New Project Citizen Framework (Level 1 and Level 2 books)
Note: This framework is designed for new teachers and can be adjusted and modified as needed to meet the needs of your classroom demographics. It serves as a guide to aid in building the foundation of knowledge necessary to facilitate the Project Citizen program and prepare the students for the Project Citizen competition.
This project can be used simultaneously with We The People and/or Mock Trial frameworks for more experienced teachers
Week / Activity/Lesson / Directions/Suggestions/ResourcesBackground/ Review
1-3
Background/ Review
1-3 / Background/ Review
· Branches of government/ Structure of government (1-2 days)
· Evaluating the Constitution (2 days)
· Federalism (1-2 days)
· Citizenship and Citizens improving government (1-2 days)
Note: To access lessons from the Florida Law Related Education Association (FLREA), teachers will have to request a password and wait 24-48 for authorization. Once authorization is granted, teachers will receive information via email. / Activity
· Rule of Law
o FLREA Rule of Law- Lesson 1.9
o FLREA Rule of Law- lesson 1.9 powerpoint
· Branches of government and law making (use either lessons provided below)
o Law Studies Lesson 8- Structure of U.S. Government
o Branches of government Handout (to be used with Branches of government powerpoint)
o Branches of government powerpoint (to be used with Branches of government handout
o FLREA Balancing Act Lesson 1.7
o FLREA Balancing Act Lesson1.7 powerpoint
· Evaluating the Constitution
o Law Studies Lesson 5 - Defining a Constitution
o iCivics comparing constitutions
o FLREA Preamble Breakdown- Lesson 1.6
o FLREA Preamble Break down- Lesson 1.6 powerpoint
· Federalism
o Law Studies Lesson 9 - Federal systems
o FLREA Divided up Lesson 3.4
o FLREA Divided up Lesson 3.4 powerpoint
o iCivics Federalism
o FLREA Federalism powerpoint
o FLREA Classroom Feud- Federalism powerpoint
· Citizenship and responsibilities
o Law Studies Lesson 10 - Civic Responsibilities
o FLREA Unit Civic Participation
o FLREA Did it pass powerpoint
o FLREA What it means to be a citizen lesson 2.1
o FLREA What it means to be a citizen lesson 2.1 powerpoint
o FLREA Obligations and responsibilities lesson 2.2
o FLREA Obligation and responsibilities lesson 2.2 powerpoint
· Citizens improving government
o Law Studies Lesson 11 - Citizens Improving the Government
o iCivics 4th branch- You
o FLREA Making an impact lesson 2.10
o FLREA Making an impact lesson 2.10 powerpoint
4 / Introduction to Project Citizen: (2-3 days)
Level 1 book: pg. 1-3
Level 2 book: pg. 1-8
An Introduction to Public Policy: (2 days)
Level 1 book: pg. 4-9
Level 2 book: pg. 12-21 / (Whole class instruction)
· Introduction to Project Citizen
o Project citizen overview powerpoint
o Project citizen flow chart
· Introduction to Public Policy
o All about Public Policy handout
o Public Policy flow chart
5-6 / Identifying Public policy problems in your community
(1-2 days)
Level 1 book: pg. 10-16
Level 2 book: pg. 23-32
Researching and Selecting a problem for the class
Level 1 book: pg. 17
Level 2 book: pg. 33-34 / Whole class instruction
· Sample project citizen problems
· Analyzing News Article
· FLREA From the headlines
· FLREA Communication Evaluation Lesson 2.11
· FLREA Communication Evaluation Lesson 2.11 powerpoint
· Selecting the problem handout
· FLREA Sorting Out Services Lesson 3.14
· FLREA Sorting Out Services Lesson 3.14 powerpoint
· Selecting and Researching the problem
· Use the Problem Selection Matrix to narrow the choices for possible problems
7 / Selecting students for competition group for Project Citizen
· Review the Job descriptions and application for the important positions. Have students complete the job application, selecting 3 job positions.
· Review applications and select the best qualified student for the different positions. / · Students’ Project Citizen job selection
· Each panel, except the Portfolio Manager, will one of the
following jobs:
o Writers- Using the research and information collected, write a one-page typed summary of the problem. Writing skills needed.
o Researchers- responsible for researching, collecting, and organizing important. Research may include phone calls, interviews, surveys etc. Research, and problem solving skills needed.
o Graphics and Arts Designers- responsible for creating or choosing what graphics will best represent the information and research done to support each panel. Teamwork, creativity and artistic skills needed.
o Organizers- responsible for final review, editing all information, and checking the checklist and ensuring all required documents have been completed. Ensures that a copy of panel information is provided to Portfolio manager. Organization, problem solving and teamwork skills needed.
8 / (Competition Group) Reviewing steps for Project citizen
· review the Project Citizen Flow Chart for an overview of the process
· Review the process of determining sequence of actions to gather information or support for the problem.
· Develop a reasonable Solution for the problem / · Got a problem- Who you gonna call
· Solutions- Brainstorm a-Brewin’
· iCivics Action or Policy: Real World Policies
· FLREA Solving the problem lesson 2.12
· FLREA Solving the problem lesson 2.12 powerpoint
9-12 / Gathering Information on the Problem the class will study
Level 1 book: pg. 18-27
Level 2 book: pg. 36-49
Instruction and facilitation of competition group for Project Citizen.
· Student groups will gather information and research, contact various government agencies and collect information for their section.
· Each group with their section check list and the folder will have a folder to hold collected information during the research and edit process.
· Teacher facilitates preparation each week, giving whatever help necessary and monitoring progress each week with the Daily Tasks Worksheet. Rough drafts are continuously re-submitted until all criteria has been met
· Students will review the Project Citizen Flow Chart for an overview of the process Review with the students the Daily tasks worksheet, which should be completed every day and provided to the teacher for their participation grade for the day. / · Each group will have a folder and the following items should be in the folder for each group:
· Daily Tasks worksheet
o Explaining the Problem- Panel 1
o Explaining the Problem checklist
o Examining the Alternatives- Panel 2
o Examining the Alternatives checklist
o Proposing Public Policy- Panel 3
o Proposing Public Policy checklist
o Developing an Action Plan- Panel 4
o Developing an Action plan checklist
o Portfolio and Board checklist
· Students can use the handout- How to create a good survey, to collect information and then translate into charts and/or graphs
13-16 / Organizing information and Developing a portfolio
Level 1 book: pg. 28- 49
Level 2 book: pg. 51-71 / · Teacher facilitates preparation each week, giving whatever help necessary and monitoring progress each week with the Daily Tasks Worksheet
o Students will refer to the Project Citizen Checklist Portfolio evaluation sheet and Portfolio and Board checklist to ensure all information is being included.
17-18 / Practice presenting your portfolio in a public hearing
Level 1 book: pg. 50-52
Level 2 book: pg. 73- 76 / · Students should practice presenting their portfolio before their classmates and other teachers to prepare for presentations to community or government agencies.
· Students’ task is to inform an audience of the importance of the problem identified, explain and evaluate alternative policies, their advantages and disadvantages, explain their recommended public policy solution, and demonstrate how they would generate support for their policy from the appropriate agency
· May use the following
o Explaining the Problem- Panel 1
o Examining the Alternatives- Panel 2
o Proposing a Policy- Panel 3
o Developing an Action Plan- Panel 4
19-20 / Reflecting on your experience
Pg. 77- 80
Level 1 book: pg. 53- 55
Level 2 book: pg. 77- 80
Why is citizenship participation important in a Democracy
Level 2 only: pg. 81-85 / · Students will type up a Reflection summary using the Reflection guideline form
21 / Presenting your portfolio in a public hearing (competition) / Present at Project Citizen competition
· Presentations are 10-15 minutes
· All students should speak (suggested 2 per panel)
· Board and portfolio needs to be transported
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