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  • A 4 - H A F T E R S C H O O L R E S O U R C E G U I D E

    After-School Activities for Citizenship, Leadership and Service

    CivicEngagement

  • 4-H Afterschool is a collaborative effort of the Cooperative ExtensionSystem state land grant universities, state and county governments andthe Cooperative State Research, Education and Extension Service,United States Department of Agriculture and National 4-H Council.

    www.4husa.orgwww.4hafterschool .orgwww.fourhcounci l .eduwww.nat ional4-hheadquarters .govwww.csrees.usda.gov

    JCPenney Afterschool Fund is a 501(c)(3) nonprofit organization that supports pro-grams designed to keep kids safely and constructively engaged during out-of-schooltime. As part of its mission to ensure that all children have access to the world ofopportunities that awaits them after school, the JCPenney Afterschool Fund providesvital financial support to 4-H Afterschool. This generous funding has enabled 4-H tocreate and launch 4-H Afterschool as a focused nationwide initiative.

    www.jcpenneyafterschool .org1-800-856-5314

    4-H Afterschool is committed to a policy that all persons shall have equal access to its programs, facilitiesand employment without regard to race, color, sex, religion, religious creed, ancestry or national origin, age,veteran status, sexual orientation, marital status, disability, physical or mental disability. Mention or displayof trademark, proprietary product or firm in text or figures does not constitute an endorsement by 4-HAfterschool and does not imply approval to the exclusion of suitable products or firms.

    LEADERSHIP TEAMAND AUTHORSCynthia Mark, Ph.D.4-H Youth Development, Michigan State University Extension

    Sheila Urban Smith4-H Youth Development, Michigan State University Extension

    Adam Voight 4-H Youth Development, Michigan State University Extension

    Patricia Adams4-H Youth Development, Michigan State University Extension

    LEAD RESEARCHERAdam Voight 4-H Youth Development, Michigan State University Extension

    ADDITIONAL AUTHORKaren Pace4-H Youth Development, Michigan State University Extension

    REVIEWERSAkia BurnettMichigan State UniversityExtension, Ingham County

    Matt CalvertUniversity of Wisconsin Extension

    Jan CarrollColorado State University Extension

    Karen McKnight CaseyMichigan State University

    Kendra WellsUniversity of Maryland

    Jill Bramble National 4-H Council

    Cecily MorganNational 4-H Council

    EDITORSMary KrollKroll Communications

    LAYOUTTina M. CardosiTM Design, Inc.

    PRINTINGTom SochockiGraphTec

    C R E D I T S

    Produced by the National 4-H CouncilMarketing & Communications Team Laura Phillips Garner

    MetLife Foundation was established in 1976 by MetLife for the purpose of supporting educational,health and civic and cultural organizations. Our goals are to strengthen communities, promote goodhealth and improve education. The Foundation continues a tradition of corporate contributions andcommunity involvement begun by MetLife at the turn of the century.

  • A 4 - H A F T E R S C H O O L R E S O U R C E G U I D E

    After-School Activities for Citizenship, Leadership and Service

    CivicEngagement

  • A F T E R - S C H O O L A C T I V I T I E S F O R C I T I Z E N S H I P , L E A D E R S H I P A N D S E R V I C E

    4 - H A F T E R S C H O O L

    The introductory material about civic engagement is very good as are the introduc-

    tions to each of the chapters. I also like the inclusion of reflection questions and the

    try this too section at the end of most activities. These are especially important for

    use of activities with older children.

    Kendra L. Wells, Extension Specialist, 4-H Youth Development, University of

    Maryland Cooperative Extension

    "It is highly evident that a tremendous amount of research, planning, thought and

    development has gone into the authoring of this [resource guide]. Consideration of

    the relevant and necessary concepts, developmental stages and national standards is

    clear and well-articulated. . . . The 4-H Civic Engagement [resource guide] clearly

    shows that its authors, researchers and leaders have worked well in a collaborative

    manner to execute a quality product."

    Karen McKnight Casey, Michigan State University, Center for Service-Learning and

    Civic Engagement

  • A F T E R - S C H O O L A C T I V I T I E S F O R C I T I Z E N S H I P , L E A D E R S H I P A N D S E R V I C E

    4 - H A F T E R S C H O O L

    3

    I N T R O D U C T I O N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5What Is 4-H? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

    The Issue of After-School Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

    Why Should 4-H Be Involved in After-School Programs? . . . . . . . . . . . . . . . . . . . . . . . . . . 7

    What Is 4-H Afterschool? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

    Key Elements of 4-H Afterschool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

    How to Use This Resource Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

    Other Materials in the 4-H Afterschool Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

    C H A P T E R O N EDeveloping Civic Engagement in After-School Programs. . . 14Positive Youth Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

    Child Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

    The Issue of Civic Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

    Experiential Learning Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

    C H A P T E R T W OPreparing for Civic Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Key Components to Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

    Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

    Activity: A Good Citizen Is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

    Handout: Defining Citizenship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

    C H A P T E R T H R E ECharacter and Civic Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Activity: Acting With Character. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

    Handout: Vignettes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

    Activity: Shared Values and Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

    Handout: Symbols of the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

    Activity: The Great Seal of the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

    Handout: The Great Seal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

    C H A P T E R F O U RKnowledge of Government and Our Democracy . . . . . 60Activity: Government Is Us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

    Handout: Group Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

    Activity: So You Want To Be a U.S. Citizen? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

    Table of Contents

  • A F T E R - S C H O O L A C T I V I T I E S F O R C I T I Z E N S H I P , L E A D E R S H I P A N D S E R V I C E

    4

    4 - H A F T E R S C H O O L

    U.S. Citizenship Sample Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

    U.S. Citizenship Sample Test Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

    Oath of Allegiance for Naturalized Citizens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

    Activity: Citizenship Bowl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

    C H A P T E R F I V ECommunity-Based Service Learning . . . . . . . . . . . . . . . . . . . . . . 74Gender Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

    Five-Step Community-Based Service-Learning Model . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

    Activity: Instant Service Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

    Activity: Putting Your Neighborhood on the Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

    Handout: Plan of Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

    C H A P T E R S I XPublic Policy and Civic Engagement . . . . . . . . . . . . . . . . . . . . . . 88Activity: Bill Becomes a Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

    Handout: How Laws Are Made

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