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Project CitizenProject Citizen

CSP SP 13CSP SP 13

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Steps in Project Steps in Project CitizenCitizen

1. Identify the goals of Project Citizen2. Understand public policy3. Identify possible problems for class study4. Select a problem or problems5. Gather information6. Organize the information

• √Develop possible alternative solutions √Select the best solution

• √Develop an action plan7. Develop a portfolio to present your plan8. Present the project9. Reflect on the experience10. Why is citizen participation important to

democracy?

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Step 2: What is Public Step 2: What is Public Policy?Policy?

•The concept or idea that guides a The concept or idea that guides a course of action or procedure in dealing course of action or procedure in dealing with public issues or problems.with public issues or problems.

•It includes the decisions, commitments It includes the decisions, commitments and actions made by those who hold or and actions made by those who hold or affect government positions.affect government positions.

•Public policies are often embodied in Public policies are often embodied in laws, rules or regulations.laws, rules or regulations.

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Why Learn About Public Why Learn About Public Policymaking?Policymaking?

Ignorance about the public policymaking process leaves us without the tools to get things done.

There is confusion about who does what in the policymaking arena.

Knowledge, practical experience and citizenship skills empower citizens to influence public policy.

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Sectors of societySectors of society

Private sphere: family and friends associate to pursue private interests free of unreasonable intrusion by the government

Civil society: people associate to pursue interests they share and these associations monitor and influence government

Government: formally elected or appointed representatives at local, state and national levels make decisions about public policy

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Which sector of society? Which sector of society? Private, civil society or Private, civil society or

government?government?1. A local school board changes graduation requirements.2. Susan becomes a member of the Girl Scouts. 3. Carmen and her friend go out to dinner and a movie. 4. Marco’s family and friends have a picnic on July 4. 5. Sara and her sisters join the teachers’ union. 6. The Sierra Club lobbies the New Jersey government

to pass environmental protection laws.7. The New Jersey state legislature passes a law limiting

the use of cell phones while driving. 8. Citizens join a taxpayer’s association in an effort to

get government to lower property taxes in NJ. 9. The federal government awards a contract to a

private company to repair sections of an interstate highway.

10. A city council passes a law establishing smoke free zones in public parks.

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Which sector of society Which sector of society should deal with certain should deal with certain

problems?problems?

1. Ensuring the children receive equal educational opportunities

2. Promoting the moral development of young children

3. Caring for elderly poor people4. Protecting the borders of the country5. Maintaining streets in cities and towns6. Promoting economic prosperity

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Public policies may be Public policies may be implemented by:implemented by:

√ Government alone

√ Government acting cooperatively with civil society

√ Government and civil society acting independently

√ Civil society handling problems in accordance with government policy

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Public Policy Public Policy is…is…

Purposeful—Purposeful—resolves conflictsresolves conflicts

Responsive—Responsive—has public inputhas public input

Authoritative—Authoritative—involves involves government in some waygovernment in some way

It is a public policy only when a decision, commit-ment or resources by a public entity is involved.

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Public Policy is not…Public Policy is not…

Initiatives affecting the general Initiatives affecting the general welfare thatwelfare that are undertaken by self-are undertaken by self-organized private individuals or organized private individuals or groups groups For example: self-help actions byFor example: self-help actions by• Chambers of CommerceChambers of Commerce• Trade UnionsTrade Unions• PTAPTA’’ss

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The public and policymakers constantly The public and policymakers constantly debate and reconsider the lines between debate and reconsider the lines between

publicpublic and and privateprivate..

The division between what is pThe division between what is privaterivate and and what is what is publicpublic may change along with the may change along with the evolution of societyevolution of society’’s dominant values.s dominant values.

Examples: activities once thought of as Examples: activities once thought of as private (transportation, education) have private (transportation, education) have

become publicbecome public

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Is it a public policy?Is it a public policy?

The Problem: Poor families in the community need food and adequate clothing.

One solution: City officials fund a program for needy individuals to “buy” food and clothing from participating merchants using vouchers.This is a public policy.

Another solution: A women’s civic organization conducts a drive to collect food and clothing and then distributes it to needy individuals.This is NOT a public policy.

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What are the What are the advantages of a public advantages of a public

policy solution?policy solution?

√ Civil society solutions depend on the voluntary efforts of individuals and may end.

√ Public policy solutions continue until changed.

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Step 3: Identify Step 3: Identify possible problems for possible problems for

class studyclass study

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Identify community Identify community problemsproblems

Each person write down three problems in your community

Share and discuss your list with 2-3 other people

As a class, brainstorm and list possible problems for class study

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Step 4: Select a Step 4: Select a problem problem to studyto study

Have your students gather some basic information about each problem

For each problem, determine whether it is important and whether a solution is feasible

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•You are bothered by something that is not being done right, needs to be changed, or deserves the attention of policy-makers.

•Are there others who also believe that the problem is an important one?

•Are important values or resources threatened?

•Who created this problem and, equally important, who can do something about it?

•Consider four factors: Consider four factors: scopescope, , intensity,intensity, duration duration andand resources resources..

Is it important?Is it important?

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Is it important? Are Is it important? Are human rights involved?human rights involved?

Our ideal of public education is one in which students are engaged in reflection and action that constantly encourages them to move America toward a “truer” democratic society, in which all people have enforceable, inalienable rights.

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Universal Declaration of Universal Declaration of Human Rights, 1948Human Rights, 1948

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Universal Declaration of Human Universal Declaration of Human RightsRights

Art. 1—All human beings are free and equalArt. 2—No distinction as to race, color, sex, language, religion, political or other opinion, national or

social origin, property, birth or other statusArt. 3—Right to life, liberty and personal securityArt. 4—Freedom from slaveryArt. 5—Freedom from torture, or cruel, inhuman or degrading treatment or punishmentArt. 6—Right to recognition as person before the lawArt. 7—Right to equal protection of the lawArt. 8—Right to effective remedy by competent national tribunalsArt. 9—Freedom from arbitrary arrest, detention or exileArt. 10—Right to fair and public hearing by an independent and impartial tribunalArt. 11—Right to be considered innocent until proven guiltyArt. 12—Freedom from arbitrary interference with privacyArt. 13—Freedom of movementArt. 14—Right to seek and enjoy asylum from persecutionArt. 15—Right to nationalityArt. 16—Right to marriage and familyArt. 17—Right to own propertyArt. 18—Freedom of thought, conscience and religionArt. 19—Freedom of opinion and expressionArt. 20—Freedom of peaceful assembly and associationArt. 21—Right to take part in governmentArt. 22—Right to social security Art. 23—Right to work, free choice of employment, equal pay for equal work, join trade unionsArt. 24—Right to rest and leisureArt. 25—Right to adequate standard of living for health and well-being of self and familyArt. 26—Right to educationArt. 27—Right to participate in cultural life of the communityArt. 28—Social and international order in which rights can be fully realizedArt. 29—Duties to the community

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Is it feasible?Is it feasible?

Is there enough information available?

Is the problem narrow enough for students to be able to address it?

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Is it important/feasible?Is it important/feasible?

Violence on school campusesViolence on school campuses

Budget cuts in school fundingBudget cuts in school funding

Consider:Consider:• Scope?Scope?

• Intensity?Intensity?

• Duration?Duration?

• Resources at stake?Resources at stake?

• Human rights involved?Human rights involved?

• Information available?Information available?

• Sufficiently narrow?Sufficiently narrow?

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Select a problem for Select a problem for class studyclass study

For each problem, consider:

1. Is it important? (scope, intensity, duration, resources at stake including human rights)

2. Is it feasible?

3. What public policy responses are possible?

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Step 5: Gather Step 5: Gather InformationInformation

Identify sources of information

Public policy makers and interest groups

Telephone calls

Interviews

Letters

Libraries, newspapers, websites

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Step 6: Organize the Step 6: Organize the informationinformation

• Identify and develop possible alternative solutions

• Select the best solution

• Develop an action plan

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Identify and develop Identify and develop alternative solutionsalternative solutions

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Select the best Select the best solutionsolution

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What makes a Good What makes a Good Policy?Policy?

• Does it have a legitimate purpose?

• Is it fair?

• Is it clear?

• Is it flexible?

• Can it be enforced?

• Is it consistent with constitutionally guaranteed individual rights?

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Checklist for Proposed Checklist for Proposed PolicyPolicy

1. What is the problem? What are the causes and effects of the problem? (Panel 1)

2. What alternative policies could solve the problem? What are pros and cons of each of them? (Panel 2)

3. Which alternative policy would best solve the problem? Does it address the most important underlying cause of the problem? Does it alleviate some of the effects of the problem? (Panel 3)

4. Does government have the responsibility and authority to address this issue/problem? Can the issue be addressed in a single policy? Who (what groups) might support the public policy? Who might opposes it? Why? What could you do to ensure that the proposed policy is implemented?(Panel 4)

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Develop an Action PlanDevelop an Action Plan

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Step 7: Prepare a class Step 7: Prepare a class Portfolio: The DisplayPortfolio: The Display

√ The display should be composed of four sheets of poster or foam board no larger than 32” wide by 40” high

√ The work of each of the four groups should be placed on one panel of the four-panel display: the problem, alternative policies, the chosen policy, the action plan

√ The display should be developed so that it can be placed on a table or bulletin board. (Teacher’s Guide)

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Develop a class Develop a class Portfolio: The Portfolio: The

DocumentationDocumentation√ The documentation should be placed in a

three-ring binder no more than 2” thick.

√ The binder should include materials that best document the research.

√ Dividers of different colors should be used to separate the four sections.

√ The binder should include a table of contents for each section.

√ The fifth part of the documentation should contain reflections on what each group has learned. (Teacher’s Guide)

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High School PortfoliosHigh School Portfolios

• High school displays may be digital√A powerpoint√A website√A DVD√Any other type of computer-based

presentation

• Must include the same components: the problem, alternative policies, the chosen policy, an action plan, and a binder including reflections

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Group 1: Explain the problem and why it was selected

Group 2: Identify and examine alternative policies to deal with the problem

Group 3: Decide on the best public policy to deal with the problem and explain why; constitutionality

Group 4: Develop an action plan—steps to get your proposed policy

accepted

Small Group Work: Small Group Work: Developing a Project Developing a Project

Citizen PortfolioCitizen Portfolio

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Step 8: Present the Step 8: Present the PortfolioPortfolio

Four basic goals of the presentation:

Inform the audience of the importance of the problem identified

Explain and evaluate alternative policies so audience can understand

Discuss why the class choice was the “best” policy and that it is constitutional

Demonstrate how the class could develop support for the policy (the action plan)

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Presenting the Presenting the PortfolioPortfolio

Guidelines for presenting the portfolio:

Optimally ten minutes for each panel—four minutes of prepared comments and six minutes to respond to questions posed by evaluators

Involve as many members of each group as possible in the presentation

Use graphics on panels to emphasize a point but don’t read from the display

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EvaluationEvaluation

Evaluations of Portfolios and Hearings focus on:

Understanding of the ProblemAnalysis of Alternative PoliciesPublic Policy Development and PersuasivenessImplementation of an Action PlanOverall Portfolio

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Step 9: Reflect on the Step 9: Reflect on the Learning ExperienceLearning Experience

Once your class has completed the portfolio, add a reflection section to the Documentation binder.

Describe what and how the class learned from developing the project, skills as well as knowledge.

This should be a cooperative class effort.

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ImplementationImplementation

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What is the importance of What is the importance of civic engagement to civic engagement to

American democracy?American democracy?

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State Project Citizen State Project Citizen Portfolio Showcase and Portfolio Showcase and

HearingsHearings

√ May 26, 2010√ Rutgers University, Busch Campus√ Middle and High School classes√ One class per school district √ No registration fee√ Must send class roster to NJCLRE by May 3,

2010√ Teachers not bringing a class may want to

observe or judge

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Project Citizen Summer Project Citizen Summer Institute for TeachersInstitute for Teachers

July 19-25, 2010

Newport, Rhode Island

On-line application at http://www.civiced.org, click “institutes”

Limited space available so apply early

Excellent learning experience in a beautiful setting