1. TEACHER ORIENTATION FALL 2014

2. WELCOME Name What do you teach and where? What are you excited about in implementing GC? What is one thing you hope to learn today? WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics

3. AGENDA 1. Welcome 2. Overview 3. Curriculum 4. Roles 5. Resources 6. Civics Day 7. Logistics

4. OVERVIEW Organization Need Mission History and Progress Students Served Program Elements Approach Project Example

5. WHAT IS GENERATION CITIZEN? WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics NEED Our Democracy is broken. Why? CITIZENS DO NOT PARTICIPATE. Over 80 million eligible voters did not participate in the 2012 Presidential election. This is greater than the number of people who voted for President Obama. CIVICS EDUCATION IS OFTEN INEFFECTIVE. In many schools, civics education is either an exercise in rote memorization, or it simply does not exist. According to the National Assessment of Educational Progress (NAEP), American students test worse in civics and history than any other subject. CIVICS EDUCATION IS UNEQUAL. African-American and Hispanic students are far more likely to experience heavily fact-based civics instruction that starts and ends inside the classroom, while their whiter, wealthier peers participate in engaging debates and out-of-classroom extensions of their learning.

6. WHAT IS GENERATION CITIZEN? WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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. HISTORY AND PROGRESS Founded at Brown University 2008 Expansion to Boston 2009 Expansion to New York City 2010 Expansion to the Bay Area 2013 PROJECTED STUDENTS SERVED 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.

7. HOW DOES IT WORK? ADVOCACY HOURGLASSPROGRAM ELEMENTS CORE 1-2 Democracy Coaches Twice per week Student-driven Emphasis on small group work Structured approach to advocacy Civics Day ENRICHMENT Summer fellowship program for students (Community Change Fellowship) WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics Focus Issue Community Issues Root Cause Goal Targets Tactics

8. MUNI SAFETY PAUL REVERE MIDDLE SCHOOL, SF WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics Focus Issue Community Issues Root Cause Goal Targets Tactics Lack of security at the back doors of buses Student safety getting to and from school Safety on the 14L and 8x Muni bus lines Increase security at the back doors of the 14L and 8x Muni bus lines Gathering petition signatures, e-mails, calls and letters to the SFMTA, meeting with SFTMA Director, testifying in front of the SFMTA Citizens’ Advisory Council SFMTA Director, SFMTA Citizens’ Advisory Council, Muni bus riders, Paul Revere parents and students

9. CURRICULUM Framework Lesson Structure Student Handbook Staying on Track What Does Success Look Like?

10. CURRICULUM FRAMEWORK WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics TIMING Week of 9/22 Lessons 0 & 1 Week of 9/29 Lessons 2 & 3 Week of 10/06 Lessons 4 & 5 Week of 10/13 Lessons 6 & 7 Week of 10/20 Lesson 8 & 9 10/27 – Dec Action Civics Day (12/5) Reflection

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

12. STUDENT HANDBOOK WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics

13. STUDENT HANDBOOK WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics

14. TACTIC TOOLKIT WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics

15. STAYING ON TRACK WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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

16. STAYING ON TRACK WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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

17. STAYING ON TRACK WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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

18. STAYING ON TRACK WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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

19. STAYING ON TRACK WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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

20. STAYING ON TRACK WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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

21. STAYING ON TRACK WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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.

22. 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. WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics

23. WHAT DOES SUCCESS LOOK LIKE? WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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

24. ROLES What about working with college students makes you excited? What makes you nervous? Teacher and Democracy Coach Roles Timeline Support Working with College Students Best Practices

25. TEACHER & DEMOCRACY COACH ROLES WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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.

26. TIMELINE WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics You will receive an e-mail with details about your DC(s), including names, contact information, and days and times they will be coming. Placement End of week of Sept 15 th Your DC(s) will visit your classroom to make a brief introduction and conduct an observation. Student Handbooks will either be mailed or brought by DC Lesson 0 Week of Sept 22 nd You and your DC(s) will discuss expectations, communication, etc. Introductory Conversation Week of Sept 22 nd DCs will implement first lesson of the curriculum. Lesson 1 Week of Sept 22 nd

27. SUPPORT FROM GC STAFF WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics GC SUPPORT FOR DCs Day-long initial training Weekly on-campus meetings Weekly 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 Teacher checklist Classroom case studies

28. WORKING WITH COLLEGE STUDENTS WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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?

29. BEST PRACTICES WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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 Make your school a welcoming place for DCs Reach out to GC staff with questions and concerns

30. RESOURCES Resource List

31. RESOURCE LIST WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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 Our internal websitewebsite 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

32. CIVICS DAY Details Awards

33. CIVICS DAY DETAILS WHAT Student representatives from each class present their work to other students, community members, and public officials. This is an opportunity to celebrate their work and to gain feedback to further their efforts. WHERE David Brower Center (Berkeley) WHEN Friday, December 5 th 10am to 2pm AGENDA 9:30am Arrival and Setup 10:00am Welcome 10:30am Judging Rotations 12:00pm Lunch 1:00pm Awards and Speeches WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics

34. CIVICS DAY! WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics Friday, December 5 th 10am – 2pm David Brower Center (Berkeley)

35. CIVICS DAY! WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics Friday, December 5 th 10am – 2pm David Brower Center (Berkeley)

36. 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 WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics

37. LOGISTICS Student Surveys Visitors and Ongoing Communication

38. STUDENT SURVEYS PURPOSE Monitoring program quality Research and evaluation Gauge progress on civic skills, knowledge, and confidence PROCESS 1.Consent Forms. At the start of the semester, teachers will be provided with a parent letter stating the purpose of the project, how their student will be involved, and how the data will be used, along with the forms. GC Staff will collect on Friday, September 26 th. 2.First Survey. Teachers should have students complete the first survey prior to the first GC lesson. GC Staff will collect on Friday, September 26 th. 3.Second Survey. Teachers should have students complete the second survey as soon as possible after Civics Day. WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics

39. VISITORS & ONGOING COMMUNICATION WelcomeOverviewCurriculumRolesResourcesCivics DayLogistics 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 notification Opportunity to share feedback VISITORS Guest speakers Donors Media One-week notification With some of these visitors, we may not have as much notice STAFF CONTACT Initial conversations Mid-semester conversations End-of-semester surveys Questions or concerns? Contact us: Caitlin (619) 249-8777 cpaul@generationcitizen.org

40. www.generationcitizen.org