TEACHER ORIENTATION FALL 2015

“Democracy needs to be reborn each generation, and education is its midwife.” -John Dewey

WELCOME Name What do you teach and where? What is your first “civic memory”?

Agenda 1. Welcome 2. Generation Citizen Curriculum Overview 4. Successful Action Projects 5. Roles 6. Key Events 7. Logistics & Exit Tickets

Generation Citizen 101

WHAT IS GENERATION CITIZEN? Civics education is often unequal and ineffective. Citizens do not participate. OUR DEMOCRACY IS BROKEN.

OUR DEMOCRACY IS BROKEN. WHY? Populations do not participate Government does not respond to the needs of these populations Services are not provided Populations (including young people) feel disenfranchised

MISSION Generation Citizen works to ensure that every student in the US receives an effective action civics education, which provides them with the knowledge and skills necessary to participate in our democracy as active citizens. Founded at Brown University 2008 Expansion to Boston 2009 Expansion to New York City 2010 Expansion to the Bay Area 2013 To fulfill our mission, we partner college students with classroom teachers to teach an action-civics course in which teens solve problems they face in their own communities.

Students Served by Generation Citizen (Nationally)

THE SOLUTION: ACTION CIVICS IN THE CLASSROOM STEP ONE: Students debate and build consensus around an issue that personally affects them STEP TWO: Students analyze the selected issue, set a specific goal to address it, and collaborate to develop a strategic action plan STEP THREE: Students put their plans into action and participate in “Civics Day,” presenting their action plans and preliminary outcomes to public officials, fellow GC classes, and other community members 10

HOW DOES IT WORK? ADVOCACY HOURGLASS CORE PROGRAM 1-2 Democracy Coaches minutes per week Student-driven Emphasis on small group work Structured approach to advocacy Civics Day ENRICHMENT & PARTNERSHIPS Community Change Fellowship Civic Tech Challenge Youth Empowerment Funds Focus Issue Community Issues Root Cause Goal Targets Tactics

MUNI SAFETY (PAUL REVERE SCHOOL) Focus Issue Community Issues Root Cause Goal Targets Tactics Lack of security monitors assigned to the 14L and 8X bus lines Pickpocketing and fights on the bus (students don’t feel safe) Lack of safety on the 14L and 8X bus lines is an issue for Paul Revere students who ride these buses to/from school Have the SFMTA increase security monitors for the 14L and 8X bus lines Gathering petition signatures, s, calls and letters to the SFMTA, meeting with SFTMA Director, testifying in front of the SFMTA Citizens’ Advisory Council Decision Maker: SFMTA Director Influencers: SFMTA Citizens’ Advisory Council, Muni bus riders, Paul Revere parents and students

THE ACTION CIVICS APPROACH PROBLEM Gang violence in our neighborhood. OTHER APPROACHES Community Service  Do outreach to gang members to counsel them off the streets. Education  Form a group to teach younger students how to avoid gangs. Art  Paint a mural depicting the negative effects of gang violence. ACTION CIVICS  ADDRESSING THE ROOT CAUSE (SYSTEMIC CHANGE) Advocate for more funding for violence prevention services in the city budget. Talk to the police department about changing their patrol routes to cover high- violence neighborhoods.

EVALUATION ULTIMATELY, WE WANT TO SEE STUDENTS WHO PRACTICE ACTION CIVICS DEVELOP IN 3 KEY AREAS: Civic Skills: Can students look at an issue and analyze its root cause? Can students identify the right decision-maker for a particular community issue? Civic Knowledge: Do students know the names of their local elected officials, branches/levels of government, how elections happen? Civic Disposition: How likely are students to vote, run for office, volunteer in their communities in the future? WE MEASURE THIS THROUGH PRE- AND POST- STUDENT SURVEYS (20% OF CLASSES), AND MID- AND POST- TEACHER EVALUATIONS OF OUR PROGRAM.

Curriculum Overview

CURRICULUM FRAMEWORK UNIT 1 UNIT 2 UNIT 3 UNIT 4 SEPTEMBER & OCTOBER NOVEMBER & DECEMBER

SEMESTER SNAPSHOT Week 1 (September) Observation, introductions & civic identities Weeks 2-3 (early October) Discussing community issues and choosing one Researching and analyzing root causes Weeks 4-6 (mid- to late October) Researching targets and tactics Building a plan of action Breaking into small work groups (based on target) Weeks 7-10 (November) Taking action in small groups Guest speakers, attending meetings, field trips (if needed) Weeks (early December) Preparing for and presenting at Civics Day Reflection Focus Issue Targets Tactics

JIGSAW ACTIVITY Focus Issue Targets Tactics Unit 1 Unit 2 Unit 3 Unit 4

LESSON STRUCTURE ELEMENTS TO NOTE Student handbooks Objectives Materials Do Now Tips Sidebar Glossary Exit Tickets

STUDENT HANDBOOK

TACTIC TOOLKIT

STAYING ON TRACK Lesson 2: Community Issues “Students are regularly throwing away good food and producing excess waste during lunch period.” “Global warming.” “Declining whale populations in Japan.” Lesson 5: Root Cause & Goal Lesson 6: Identifying Decision- makers and Influencers (Targets) UNIT 3: Taking Action

STAYING ON TRACK Lesson 2: Community Issues “Students are regularly throwing away good food and producing excess waste during lunch period.” “Global warming.” “Declining whale populations in Japan.” Lesson 5: Root Cause & Goal Lesson 6: Identifying Decision- makers and Influencers (Targets) UNIT 3: Taking Action

STAYING ON TRACK Lesson 2: Community Issues “Students are regularly throwing away good food and producing excess waste during lunch period.” “Global warming.” “Declining whale populations in Japan.” Lesson 5: Root Cause & Goal “Students are throwing away food and not recycling because they don’t care about the environment. Our goal will be to raise more awareness about the environment.” “Based on our research and interviews with peers and SFUSD staff, the root cause of waste at our school is the lack of recyclable materials in our cafeteria’s food packaging, and lack of alternative options for getting rid of unwanted food. Our goal will be to have SFUSD change their food supplier, and to provide more resources on campus to help students reuse.” Lesson 6: Identifying Decision- makers and Influencers (Targets) UNIT 3: Taking Action

STAYING ON TRACK Lesson 2: Community Issues “Students are regularly throwing away good food and producing excess waste during lunch period.” “Global warming.” “Declining whale populations in Japan.” Lesson 5: Root Cause & Goal “Students are throwing away food and not recycling because they don’t care about the environment. Our goal will be to raise more awareness about the environment.” “Based on our research and interviews with peers and SFUSD staff, the root cause of waste at our school is the lack of recyclable materials in our cafeteria’s food packaging, and lack of alternative options for getting rid of unwanted food. Our goal will be to have SFUSD change their food supplier, and to provide more resources on campus to help students reuse.” Lesson 6: Identifying Decision- makers and Influencers (Targets) UNIT 3: Taking Action

STAYING ON TRACK Lesson 2: Community Issues “Students are regularly throwing away good food and producing excess waste during lunch period.” “Global warming.” “Declining whale populations in Japan.” Lesson 5: Root Cause & Goal “Students are throwing away food and not recycling because they don’t care about the environment. Our goal will be to raise more awareness about the environment.” “Based on our research and interviews with peers and SFUSD staff, the root cause of waste at our school is the lack of recyclable materials in our cafeteria’s food packaging, and lack of alternative options for getting rid of unwanted food. Our goal will be to have SFUSD change their food supplier, and to provide more resources on campus to help students reuse.” Lesson 6: Identifying Decision- makers and Influencers (Targets) “We should write letters to Obama telling him about global warming and asking for his help. We should also involve the mayor somehow.” “We will approach the School Board and request that they review their food supplier’s packaging policies. We will also hold meetings with our Principal, to ask him to increase recycling receptacles on campus. Lastly, we will petition our Cafeteria Supervisor to help us start a Food Sharing Table during lunch, where students can drop off unwanted to food that can be picked up by others or donated to our afterschool program.” UNIT 3: Taking Action

STAYING ON TRACK Lesson 2: Community Issues “Students are regularly throwing away good food and producing excess waste during lunch period.” “Global warming.” “Declining whale populations in Japan.” Lesson 5: Root Cause & Goal “Students are throwing away food and not recycling because they don’t care about the environment. Our goal will be to raise more awareness about the environment.” “Based on our research and interviews with peers and SFUSD staff, the root cause of waste at our school is the lack of recyclable materials in our cafeteria’s food packaging, and lack of alternative options for getting rid of unwanted food. Our goal will be to have SFUSD change their food supplier, and to provide more resources on campus to help students reuse.” Lesson 6: Identifying Decision- makers and Influencers (Targets) “We should write letters to Obama telling him about global warming and asking for his help. We should also involve the mayor somehow.” “We will approach the School Board and request that they review their food supplier’s packaging policies. We will also hold meetings with our Principal, to ask him to increase recycling receptacles on campus. Lastly, we will petition our Cafeteria Supervisor to help us start a Food Sharing Table during lunch, where students can drop off unwanted to food that can be picked up by others or donated to our afterschool program.” UNIT 3: Taking Action

STAYING ON TRACK Lesson 2: Community Issues “Students are regularly throwing away good food and producing excess waste during lunch period.” “Global warming.” “Declining whale populations in Japan.” Lesson 5: Root Cause & Goal “Students are throwing away food and not recycling because they don’t care about the environment. Our goal will be to raise more awareness about the environment.” “Based on our research and interviews with peers and SFUSD staff, the root cause of waste at our school is the lack of recyclable materials in our cafeteria’s food packaging, and lack of alternative options for getting rid of unwanted food. Our goal will be to have SFUSD change their food supplier, and to provide more resources on campus to help students reuse.” Lesson 6: Identifying Decision- makers and Influencers (Targets) “We should write letters to Obama telling him about global warming and asking for his help. We should also involve the mayor somehow.” “We will approach the School Board and request that they review their food supplier’s packaging policies. We will also hold meetings with our Principal, to ask him to increase recycling receptacles on campus. Lastly, we will petition our Cafeteria Supervisor to help us start a Food Sharing Table during lunch, where students can drop off unwanted to food that can be picked up by others or donated to our afterschool program.” UNIT 3: Taking Action It is November 10. During GC, students are in their work groups, accomplishing the tactics on their group work plan that is aligned with the class work plan. It is November 10. During GC, ten students are working on a letter to the School Board. The other students are waiting for that group to finish so they can bring that letter to the School Board.

STAYING ON TRACK Lesson 2: Community Issues “Students are regularly throwing away good food and producing excess waste during lunch period.” “Global warming.” “Declining whale populations in Japan.” Lesson 5: Root Cause & Goal “Students are throwing away food and not recycling because they don’t care about the environment. Our goal will be to raise more awareness about the environment.” “Based on our research and interviews with peers and SFUSD staff, the root cause of waste at our school is the lack of recyclable materials in our cafeteria’s food packaging, and lack of alternative options for getting rid of unwanted food. Our goal will be to have SFUSD change their food supplier, and to provide more resources on campus to help students reuse.” Lesson 6: Identifying Decision- makers and Influencers (Targets) “We should write letters to Obama telling him about global warming and asking for his help. We should also involve the mayor somehow.” “We will approach the School Board and request that they review their food supplier’s packaging policies. We will also hold meetings with our Principal, to ask him to increase recycling receptacles on campus. Lastly, we will petition our Cafeteria Supervisor to help us start a Food Sharing Table during lunch, where students can drop off unwanted to food that can be picked up by others or donated to our afterschool program.” UNIT 3: Taking Action It is November 10. During GC, students are in their work groups, accomplishing the tactics on their group work plan that is aligned with the class work plan. It is November 10. During GC, ten students are working on a letter to the School Board. The other students are waiting for that group to finish so they can bring that letter to the School Board.

Weebly: generationcitizenCA.weebly.com Focus Issue Targets Tactics

CIVICS DAYSuccessful Action Projects

YOUTH VIOLENCE (BVHM K-8 SCHOOL) Focus Issue Community Issues Root Cause Goal Targets Tactics Lack of resources provided by the School District to prevent and address youth violence in schools Violence Youth violence is an issue that has affected San Francisco students and families Convince the Board of Education to pass an anti- violence resolution Sending s, writing letters, testifying at a School Board meeting Decision Maker: Board of Education Influencers: Commissioner Matt Haney, Superintendent, BVHM students and parents

Nov 2014, SFUSD Board of Education Meeting

WHAT DOES SUCCESS LOOK LIKE? Influence in-process legislation or the budget at the state or local level Influence how departments or schools solicit youth input Influence how departments or schools use resources Introduce analogous legislation at the state or local level RESOURCES = TIME or $ Legislative Executive

PRACTICE ROUND… Focus Issue Community Issues Root Cause Goal Targets Tactics

REFLECTION What issues could you see your students working on this semester?

Roles Teacher and Democracy Coach Roles GC Staff Support Working with College Students: Best Practices

WORKING WITH COLLEGE STUDENTS What makes you excited? What makes you nervous?

WORKING WITH COLLEGE STUDENTS BENEFITS A college student brings… Motivation from a near-peer mentor Added capacity for outside research and resources College-going culture A new face with new, diverse experiences to share Connections to other classes and the larger GC movement KEEP IN MIND A college student is… New to the classroom New to the specific needs of your students New to the community New to the professional world Volunteering with GC while taking classes, and often working as well How can you support DCs?

TEACHER & DEMOCRACY COACH ROLES DEMOCRACY COACHTEACHER Initial conversation and observation-only class before the program starts to learn teacher preferences/expectations and classroom norms. Prepares lesson plans, background research, and resources for each class. Checks in with DC about their prep at a set weekly time (by phone or in person, once per week). In general, leads lessons and activities.Participates in discussions and activities. Jumps in to probe students, provide context/connections, and make sure all students are engaged. Motivates students through relationships and role modeling. Manages classroom. Maintains a controlled environment. Holds student accountable to rules and participation.

SUPPORT FROM GC STAFF GC SUPPORT FOR DEMOCRACY COACHES Two-day initial training Weekly on-campus meetings to get lesson planning and research support Ongoing check-ins with veteran DCs and/or GC staff Classroom observations GC SUPPORT FOR TEACHERS Initial orientation Scheduled check-ins twice/semester As-needed support from GC staff Resources: Roles and responsibilities chart DC-Teacher introductory conversation template Teacher best practices Online Weebly site

BEST PRACTICES Ask DCs to send lesson plans the day before class Give DCs regular feedback on lessons Offer DCs letters of recommendation at the end of the semester Task students with researching and bringing in information on their topic Record students’ presentation at Civics Day to share with classmates Involve your administrators in the program Have students create a write-up at the end of the semester Host an internal Civics Day or showcase at school Make your school a welcoming place for DCs Reach out to GC staff with questions and concerns

Key Events Civics Day Civic Tech Challenge Spring and summer opps for students

CIVICS DAY DETAILS WHAT Student representatives from each class present their work to other students, community members, and public officials. WHERE State Supreme Court Building McAllister St, San Francisco WHEN Thursday, Dec 10 th (10am – 2pm) AGENDA 9:30am Arrival and Setup 10:00am Welcome 10:30am Judging Rotations 12:00pm Lunch 1:00pm Awards and Speeches

GRASSROOTS CHANGE Students can clearly and compellingly articulate why their focus issue matters to them and matters to their community. SYSTEMIC IMPACT Students can provide logical and evidence-based reasoning to explain how their project goal addresses the systemic root cause(s) of their issue. COLLABORATION AND DIVERSITY Students have engaged a variety of local community members in their work and can clearly explain why each has a stake in the issue. ACTION Students have utilized a variety of tactics to engage their targets and have shown considerable thoughtfulness and attention to quality in completing their tactics. OPEN-MINDEDNESS Students can thoughtfully reflect on the GC process and connect their GC experiences with future implications and possibilities. CIVICS DAY AWARDS

Civic Tech Challenge (November 7 th ) Youth Empowerment Funds (application deadlines in January and April) Community Change Fellowships (student applications due March 31 st, paid summer internship) MARK YOUR CALENDARS

Logistics Student Surveys Visitors and Ongoing Communication

RESOURCE LIST Each teacher will receive one hard copy Curriculum Each classroom will receive one hard copy per student Workbooks include Graphic Organizers that build upon each other and help students visualize their projects Student Workbooks Internal website: Used by DCs and teachers Weebly Each teacher will receive five hard copies During Unit 3, teachers & DCs will distribute individual tactics to support small group work Tactic Toolkits

STUDENT SURVEYS PURPOSE Monitoring program quality Research and evaluation Gauge student progress in three key areas: Civic Skills (Can students look at an issue and analyze its root cause? Can students identify the right decision-maker for a particular community issue?) Civic Knowledge (Do students know the names of their local elected officials, branches/levels of government, how elections happen?) Civic Disposition (How likely are students to vote, run for office, volunteer in their communities in the future)? PROCESS 1.5 classes randomly chosen 2.Pre-Survey. Caitlin will administer in class week of Sept 14 th 3.Post-Survey. Caitlin will administer week after Civics Day

VISITORS & ONGOING COMMUNICATION CLASSROOM OBSERVATIONS 2-3 times/semester GC staff and college Chapter Directors Rubric-based Assess DCs on: Classroom Relationships Preparation Effective Instruction Student Engagement Advocacy One-week notice Opportunity to share feedback VISITORS Guest speakers Donors Media GC will give you advanced notice! Notify your administration STAFF CONTACT Initial conversations Mid-semester conversations End-of-semester surveys Questions or concerns? Contact us: Caitlin (619)

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