingAPolicyBrief”
Unit 6: Finishing strong • “PutonYourReflectingCap”
Althoughthecurriculumisdesignedtobeusedasawhole,specificmaterialsmaybeusefulasasupplementtoanyciviceducationprogramorasanintroductiontocitizenshipforgroupsnotworkingdirectlywithcivics.Youthgroupsinterestedincitizenship,leadershipandserviceactivitiesmayfindpiecesofthecurriculumusefulinworkingtowardtheirgoals.
Reflecting on what has been learnedAnimportantelementofanycitizenshipandcivicengagementactivityistomaketimeforreflectionandsharing.Eachactivityinthiscurriculumiscon-cludedwithaseriesofreflectionquestionstohelpyouthparticipantsthinkcriticallyaboutwhattheyhavelearnedandhowitisimportantinabroadersocialcontext.Thisprocessofreflectionisequallyimportantaftertakingactioninthecommunity.
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6 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment
Whetherengagingwithcommunityleaders,per-formingacommunityserviceactivityorwritingletterstoyourU.S.congressperson,itisimpor-tanttomaketimeforthegrouptoshare,processandthinkabouthowwhattheyhaveleanedandaccomplishedfitsintothebiggersocialpicture.Unit6focusesfurtheronreflectionandprovidesanactivitytocarryoutareflectionproject.
Life skillsLifeskillsaredefinedasskillsneededforeffec-tiveliving.Youthdevelopmentprogramscanandshouldactivelypromotetheacquisitionoftheseskillsthathelpindividualsachievesuccessandsatisfactionintheirlives.Examplesoflifeskillsincludecommunication,problem-solving,healthylifestylechoicesandgoalsetting.Youngpeopleoftenlearnlifeskillsfromparents,peersandtheircommunitiesinnon-formalsettings;youthdevel-opmentprogramscansupplementandenhancetheselessonswithcarefullyplanned,highqualityexperiencesthatgiveyouthanopportunitytolearnandpracticelifeskillsinanintentionalway.Citizenshipandciviceducationtrainingisanaturalspaceforlearninglifeskills.Learningtobeagoodcitizenrequirescompetencyinmanyofthelifeskills,andeachoftheactivitiesinthiscurriculumstatewhichoftheseskillsareaddressedandprac-ticed.Formoreinformationonlifeskills,visittheIowa4-HYouthDevelopmentwebsite,wheretheypresenttheirTargetingLifeSkillsModel:http://www.extension.iastate.edu/4H/lifeskills/pre-viewwheel.html.
Notes to classroom teachersHighschoolandmiddleschoolteachersmayusethematerialsinthecurriculumtoprovideanex-perientiallearningcomponenttosupportformaleducationinsocialstudies,ingeneral,andcivicsandgovernment,inparticular.Halfofallpublicschoolscurrentlyhaveservice-learningprogramsaspartoftheircurricula,andthiscurriculumcan
functionasaguideforimplementingaservice-learningprogramthatisconnectedtoclassroomlearningincivicsandgovernment.ShelleyBilligofRMCResearchCorporationhasdocumentedthebenefitsofservice-learningprogramsforboththestudentandtheschool;someexamplesareimprovedgradesandstandardizedtestscores,improvedoverallschoolclimate,increasedmutualrespectbetweenteachersandstudentsandahigherrateofstudentattendance.
Inordertofacilitatetheuseofthiscurriculuminschools,socialstudiesstandardsfortheStateofMichigan’scurricularframeworkareprovidedforeachactivityinthiscurriculum.ResponsiblecitizenshipisthestatedgoalofhighschoolsocialstudieseducationfortheMichiganDepartmentofEducation,andengagementintherealciviclifeofone’scommunityisacornerstoneofthestate’sexpectations.Therefore,aclearconnectionhasbeenmadebetweentheactivitiesinthiscurricu-lumandtheassociatedstandardsandexpectationsforsocialstudieslearning.
Notes to advisorsDuetothemulticulturalnatureofthematerialinthiscurriculum,andtheinclusivedefinitionofthe“commongood”thatthecurriculumencour-ages,itisimportantfortheuserofthecurriculumtohaveagoodunderstandingofhisorherownculturalvaluesandassumptions.Agoodplacetostartisbylookingatourownculturalheritageanddetermininghowitaffectsourpresentbiasesandideasofrightandwrong.Anunderstandingofhowdiscrimination,stereotypingandoppres-sionplayoutinsociety–andhowweaffectandareaffectedbythem–isalsoakeypartofbeingmulticulturallysensitive.Ultimately,usersofthiscurriculumshouldfeelcomfortablewithdiffer-encesthatexistbetweenthemselvesandothersintermsofrace,gender,class,ethnicity,cultureandbeliefs.Itisequallyimportanttorecognizethelimitsofourculturalsensitivityand,whereap-propriate,seekoutopportunitiestoimproveourawarenessthroughtrainings,consultations,orbytalkingwithmorequalifiedindividuals.
“Education is not prepara-tion for life; education is life itself.”
—JohnDewey
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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 7MichiganStateUniversityExtension4-HYouthDevelopment
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Westheimer,J.,&Kahne,J.(2004).Whatkindofcitizen?Thepoliticsofeducatingfordemocracy.Ameri-can Educational Research Journal. Vol. 41(2).237-269.
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8 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment
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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 9MichiganStateUniversityExtension4-HYouthDevelopment
UNIT 1: Citizenship Defined
“Citizens make the govern-ment. Without citizens, there would be no govern-ment or no United States. The citizens make this country what it is.”—Brandy,teen4-Hmember
Activecitizensarethebuildingblocksofourdemocracy,andMichigan4-Hrecognizestheimportanceofdevelopinggoodcitizensamongouryouth.Ademocracyisonlyasstrongasthecitizensthatmakeitup,andstrengthcomesfromhavingtheknowledge,skillsandattitudestoworkforacommongood.
Citizenship means responsibilityCitizenshipmeansenjoyingcertainrightsandac-ceptingcertainresponsibilities.AscitizensintheUnitedStates,weallbenefitfromthefreedomsprovidedtousbytheConstitution.Butenjoyingtheseprivilegesisonlypartofbeingacitizen.Wealsohavetogivebacktoensurethatourrightscontinuetoexist.AsJohnF.Kennedysaid,“Asknotwhatyourcountrycandoforyou–askwhatyoucandoforyourcountry.”
Animportantpartofgoodcitizenshipisaskingwhatyoucandoforyourcountry,aswellasyourschool,yourneighborhood,yourtownandyourcounty.Inotherwords,goodcitizenshipmeanshavingresponsibilitytoalargergroupofwhichyouareamember.Weareallresponsibleforupholdingourdemocracyandmakinglifebetterforourselvesandforothers.
Therearecertainmandatoryresponsibilitiesthatallofus,asAmericans,arerequiredtofulfill.Theseincludeobeyinglaws,payingtaxes,do-ingjuryduty,servingasawitnessinatrialandregisteringforthedraft.Votinginelectionsisalsoanexpectation,thoughnotrequired.Thesearethebareminimumresponsibilitiesofcitizens.Inadeepersense,citizenshipinvolvesmuchmore.Goodcitizenshipdemandslearningandaction.Itisthiscommitmenttolearningandactionthatisimpliedby“citizenship”in4-HYouthDevelop-ment.Whatspecificallydoesthistypeofcitizen-shipentail?
What makes a responsible citizen? Beingaresponsiblecitizenmeansdifferentthingstodifferentpeople.Someconsideragoodcitizen
tobesomeonewhohasstrongcharacter,donatestocharityandvolunteerstohelpothers;otherssayagoodcitizenisonewhotakesaninterestinunderstandingsocialissuesandconcerns;andstillotherswoulddescribeagoodcitizenasonewhohastheskillsandknowledgetoactivelyinfluencedecision-makingandpublicpolicy.Becauseofthesediverseideasofwhatitmeanstobeagoodcitizen,itisimpor-tanttoconsiderabroaddefini-tionofcitizenship,includingtheknowledge,skillsandattitudesthatagoodcitizenshouldhave.Therefore,wecansaythatagoodcitizeniscompetentinthefollowingareas:• Character – moralandcivicvirtues,suchasaconcernfortherightsandwelfareofothersandappreciationofdiversity;
• Knowledge of government –anunderstand-ingofthestructureandprocessesofgovern-mentandcommunityorganizations;
• Community service learning –anawarenessofpublicandcommunityissues,andparticipa-tioninservicetoaddressproblems;
• Public policy –theskills,knowledgeandcommitmenttoinfluencedecision-makingandpublicpolicy;and
• Issues – anawarenessandunderstandingofpublicissues,howtheyareconnectedacrosslocal,nationalandgloballevels,andhowoneaffectsandisaffectedbythem.
Citizenship is learnedThesecriteriaforcitizenshiparenoteasilymet.Ittakescourage,hardworkandcommitmenttobeagoodcitizen.Buteventhemostcoura-geous,hardworkingandcommittedpeoplestillmusthaveeducationalexperiencesthathelpthemdeveloptheknowledge,skillsandattitudesthatarenecessaryforputtingcitizenshipintoaction.Youngpeoplelearngoodcitizenshipthroughclassroominstructionandsimulationsofcivicprocesses,watchingthenews,discussingcur-rentevents,engaginginservicelearningtoworkonlocalproblemsandparticipatinginschoolororganizationalgovernment.
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Table 2: Competencies for civic engagementFive Principles of Citizenship
A. Knowledge B. Skills C. Attitudes
1. Character Understandingofself-identity
Dialoguewithothersaboutdifferentpointsofview
Concernfortherightsandwelfareofothers
2. Knowledge of Government
Knowledgeofgovernmentstructure
Abilitytolocateinformationonlocalgovernment
Appreciationoftheimpor-tanceofvoting
3. Community Service Learning
Awarenessofcommunityissues
Assetsandproblemsassess-mentinthecommunity
Trustinthecommunity
4. Public Policy Understandingofpolicy-makingprocess
Policyandpetitionwriting Confidenceinabilitytomakechanges
5. Issues Knowledgeofhowoneaffectsandisaffectedbyanissue
Abilitytolocateinformationonlocalissues
Respectformultipleper-spectivesonanissue
Theseareexamplesofhowcitizenshipislearned.Nowweturntowhatneedstobelearnedinor-dertomeetourdefinitionofcitizenship.Ithelpstothinkofcompetencies–orspecificlearningoutcomes–thatyouthdevelopmentprogramscanencourage.Someexamplesofcitizenshipcompetenciesaregiveninthefollowingtable.ThefivepartsofourdefinitionofcitizenshipareinsertedintoTable2ascategoriesofcontent,andtheareasofcompetency–knowledge,skillsandattitudes–arelistedascolumnheadstocreateaframeworkforthinkingaboutwhatresponsiblecitizensshouldbelearning.
ThecompetenciesprovidedinTable2arejustafewexamplesoftheknowledge,skillsandat-titudesthatgointobecomingagoodcitizen.Allofthesethingsmayseemoverwhelming.Butaneffectivecitizenshipandcivicengagementpro-gramcanencourageallofthesecompetenciesand
more,andmakeitfunintheprocess.BylookingatTable2,weseethatcitizenshipandcivicengagementinvolvebothlearn-inganddoing,and4-Hbelievesthatitisveryimportantforyouthtoexperiencetheideasandprinciplesthattheylearn.Thesefiveprinciplesofciti-zenshiprecurthroughoutthecurriculum.Theprinciplesad-dressedwithinaunitarestatedatthebeginningofthatunit.
Citizenship in our communitiesHelpingyouthexperiencecitizenshipintheirtowns,citiesandcountiesisaspecialfocusof4-HYouthDevelopment.Thislocalperspectiveallowsyouthtoseehowcitizenshipworksintheirareaandhowtheycanparticipateincommunityissues.Atthelocallevel,youthhavetheregularopportunitytomeetwithpublicofficials,visitlocalgovernmentbuildings,andbeconnectedtotheissuesintheircommunities.Byusingtheknowl-edge,skillsandattitudesofagoodcitizenintheirowncommunities,youthcantakeactiontomakerealchanges.Seeingtheresultsoftheiractivecitizenshipisafunandempoweringexperience!Itshowsyouththattheycanmakeadifferencebyinfluencingpublicpolicy,andatthesametime,itpreparesanextgenerationofgoodcitizenstosafeguardourdemocracy.
“Let us never forget that government is ourselves and not an alien power over us. The ultimate rul-ers of a democracy are not a President and sena-tors and congressmen and government officials, but the voters of this country.”
—FranklinD.Roosevelt
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ReferencesCarnegieCorporationofNewYorkandTheCenterforInformationandResearchonCivicLearningandEngagement.(2003).The Civic Mission of Schools.NewYork:CarnegieCorporation.
EducationCommissionoftheStates.(2006).Developing Citizenship Competencies from Kin-dergarten through Grade 12.Denver,CO:EducationCommissionoftheStates.
Westheimer,J.,&Kahne,J.(2004).Whatkindofcitizen?Thepoliticsofeducatingfordemoc-racy.American Educational Research Journal. Vol. 41(2).237-269.
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ACTIVITY:
What Is Citizenship?Description: Youthexploretheconceptof“citizen-ship”byexaminingseveraldifferentdefinitionsofcitizenshipandfinallycreatingtheirownmeaning.
Participant Age:16–19
Activity Objectives:Theparticipantswill:• Discussthemeaningofcitizenship.• Examinedifferentdefinitionsofcitizenship.
• Define“citizenship”and“goodcitizenship”andcommunicatetheimportanceofcitizenship.
Learning and Life Skills: CriticalThinking;Communication
State of Michigan Social Studies Standards: StandardIII.2IdealsofAmericanDe-mocracy;StandardVI.2GroupDiscus-sion
Materials, Equipment, Handouts:o SheetsofpaperandpencilsorpensoNewsprintandmarkersoEaselortapeforrecordingonnews-print
oHandout:“U.S.CitizenshipTest”oHandout:“OathofCitizenship”oVideo:Citizenship & Civic Engage-
ment,(approximately13minuteslong)availableonlineathttp://av.anr.msu.edu/4h
Time: 90–120minutes,brokenupintofourparts
Setting: Indoorswithtablesandchairs
Procedure:Before the meeting:• Reviewactivitydirectionsandmaterialsandthefiveprinciplesofcitizenshipintheintroductiontothisunitandalsoappendedtothisactivity.
• Printoutthe“U.S.CitizenshipTest”handoutorvisittheU.S.CitizenshipandImmigrationServiceswebsiteathttp://www.uscis.gov/natzpilottocreateyourownlistoftenquestionsfromthefullU.S.CitizenshipTest.
• MakesurethatallparticipantshaveawritingutensilandblanksheetofpaperfortheU.S.CitizenshipTestthatisadministeredinPartI.
• Printonecopyofthehandout,“OathofCitizenship,”foreachparticipant.• Preparefivesheetsofnewsprint,eachwithoneofthefiverightsdescribedinthePreambleoftheConstitutionwrittenatthetop(seePartII,Steps3and4).
• MakesureallparticipantshavenewsprintandmarkersorotherwritingutensilsfordepictionsofgoodcitizensasdescribedinPartIV,step2.
• ConsulttheU.SCitizenshipandImmigrationServiceswebsite(http://www.uscis.gov)forbackgroundinformationonU.S.Citizenshiprequirements.
During the meeting:Part I1.Onceeveryoneisseatedinthesemicircle,tellparticipantsthatthepurposeoftoday’smeetingistotalkaboutanddefine“citizenship.”Explainthattherearealotofdifferentdefinitionsofcitizenship,andtodaywillbespentthink-ingaboutwhatitmeanstoeachofusasindividualsandwhatitmeanstothegroup.Beginbyaskingindividualstosharewhattheybelieve“citizenship”meansintheUnitedStates.Encourageparticipantstouseexamples.Recordingresponsesisoptional.
2.ExplainthattobecomeaU.S.citizen,onemusteitherbebornintoit(haveanAmericanparent)orbecomenaturalized.Inordertobecomenaturalized,onemustpassaU.S.CitizenshipTesttodeterminewhetherornotheorshehastheknowledgenecessarytobeanAmericancitizen.TelltheparticipantsthattheyaregoingtogothroughsomeoftheproceduresforaforeignertobecomeanAmericancitizen(besensitivetoanyparticipantswhomaybenaturalizedcitizensornon-citizens).Tellparticipantsthattherequirementsofcitizenshipare:• aperiodofcontinuousresidenceandphysicalpresenceintheUnitedStates;• residenceinaparticularUSCISdistrictpriortofiling;• anabilitytoread,writeandspeakEnglish;• aknowledgeandunderstandingofU.S.historyandgovernment;• goodmoralcharacter;• attachmenttotheprinciplesoftheU.S.Constitution;and,• favorabledispositiontowardtheUnitedStates.
Giveparticipantsthechancetoaskforclarificationonanyofthesepoints.
3. SaythattheparticipantsaregoingtotaketheU.S.CitizenshipTest.Consultthe“U.S.CitizenshipTest”handout,readtheinstructionsonthetestandadmin-isterit.Usethe10questionsgivenorchoose10questionsfromtheofficiallist
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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 13MichiganStateUniversityExtension4-HYouthDevelopment
of142Questions and Answers for New Pilot Naturalization TestfromtheU.S.CitizenshipandImmigrationServicesathttp://www.uscis.gov/natzpilot.Em-phasizethatthisistheactualtestthatimmigrantsdesiringnaturalizationmusttake.Afterwards,reviewtheanswerssothateveryonecanindicatehowmanycorrectanswerstheyhad.ExplainthatinordertobecomeaU.S.citizen,mostregionalofficesrequireascoreofsix(6)outoften(10)topass.
Reflection Activities and Ideas:GiveparticipantsamomenttoconsiderwhattheynowknowabouttheU.S.Citi-zenshipTest,andthenaskthefollowingquestions:• Dothesequestionsdeterminewhetherornotoneisagoodcitizen?• Ifyouansweredallofthequestionscorrectly,doesthatmakeyouagoodciti-zen?Why?
• Ifyouansweredsomequestionsincorrectly,doesthatmeanthatyou’renotagoodcitizen?Why?
• Whatelseneedstobeaskedtotrulydeterminewhetherornotsomeoneisagoodcitizen?
Part II1.Distributethe“OathofCitizenship”handout.Explainthateverynaturalizedcitizenmusttakethisoath.Readtheoathandgiveparticipantstheoptionofrepeatingafteryouinordertosimulatetheexperienceoftakingtheoath.
2.Gothroughtheoathwithparticipantsandidentifyeachoftheresponsibilitiesindicatedforcitizenship:(a)renunciationofforeignallegiance,(b)supportanddefenseoftheConstitutionandlaws,(c)allegiancetotheConstitutionandlawsand(d)serviceinthearmedforceswhenrequiredbylaw.
3.Pointoutthesecondresponsibilityintheoath–supportanddefenseoftheConstitution–andaskparticipantstotellyouwhattheyknowabouttheCon-stitutionandtherightsitguarantees.
ReadthePreambletotheConstitution:
“We the People of the United States, in Order to form a more perfect Union, (1) establish Justice, (2) insure domestic Tranquility, (3) provide for the common de-fence, (4) promote the general Welfare, and (5) secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.”
4.BreakparticipantsintoteamsandgiveeachteamapieceofnewsprintwithoneofthefiverightsdescribedinthePreamblewrittenatthetop:(1) establish justice, (2) insure domestic tranquility, (3) provide for the common defense, (4) promote the general welfare, and (5) secure the blessings of liberty.Haveeachteambrainstormandwrite(a)adefinitionoftherightintheirownwordsand(b)alistofwaystosupportordefendthisright.
Reflection Activities and Ideas:AftergivingthegroupamomenttoconsidertheoathofcitizenshipandthePre-amble,askthefollowing:• Whatdoyouthinkabouttherequirementsforcitizenshipoutlinedintheoath?Isthereanythingyoudisagreewith?Isthereanythingelsethatyouthinkneedstobeadded?
• WhatdoyouthinkabouttherightsoutlinedinthePreamble?Whichofthesefiverightswouldyousupportanddefend?Canyoubeagoodcitizenifyoudonotsupportordefendalloftheserights?
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14 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment
Part III1.Explaintothegroupthattheyhavelookedatseveraldifferentideasofcitizen-ship.Tellthemthattheyaregoingtowatchavideothatdepictsanotherideaofwhatcitizenshipis.PlaytheCitizenship & Civic Engagementvideo(approxi-mately13minuteslong).
Reflection Activities and Ideas:Afterwatchingthevideo,askthegroupthefollowingquestions:• Howiscitizenshipportrayedinthevideo?• Whatdidtheyoungpeopleinthevideodotodemonstrategoodcitizenship?Howdidtheirdiscussionsrelatetocitizenship?
• Whatareotherwaysthatyoungpeoplecandemonstrategoodcitizenship?
Part IV1.Tellparticipantstoconsiderthedifferentideasofcitizenshipthathavebeendiscusseduptonow,andaskthequestionagain,“Whatiscitizenship?”Accom-modateanyresponsesanddiscussion.
2.Askparticipantstothinkaboutexamplesofwhentheyorsomebodytheyknowhasbeenagoodcitizen.Finally,giveparticipantsnewsprintandmarkersorotherwritingutensilsandaskthemto(a)writeadefinition,(b)writeastoryor(c)drawapictureofwhatagoodcitizenlookslike.Encouragethemtobecreative.Giveeverybodytimetocompletetheirchosenactivity(15minutes).Asthefacilitator,workwithparticipantstohelpgenerateideas.
3.Askeveryonetosharetheirrespectiveconstructionsofagoodcitizen.Recorditemsfromeveryone’sdefinitiononnewsprint.Asyoufieldresponses,trytocategorizethemintofivedifferentunlabeledcolumnsbasedonthefiveprinci-plesofcitizenshipoutlinedintheintroductiontothisunitandalsoappendedtothisactivity:(1)character,(2)knowledgeofgovernment,(3)communityservicelearning,(4)publicpolicyand(5)issues.Ifanyoftheparticipants’responsesdonotnaturallyfitintooneofthesefivecategories,createanewcolumnormorecolumnsifnecessary.Afteryouhavefieldedallresponses,labeleachofthefivecolumnsaccordingtothecorrespondingprincipleofcitizenship.Then,presenttheresponsestothegroupasasortofgroupdefinitionofcitizenship.
Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:• Whatdoyouthinkoftheprovideddefinitionofcitizenship?Howisitsimilarordifferentfromyourownideaofcitizenship?Howisitsimilarordifferentfromthegroupdefinition?
• Doyoupreferyourownideaofgoodcitizenshiptothatofthegroup?Howdoesitfeeltohaveideasdifferentfromtherestofthegroup?
• Isourdefinitionofcitizenshipinclusiveofallgroups?Aretherepeoplewhoareleftoutofourdefinitionbasedonrace,gender,ethnicity,classorotherreasons?
• Acommonstereotypeisthatpeopleofcolor,includingLatinos,AsianAmeri-cans,ArabAmericansandothersare“fromsomewhereelse”andarenot“real”citizens.Peopleofcoloroftengetasked,“Whereareyoufrom?”evenwhentheyandtheirfamiliesmayhavelivedintheUnitedStatesforyears–andevengenerations.Whatdoyouthinkaboutthisstatement?Howcanweensurethatweareinclusiveofallgroups?
Try This, Too:• ForPartI,breakparticipantsupintoteamsandgivethemeachasheetofnewsprint.AssigneachteamoneofthesevenUSCIScriteriaforU.S.Citizenship(seePartI,Step2).Askthemtowrite(a)reasonswhythisisanimportantpartofcitizenshipand(b)whetherornottheythinkonecanbeagoodcitizenwithoutfulfill-ingthisrequirement.Shareideaswiththegroup.
• Invitespeakersintoyourmeet-ingwhohavebecomenaturalizedcitizensandaskthemtospeakwiththegroupaboutwhatbecominganAmericancitizenmeanstothem.Askthemtotalkaboutsimilaritiesanddifferencestotheircountryoforigin,includinggovernmentandin-dividualparticipationingovernment.
• Theparticipants’depictionsof“goodcitizens”(PartIV,Step2)canbeadaptedtoincludedifferenttypesofmedia(suchastheatreorphotog-raphy),andthegroupdefinitioncanalsoberepresentedthroughalargerprojectsuchasamural,aperformanceorafocusgroupwithstudentsintheirschool.
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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 15MichiganStateUniversityExtension4-HYouthDevelopment
HANDOUT:
U.S. Citizenship TestThequestionsandanswersbelowwereselectedrandomlyfromtheofficiallistof142Questions and Answers for New Pilot Naturalization TestfromtheU.S.CitizenshipandImmigrationServices(USCIS).Forafulllistofquestions,visittheUSCISwebsiteathttp://www.uscis.gov/natzpilottocompilealistoftenquestionsofyourchoice.Whengivingthetesttopersonsdesiringcitizenship,theexaminerselectsanytenquestionsathisorherdiscretiontobeposedorallytotheexaminees.Theexamineewritesdowntheanswerforeachitem.AccordingtotheUSCIS,mostregionalofficesrequireascoreofsix(6)outoften(10)topass.
1. What is the supreme law of the land? The Constitution
2. What do we call the first ten amendments to the Constitution? The Bill of Rights
3. What are the two parts of the United States Congress? The Senate and the House of Representatives
4. When was the Declaration of Independence adopted? July 4, 1776
5. What decides each state’s number of U.S. Representatives? The state’s population
6. Who is called the “Father of Our Country”? George Washington
7. Who confirms Supreme Court justices? The Senate
8. Who was President during World War I? Woodrow Wilson
9. Why does the flag have 13 stripes? Because there were 13 original colonies
10. Name one state that borders on Mexico. Arizona, California, New Mexico, or Texas
Obtainedaspublicdomainfrom:U.S.CitizenshipandImmigrationServices.Questions and answers for new pilot naturalization test.RetrievedApril9,2007,fromhttp:www.uscis.gov/natzpilot
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HANDOUT:
Oath of CitizenshipTheUnited States Oath of Allegiance for Naturalized CitizensisanoaththatmustbetakenbyallimmigrantswhowishtobecomeUnitedStatescitizens.
Thecurrentoathisasfollows:
I hereby declare, on oath, that I absolutely and entirely renounce and abjure all allegiance and fidelity to any foreign prince, potentate, state, or sovereignty of whom or which I have heretofore been a subject or citizen; that I will support and defend the Constitution and laws of the United States of America against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I will bear arms on behalf of the United States when required by law; that I will perform noncombatant service in the Armed Forces of the United States when required by the law; that I will perform work of national importance under civilian direction when required by the law; and that I take this obligation freely without any mental reservation or purpose of evasion; so help me God.
Obtainedaspublicdomainfrom:U.S.CitizenshipandImmigrationServices.Oath of allegiance for naturalized citizens. RetrievedApril9,2007,fromhttp://www.uscis.gov/portal/site
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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 17MichiganStateUniversityExtension4-HYouthDevelopment
ACTIVITY:
Five Easy Pieces of CitizenshipDescription: Inordertointroducethedefinitionofcitizenshiponwhichthiscurriculumisbased,youthexplorethatdefinitionofcitizenship,analyzeitscomponentparts,andcompareandcontrastittotheirownideasofcitizenship.Ifper-formingthisactivityaftertheactivity,“WhatisCitizenship?,”skipthefirstthreestepsoftheprocedureduringthemeeting,andusethedefinitionofcitizenshipthatthegroupconstructedattheendofthepreviousactivity.
Participant Age: 13–19
Activity Objectives:Theparticipantswill:• Understandonedefinitionofcitizen-ship.
• Analyzeonedefinitionofcitizenshipandcompareandcontrastitwiththeirownideasofcitizenship.
Learning and Life Skills: CriticalThinking;Communication
State of Michigan Social Studies Standards: StandardIII.2IdealsofAmericanDe-mocracy
Materials, Equipment, Handouts:oNewsprint,fivesheetsoEaselortapeforrecordingonnews-print
oMarkersoHandout:“FivePrinciplesofCitizen-ship”
Time: 30–60minutes,dependingonwhetherornotthegrouphascompletedtheactivity,“WhatisCitizenship?”
Setting: Indoors,tablesandchairstoaccommo-dateallparticipants
Procedure:Before the meeting:• Reviewactivitydirectionsandmaterialsandthefiveprinciplesofcitizenshipintheintroductiontothisunitandalsointhe“FivePrinciplesofCitizenship”handout.
• Printonecopyofthe“FivePrinciplesofCitizenship”handoutforeachpartici-pant.
• Atthetopofeachsheetofnewsprint,writeoneofthefiveprinciplesofciti-zenship,asdescribedinthe“FivePrinciplesofCitizenship”handoutandintheintroductiontothisunit:(1)character,(2)knowledgeofgovernment,(3)issues,(4)communityservicelearningand(5)publicpolicy.
During the meeting:1.Askthequestion,“Whatiscitizenship?”andaccommodateanyresponsesanddiscussion.
2.Askparticipantstothinkaboutexamplesofwhentheyorsomebodytheyknowhasbeenagoodcitizen.Then,giveparticipantsnewsprintandmarkersandaskthemtowriteadefinitionofcitizenship.Giveampletimetocompletethedefinitions,andworkwithparticipantstohelpgenerateideas.
3.Askeveryonetosharetheirrespectivedefinitionsofcitizenship.Recorditemsfromeveryone’sdefinitiononnewsprint.Asyoufieldresponses,trytocatego-rizethemintofivedifferentunlabeledcolumnsbasedonthefiveprinciplesofcitizenshipoutlinedintheintroductiontothisunitandalsointhe“FivePrin-ciplesofCitizenship”handout:(1)character,(2)knowledgeofgovernment,(3)communityservicelearning,(4)publicpolicyand(5)issues.Ifanyofthepartici-pants’responsesdonotnaturallyfitintooneofthesefivecategories,createanewcolumnormorecolumnsifnecessary.Afteryouhavefieldedallresponses,labeleachofthefivecolumnsaccordingtothecorrespondingprincipleofciti-zenship.Then,presenttheresponsestothegroupasasortofgroupdefinitionofcitizenship.
4.Tellparticipantsthatthepurposeofthisactivityistounderstandandexamineabroaddefinitionofcitizenship.Peopleusemanydefinitionsofcitizenship,andthiscurriculumemphasizesabroaderdefinitionofcitizenship,whichincludesknowledgeaboutsociety,skillsforparticipationandattitudestoengageinpub-licefforts.Thisdefinitionhasfiveparts,anditisimportanttounderstandwhateachofthefivemean.
5.Breakparticipantsupintofiveteams.Giveeachteamoneofthesheetsofnewsprintwithoneofthefiveprinciplesofcitizenshipatthetop.Instructeachteamtofirsttalkaboutandthenwriteadefinitionfortheirprinciple.
6.Afteraboutfiveminutes,telleachteamtodiscussandwritethreeexamplesofhowtheirprinciplecanbeputintopractice.
7.Wheneachteamisfinished,reconvenethewholegroupandhaveeachteamsharetheirprinciple,theirdefinitionandtheirpracticalexamples.
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8.Aftereachteamhasshared,distributethe“FivePrinciplesofCitizenship”hand-out.Giveparticipantstimetoreadoverthehandout.Then,explainthatthefiveprinciplesthateachteamexploredarethepartsofthisbroaderdefinitionofcitizenship.Theactivitiesinthiscurriculumarebasedonthisnotionofcitizen-ship.
Try This, Too:• Haveparticipantsmakeacitizenshipcollagethatincludesdepictionsofallfiveprinciplesofcitizenship.
• Arrangeforparticipantstocreateandmaintaincitizenshipportfoliosinwhichtheycankeeprecordsoftheiractivitiesandaccomplishmentsrelatedtociti-zenshipandcivicengagement.
Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:
1.Whatareyourreactionstothisdefinitionofcitizenshipbasedonthefiveprin-ciplesofcitizenship?
2.Whatwouldyouaddtothisdefinition?Whatwouldyouchange?Doanyofyourideasofcitizenshipnotfitintoanyofthefiveprinciples?
3.Whatwoulditlooklikeifapersonweretousealloftheseprinciplesinhisorherlife?
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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 19MichiganStateUniversityExtension4-HYouthDevelopment
HANDOUT:
Five Principles of CitizenshipBeingaresponsiblecitizenmeansdifferentthingstodifferentpeople.Someconsideragoodcitizentobesomeonewhohasstrongcharacter,donatestocharityandvolunteerstohelpothers;otherssayagoodcitizenisonewhotakesaninterestinunderstandingsocialissuesandconcerns;andstillotherswoulddescribeagoodcitizenasonewhohastheskillsandknowledgetoactivelyinfluencedecision-makingandpublicpolicy.Becauseofthesediverseideasofwhatitmeanstobeagoodcitizen,itisimportanttoconsiderabroaddefinitionofcitizenship.Therefore,wecansaythatadefinitionofwhatitmeanstobeagoodcitizenshouldincludethefollowing:
• Character —moralandcivicvirtues,suchasaconcernfortherightsandwelfareofothersandappreciationofdiversity;
• Knowledge of government —anunderstandingofthestructureandprocessesofgovernmentandcommunityorganizations;
• Community service learning —anawarenessofpublicandcommunityissues,andparticipationinservicetoaddressproblems;
• Public policy — theskills,knowledgeandcommitmenttoinfluencedecision-makingandpublicpolicy;and
• Issues —anawarenessandunderstandingofpublicissues,howtheyareconnectedacrosslocal,nationalandgloballevels,andhowoneaffectsandisaffectedbythem.
References:CarnegieCorporationofNewYorkandTheCenterforInformationandResearchonCivicLearningandEngage-ment.(2003).The Civic Mission of Schools.NewYork:CarnegieCorporation.
EducationCommissionoftheStates.(2006).Developing Citizenship Competencies from Kindergarten through Grade 12.Denver,CO:EducationCommissionoftheStates.
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20 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment
ACTIVITY:
Government Is UsDescription: Individually,youthwritedownwhattheybelievetherulesshouldbeforthegroup.Theningroups,participantselectarepresentativetomakerulesfortheentiregroup.Oncetherepresenta-tiveshavefinished,theirrulesarecon-trastedwiththerulesthateachpersoncreatedtoimpressonparticipantstheinherentcompromiseofrepresentativegovernment.After,youthdiscusshowtousetheirownvoicestoinfluencedecisionmakingasactivecitizens.
Participant Age: 13–19
Activity Objectives:Theparticipantswill:• Experiencerepresentativegovern-ment.
• Brainstormwaystousetheirvoiceindecisionmaking.
• Defineactivecitizenship.
Learning and Life Skills: Self-Responsibility;Communication;DecisionMaking
State of Michigan Social Studies Standards: StandardIII.1PurposesofGovernment;StandardIII.2IdealsofAmericanDe-mocracy;StandardIII.3DemocracyinAction;StandardVI.2GroupDiscussion
Materials, Equipment, Handouts:oNewsprint,severalsheetsoEaselortapeforrecordingonnews-print
oMarker(s),oneortwooWritingutensils,foreachparticipantoHandout:“GroupRules”Time: 30–60minutesSetting: Indoors,tablesandchairstoaccommo-dateallparticipants
Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.• Printonecopyofthe“GroupRules”handoutforeachparticipant.• Makesurethatallparticipantshaveawritingutensil.• Bringnewsprintandmarkers(easeloptional).• Arrangeonetableseparatefromthegroupforthe“representatives.”
During the meeting:1.Tellparticipantsthatthepurposeofthisactivityistosettherulesforthegroupthateveryonewillfollowfortheremainderofthegroupmeetings.Distributethe“GroupRules”handouttoallparticipants.Explainthateverybodyshouldindividuallyfilloutthehandoutaccordingtowhattheythinktherulesandexpectationsshouldbeforgroupmeetings.Encourageeveryonetolistatleastfiverules.
2.Aftereveryonehasfilleditout,explainthat,intheinterestoftime,notevery-onecansharetheirrules.Askthegrouptopick“representatives”tosharetheirrules(trytohaveaboutonerepresentativeperfiveparticipants).Explainthattherepresentativesaretheonlyoneswhoactuallyhavethepowertodecidewhattheruleswillbe.Collecttherepresentatives’handoutsandrecordtheirchosenrulesonnewsprintforeveryonetosee(thereisnoneedtowritedupli-caterulesmorethanonce).
3.Askthewholegroupwhattheythinkoftherulesandhowtherepresentatives’rulescompareandcontrasttotherulesthattheydevelopedindividually.Makesureeveryonekeepstheirindividual“GroupRules”handout.
4.Explainthatthegroupisgoingtotryanalternativeprocessofcomingupwiththerules.Breakparticipantsupintoteamsoffourorfive;giveeachgroupanew“GroupRules”handout;andinstructthemtotalktogetherand,asateam,comeupwithrules.After,haveeachteamdecidetogetherwhotheywouldliketorepresentthem–thisnew“representative”shouldrecordhisorherteam’srulesonanewhandout.Thenmovetherepresentativefromeachteamtotheseparatetable.Collecttherepresentatives’handoutsandrecordtherulesonnewsprintasinstep2.
5.Announcethatthesearetheofficialgrouprules.Putthenewsprintwiththerulesinavisibleplacewhereitcanstayfortheremainderofthegroup’smeetings.
Try This, Too:Anydecision-makingactivitythatcouldbedonecollaborativelyandthatthegrouphasaninterestincouldbesubstitutedforgeneratinggrouprules.Forexample,theactivitycouldbeplanninga(realorimaginary)fieldtrip,designingaT-shirt,ordecidinghowmanypiecesofcandyeverybodyinthegroupshouldget.
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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 21MichiganStateUniversityExtension4-HYouthDevelopment
Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:
1.Reflectonthetwomethodsusedtodevisethegrouprules.Ask:“Whatwasfrustratingordifficult?”“Whichprocessmorecloselyreflectedyourideas?Why?”“Whatwerethedifferencesinhowyouselectedrepresentatives?”“Whatisthejoboftherepresentative?”“Howwereyouabletocommunicateyourideastoyourrepresentative?”Allowampletimefordiscussion.
2.Remindthegroupthatinourdemocracy,wechooserepresentativestomakedecisionsforus.Ask:“Whataresomeoftherepresentativegovernmentalbodiesorgroupscalled?”(Congress,HouseofRepresentatives[state/federal],Senate[state/federal],countyboardofcommissioners,schoolboard,city/vil-lagecouncil).Stressthattherepresentative’sjobistomakedecisionsthatwe,thepeopleheorsherepresents,want.Tellthegrouptothinkabouttheactivitythattheydid,andaskthefollowingquestions:“Howcloselywereyourideasrepresentedwhenyoudidn’tcommunicatewithyourrepresentative?”“Howcloselywereyourideasrepresentedwhenyoudidcommunicatewithyourep-resentative?”“How,ingovernment,doyouthinkyoucancommunicatewithyourrepresentativestomakeyourideasheard?”(forexample,letterwriting,petitions,meetingswithrepresentatives,protests,orothermeans).
3.Howdoesthisactivityrelatetoresponsiblecitizenship?
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22 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment
HANDOUT:
Group RulesBelow,listtherulesthatyouwouldliketohaveforthisgroup:
1.
2.
3.
4.
5.