1. Project Citizen Center for Civic Education
A program of the
Center for Civic Education
Powerpoint adapted from Bill Wilson from James Madison Uni 1

2. What is Project Citizen?
 Education for democratic citizenship
 Teaches students to monitor and influence public policy
 Interdisciplinary instructional program for adolescents
Focuses on state and local government
Applies learning to real world issues
Uses cooperative learning
Serves as a model performance assessment

3. What are the Educational Outcomes of Project Citizen?
 Civic Knowledge
 Civic Skills
Intellectual
Participatory
 Civic Dispositions
Democratic values and principles
Reasoned commitment

4. What are the Advantages of Project Citizen?
 Students connect with real world problems and events
 Students integrate a variety of related ideas and skills
 Students use many disciplines
 Students relate assessment activities to instructional activities
 Students cooperate with peers in group settings
 Students work with clear, attainable goals
 Students evaluate their own progress through self- assessment
 Students benefit from the involvement of parents and other community members

5. What Does the Project Citizen Program Achieve?
The instructional program help students to  learn how to monitor and influence public policy  learn policy making processes
 develop concrete skills and the foundation needed to become responsible participating citizens
 develop effective, creative communication skills
 develop more positive self-images and confidence in exercising their rights and responsibilities

6. What is Public Policy?
Public policies are contained in laws, rules, regulations, decisions, and practices created by
 executive, legislative, and judicial branches
 government bureaucracies
 regulatory agencies
 other public decision-making bodies

7. What Criteria is Used to Select an Issue or Problem?
Does government have the responsibility and authority to act on this issue/problem?
Can the issue/problem be addressed with a single policy?
Is it reasonable to believe that a policy can or should be written that will resolve the issue/ problem?
Is the issue/problem important to young people?
Does it have a direct or indirect impact on them?
Will the class be able to find enough information to tackle the problem?

8. What is the Sequence of Steps in Project Citizen?
 As a class project, students work together to identify and study a problem in their community.
 They propose a solution in the form of a public policy recommendation.

9. What is the Sequence of Steps in Project Citizen?
 They develop an action plan for getting their policy proposal adopted and implemented.
 Students display their work in a portfolio and documentation binder and present it in a simulated public hearing.

10. Project Citizen- Step I
Identifying Public Policy Problems
Students identify public policy problems in their communities by
 discussing them with each other
 interviewing family members and other adults
 reading newspapers and other print sources
 listening to news reports on radio and TV

11. Project Citizen - Step II
Selecting a problem for class study
Problems in our community
Drugs
Violence
3. Pollution 4.
Students present and
discuss the problems
they have identified
and then select one
problem for their
class project

12. Project Citizen - Step III Gathering Information on the Problem Selected
 Students gather information on the chosen public policy problem from a variety of sources
Interviews and surveys, Printed sources Radio and television, Libraries, Internet Scholars and professors, Lawyers and judges Community organizations and interest groups, Legislative offices Administrative offices

13. Project Citizen - Step IV Developing a Class Portfolio
 Group 1 - Develops an explanation of the problem
 Group 2 - Evaluates alternative policies
 Group 3 - Develops a proposed policy
consistent with constitutional principles
 Group 4 - Develops an action plan

14. Portfolio and Documentation Binder
 Explanation of the problem
 Evaluation of alternative policies
 Presentation of proposed policy
 Presentation of an action plan
the problem
alternative policies
our class
policy
our action plan
documentation section 14

15. Project Citizen - Step V Presenting the Portfolio
 Public hearing before a panel of evaluators chosen from the community
 Presentations by each of the groups

16. What are the Assessment Advantages of Presenting the Portfolio?
 Students connect with real world problems and events
 Students integrate a variety of related ideas and skills
 Students use many disciplines
 Students relate assessment activities to instructional activities

17. What are the Assessment Advantages of Presenting the Portfolio?
 Students cooperate with peers in group settings
 Students work with clear, attainable goals
 Students evaluate their own progress through self-assessment
 Students benefit from the involvement of parents and other community members

18. Step VI - Reflecting on the Learning Experience
Acquiring Civic Knowledge
 Exercising the rights of citizens
 Fulfilling the responsibilities of citizens
 Learning the responsibilities of public officials
 Learning the purposes of democratic government
 Learning the organization & procedures of government
 Learning the role of civil society

19. Step VI - Reflecting Developing Civic Skills
 Intellectual skills
Identify, describe, explain, evaluate a position, take a position and defend a position
 Participatory skills
 Values
Individual rights, Life, Liberty, Justice, Equality,
Diversity, Truth and Common good
 Principles
Popular sovereignty, Constitutional government, Rule of law, Separation of powers, Checks and balances,
Minority rights and Judicial review
 Fostering traits of character
Individual responsibility, Open mindedness, Negotiation and compromise and Patriotism 19

20. Key Findings
 Students believe they can make a difference in their communities
 Students do make a difference in their communities
 Students develop greater understanding of public policy
 Students develop greater understanding of challenges facing policy makers
 Students learn how their government works

21. Key Findings  Students develop a commitment to active citizenship
 Students become involved in their communities
 Students learn about specific community problems
 Students learn to work in groups
 Students develop important research and communication skills

22. Reasons to Incorporate Project Citizen into the Classroom:
A Teacher’s Prospective
 Free materials
 Easy read for low level readers
 Student activities:
 Allows for active student involvement and student opinions/positions are emphasized,
 Gives the teacher instant feedback on students’ understanding of content,
 Offers students a variety of activities: interviews, surveys, recognition of community problems, use of internet, attendance at public meetings, etc.
 Presentations by students, builds self- confidence, improves speaking skills, etc.

23. Reasons to Incorporate Project Citizen into the Classroom:
A Teacher’s Prospective
 Student interest will be high because the students choose the project and they know they will make a public presentation on it (has a stake in the project).
 Public policy emphasizing citizen involvement in the community is a Virginia SOL for Government.
 Parents, principals and the School Board will support the program: illustrates school involvement and gets school recognition.
 Versatile program; can be used:
 Throughout the year,
 April-May (when Seniors are losing interest in school),
 After We the People competition.