Project Citizen: Community Engagement in Public Policy: Level 2 (3rd Edition)

Community Engagement in Public Policy

Project Citizen: Community Engagement in Public Policy is directed by the Center for Civic Education

For additional information, please contact the Center for Civic Education: cce@civiced.org www.civiced.org

© 2024 Center for Civic Education

26 25 24 01 02 03

First Edition 2007

Second Edition 2010

Third Edition 2024

All rights reserved. This textbook may not be reproduced in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S.

Copyright Law and except by reviewers for the public press), without written permission from the publisher. Student handouts in this text may be reproduced for instructional purposes.

ISBN-10: 0-89818-393-6

ISBN-13: 978-0-89818-393-1

A Note to Readers

Dear Reader,

We at the Center for Civic Education welcome your participation in Project Citizen: Community Engagement in Public Policy, a program for learning about public policy and making positive changes in your community. This text and program are designed to help showcase the importance of being involved in one’s local community, state, and nation. It is a powerful tool that will help you learn the skills and knowledge you need to be an active, responsible, and impactful citizen. Project Citizen will help you become someone who helps improve your community to ensure that everyone can enjoy their rights to life, liberty, property, and the pursuit of happiness.

Although this text uses the term citizen, this book is for all people. You do not have to be an American citizen to play a role in your community. We are all citizens of our own communities and every member plays a vital role. Together with your teacher, classmates, and community members, you will learn what public policy is, its role in our government and society, and—most importantly—how you can help shape it and influence what policies get enacted. You will select a real problem or issue in your community, work together to come up with possible ways to address it through public policy, and share your solutions in order to make real changes that will promote the common good.

In this updated edition of Project Citizen are new integrated opportunities, resources, and lessons for you to learn and practice the skills of media literacy throughout the Project Citizen process. Understanding how to find sources, evaluate evidence, assess media credibility, and identify biases and misinformation are essential skills for everyone, especially those who are engaged in this project.

At the Center for Civic Education, we believe that the best way for people to build their civic knowledge, skills, and dispositions is by participating in democratic practices and community-based problem solving. We believe that you have a key role to play in making our communities strong and realizing our society’s highest ambitions. We wish you well, and we look forward to seeing your community engagement in public policy!

Sincerely,

Dr. Donna Paoletti Phillips President and Chief Executive Officer Center for Civic Education

Acknowledgments

Project Citizen would not be alive today without the support and devotion of thousands of passionate educators across the country and around the world. Since 1993, Project Citizen has been taught in every state, the District of Columbia, and 88 countries with countless projects guiding students to deeper learning about public policy and their community. Through the years, scores of teachers have built an expertise in teaching Project Citizen and lent their hand to improving both the process and text. The names below are just some of the teacher experts who have given a portion of their time to improving this book. The Center is grateful for the helpful comments and suggestions received from the following persons who reviewed the manuscript in its various development stages. The Center has attempted to be responsive to the many valuable suggestions for improvement in the text. The final product, however, is the responsibility of the Center and does not necessarily reflect the views of those who have contributed their thoughts and ideas.

President

Dr. Donna Paoletti Phillips

Project Citizen Curriculum Team

Michael Blauw

Director of Civic Learning and Strategic Partnerships

Taja Butler Manager of Civic Learning Projects

Kelly Reichardt Manager of Civic Learning and Curriculum

Director of Publishing and Communications

Mark Gage

Senior Designer and Editor

Bradford Pilcher

Contributing Writers and Reviewers

Stacy Walls Bartkowski Teacher, Newark Charter High School Newark, Delaware

Nathaniel Birkhead Kansas State University, Head, Department of Political Science, and Distinguished Teaching Scholar Manhattan, Kansas

Cheryl Cook-Kallio California State Coordinator for We the People and Project Citizen; Center for Civic Education Board Member Pleasanton, California

Dr. Francene Engel Political Scientist, Maryland Council for Civic and History Education Annapolis, Maryland

Christine Hull Program Director, Nevada Center for Civic Engagement Reno, Nevada

Jaclyn Jecha Teacher, New Berlin West Middle and High School New Berlin, Wisconsin

Leroy Smith, M.Ed. Educational Consultant, Realized Curriculum Solutions Baltimore, Maryland

Lindsay Stepanek Teacher, University High School Morgantown, West Virginia

Kim Wahaus Teacher, Olathe South High School Olathe, Kansas

A Note to Readers

Acknowledgments

Inquiry in Project Citizen

Media Literacy in Project Citizen

Chapter 1: Do I Have the Power to Create Change in My Community?

Chapter 2: Do We Need Public Policy?

Chapter 3: How Does Project Citizen Empower My Engagement in Public Policy?

Step 1: Identifying Problems to Be Dealt With by Public Policy

Step 2: Selecting a Problem or Problems for Your Class to Study

Step 3: Gathering Information on the Problem You Will Study

Step 4: Developing a Portfolio to Present Your Research

Step 5: Presenting Your Portfolio in a Simulated Public Hearing

Step 6: Reflecting on Your Experience

Chapter 4: Why Is My Participation Important to Democracy?

Glossary

Image Credits

Inquiry in Project Citizen

Do I Have the Power to Create Change in My Community?

The most powerful learning starts with a question. You may already be curious about your community, its people, how government works, and how to make a difference in your world. Yet, in most classes and in most books, they ask the question so you can give the answers. The content of those classes or books are not driven by your curiosity.

In this project guide, however, you ask the questions so your curiosity can lead you to answers. Throughout this program, you will ask and answer a lot of questions. You may notice that each chapter is anchored by a compelling question, like the one above, which is a question that pushes you to go deep to find answers and to explore your new understandings. Compelling questions in each chapter are followed by supporting questions that help you channel your curiosity. These supporting questions appear as subheadings to launch each subsection of text. You will also find opportunities to collaborate together with your peers, practice self-reflection, complete graphic organizers, and conduct other inquiry-driven activities that anchor you back to the compelling questions in this process. Along the way, you will generate your own questions that matter to you. These questions will become the basis for your project to bring about solutions to community problems. That is the essence of inquiry in civic education—it is about you asking the tough questions and driving real change where you live.

At the heart of this inquiry approach is the recognition that questioning is the primary mode of instruction in the civic education classroom, and it drives the most authentic learning. The inquiry approach recognizes that you cannot learn everything you need to be an informed and engaged member of your community just from the pages of a book. Civic learning unfolds in dynamic spaces where students (you) drive the questions. You investigate constitutional history, experience democratic principles firsthand, and engage in civil dialogue. You channel your new knowledge, skills, and dispositions toward informed engagement with the world around you. In Project Citizen: Community Engagement in Public Policy, it is all about understanding the why behind a community issue, the how in finding a real-world solution, and the who in locating the best person or group in government to address that issue.

This project guide embraces the power of inquiry and your essential role in it.

Media Literacy in Project Citizen

Throughout the Project Citizen: Community Engagement in Public Policy process, you will be accessing information from many different types of sources. As you learn about public policy, the constitutional principles that support public policy in America, and how to identify community problems and solve them through public policy, you will have a chance to sharpen your media-literacy skills as well. Opportunities to develop media literacy—the skills to critically analyze and evaluate the information presented in media sources, including newspapers, television, radio, and digital platforms—are integrated throughout the six Project Citizen steps. Your teacher may choose to deepen your learning in media literacy even further along the way. The chart below highlights the opportunities you will have to sharpen your skills in media literacy as you successfully pursue your Project Citizen: Community Engagement in Public Policy goals.

1 Do I Have the Power to Create Change in My Community?

2 Do We Need Public Policy?

3 How Does Project Citizen Empower My Engagement in Public Policy?

Step 1: Identifying Problems to Be Dealt With by Public Policy

Step 2: Selecting a Problem or Problems for Your Class to Study

Step 3: Gathering Information on the Problem You Will Study

● Does a Free Press Support Democracy?

● How Do Individuals, Groups, and Communities Experience Freedom of Expression Through a Free Press?

● Do I Have a Role in Media Literacy?

● Do Different Types of Media Shape Community Perspectives on Public Issues?

Step 4: Developing a Portfolio to Present Your Research

Step 5: Presenting Your Portfolio in a Simulated Public Hearing

Step 6: Reflecting on Your Experience

4 Why Is My Participation Important to Democracy?

● Is All Media Biased?

● Can I Identify Reliable Media Sources?

● Do I Play a Role in Staying Safe Online?

● Do I Have to Cite My Sources?

● Can I Effectively Create and Share Information?

● Am I Media Literate?

Purpose

Every person is part of a community. No matter who you are or how old you are, your community has an impact on you. Importantly, you have an impact on your community. Communities are powerful not only because they often give us a sense of identity and purpose, but also because they help us solve problems.

This project guide is about how you can use the power of your community to solve problems through public policy. Public policy is a way that our government fulfills its responsibilities and solves problems. Some public policies are laws. Others are rules made by administrative agencies of government, such as by a state’s Department of Motor Vehicles.

This first chapter explains the Project Citizen: Community Engagement in Public Policy program and the meaning behind citizenship and civic engagement in your community. It also provides descriptions of five democratic concepts that are useful to understanding the American political system. When you have finished this chapter, you should be able to explain the goals of Project Citizen. You should also be able to evaluate how each of the five concepts discussed in this section shape your civic engagement in the community.

Who Are the Citizens in Project Citizen?

Project Citizen is a process for conducting a community project in public policy. Any community member can take part!

It is important to understand the term citizen in this guide. While citizen often refers to someone with full rights and privileges in a specific system of government, in this guide, the term is used more broadly to refer to any active and responsible member of a community. Citizenship in this broader sense refers to the basic rights and responsibilities that any resident can enjoy by participating in the civic life of a community or country. This form of citizenship emphasizes the everyday actions and behaviors of people engaging in community activities. The term citizen in this guide uses the broad sense of citizenship because not everyone has the full legal status of citizen. Many of the young users of this text do not have the ability to vote, for example. Other users may never have the privilege of voting. Civic engagement is not just about electoral politics, however. It is about what we do and how we conduct ourselves in a community. Everyone is a neighbor. Everyone has individual rights. And everyone can be a contributing member of a community.

American history is full of examples of individuals and groups who made monumental impacts on their communities and countries without the status and full privileges of legally recognized citizenship. For example, the movement to abolish slavery, the movement for women’s suffrage, and the civil rights movements of Black and Indigenous Americans were all largely powered by those who did not have the right to vote. Young people, who were not yet old enough to vote, also used public policy and the American political system to lower the voting age to 18 through the 26th Amendment. And labor movements, such as those led by the United Farm Workers, were driven by people who were not

necessarily citizens in the legal sense, but who were able to use their First Amendment rights of speech, assembly, and petition to influence public policy.

Our government has a tradition of citizenship in the broader sense. Project Citizen is intended to strengthen the knowledge, skills, and habits of this type of citizenship.

Do I Have a Role in American Government?

Because the United States is a constitutional democracy, most decision making and other work of government is accomplished by elected and appointed representatives.

Since the founding of our nation, however, the preservation and healthy functioning of our democracy has required that community members— or citizens, as we will refer to them from now on— play an active role in what is ultimately a system of self-government. For citizens to play such a role requires, among other things, that they

● understand their system of government;

● have the knowledge, skills, and willingness to participate to an adequate degree;

● participate guided by an enlightened, reasoned commitment to the fundamental values and principles of American democracy; and

● understand the limits of government.

The main purpose of Project Citizen is to help you improve your ability to participate competently and responsibly in the American political system. Such participation requires that you keep track of, or monitor, what your government is doing and to influence it on issues that matter to you.

In a country as large and complex as the United States, monitoring and influencing government

is not always easy. Our system of government follows a federal structure, where powers are shared among multiple levels of government. It includes three branches of government— executive, legislative, and judicial—each at the national, state, local, and tribal levels, as well as tens of thousands of affiliated agencies. This system is challenging to citizens, who are often confused about which level or levels of government and which branches or agencies of government are responsible for the issues that matter to them.

Project Citizen provides a practical, project-based approach to learning about our complex system of government and how to monitor and influence it. As an important note, most of this book is geared toward students in a classroom setting. Since Project Citizen is for everyone, however, know that you and your group can take part in the Project Citizen process even if you are not a student and even if you are conducting your project outside of the classroom. In any case, you will work together with others to conduct research in your community to discover problems you think your government is not handling well or not handling at all. Then you will select a problem and work cooperatively to

● conduct research on a local problem;

● evaluate alternative—different or various kinds of—solutions to the problem and weigh their advantages and disadvantages;

● propose a solution to the problem that requires governmental action and does not violate provisions of your state and federal constitutions; and

● propose an engagement plan to influence the appropriate governmental agencies to consider or adopt your solution to the problem.

Once these tasks are completed, you will record the results of your work in a portfolio. Then you will participate in a simulated public hearing where you will present the results of your work to a panel of representatives of your community. If your class wishes to do so, you may also actively try to get government officials to consider or adopt the solutions to problems that you have proposed.

By taking part in Project Citizen, you will “learn by doing” the work of active citizens in your community. By completing your tasks, you should learn

● about the existence and roles of civil society in the political process;

● which branches, agencies, and levels of government have the authority and responsibility to deal with the problem you have chosen; and

● how to monitor and influence the political process in your community, state, or nation.

Although your attention may be limited to one problem in your community or state, you will be able to use the knowledge and skills you gain for responsible and active participation throughout the American political system. If the United States is to fulfill its mission of being a nation of, by, and for the people, dedicated to liberty and justice for all, it is essential that the people take part in their system of self-government.

Do You Know?

Read the previous paragraph again. Do you recognize the phrases “a nation of, by, and for the people” or “liberty and justice for all”? Where have you heard them before?

What Are the Foundations of American Government?

● Classical republicanism

● Classical liberalism

● Federalism

● Popular sovereignty

● Representative government

There are a number of founding principles in American government. This chapter will only discuss some of the key principles that are necessary for understanding, analyzing, and evaluating public policy choices.

Classical Republicanism

Classical republicanism was the main political ideology of the American Revolution. America’s Founders studied the ancient Roman Republic and were inspired by its emphasis on the common good. Under classical republicanism, the good of the community or the country was more important than any one person’s self-interest.

Classical republicanism should not be confused with today’s Republican Party. The Republican Party is a political party that organizes candidates to compete in elections. Members of a political party tend to have similar ideological beliefs and policy goals. Classical republicanism, on the other hand, is a political philosophy that people from a variety of political parties might support. Republicans, Democrats, independents, and members of third parties may advocate for classical republican ideals on specific policies whenever they believe that the common good outweighs individual rights. The common good refers to something that is good for everyone in a community or society, as opposed to just a favored few.

In classical republicanism, the role of government is to promote the common good, while a top role of citizens is to have civic virtue. Civic virtue emphasizes that all people have responsibilities to their community. Civic virtue requires people to put aside their personal self-interest and think about what is best for society as a whole.

Classical republicanism emphasizes the responsibilities of citizenship. Civic virtue also expects people to participate in community affairs and to be well educated on the issues impacting the community. Everyone has personal opinions on political topics. However, acting on political opinions while being uninformed on the topic is not exercising your civic virtue.

The principles of classical republicanism are found in the Preamble of the United States Constitution. When you read the Preamble, you will notice that all the ideas mentioned are promoting the common good.

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Preamble of the United States Constitution

As you think about the public policy problem you want to address for your Project Citizen project, keep in mind that if you support a policy because you believe the policy is necessary to promote the common good, then you will be basing your position on the founding principle of classical republicanism.

Also, as you begin to educate yourself on realworld public policy issues and start working to make positive change for your community, you will be exercising civic virtue. Anyone can practice civic virtue. You do not have to be an adult or an American citizen. When you become informed about community issues, reflect on what is best for the community, and take action for positive change, you are exercising civic virtue. You also are making sure that American democracy continues to thrive. Do not underestimate your abilities simply because you are young or unable to vote. You can make meaningful change. More importantly, your responsibility to civic virtue requires you to do so.

But does your responsibility to have civic virtue require you to abandon all of your own selfinterest? Since the founding era, people have argued that civic virtue can work alongside selfinterest. A famous French historian, Alexis de Tocqueville, argued that Americans had found a way to bridge the gap between classical republican civic virtue and self-interest. He found that when people make short-term sacrifices of their own interests to help the community, people eventually benefit their self-interest in the long run. Fulfilling self-interest that contributes to the common good is known as enlightened self-interest.

While the Founders of the U.S. government admired classical republicanism and civic virtue, their studies of the Roman Republic taught them that most Roman leaders lacked civic virtue and had tendencies to pursue their own self-interest. As a result, when writing the Constitution, the Founders created a political system that limited the

powers of the American government to prevent our government from becoming too powerful. One way the Founders tried to limit the powers of government was by including elements of classical liberalism in the Constitution.

Classical Liberalism

The American Founders were influenced by the political philosophy of classical liberalism. Classical liberalism argues that all people are born with natural rights. These are basic rights that are inalienable, a part of being human. According to natural rights philosophy, people create governments to protect those rights. Some of these natural rights include the protection of the individual rights to life, liberty, and property.

Classical liberalism should not be confused with today’s use of the word liberal in political discussions. People often use the word liberal to describe ideological beliefs or policy goals that align with leftleaning political parties. Classical liberalism, however, is a political philosophy that is embraced by practically all Republicans, Democrats, independents, and third-party candidates in the American political system. Ideals of classical liberalism are supported any time a person defends a policy position based on natural rights. The American Founders strongly

embraced classical liberalism and incorporated natural rights philosophy into both the Declaration of Independence and the U.S. Constitution.

The Founders were familiar with the political philosophy of classical liberalism by reading The Second Treatise of Government by English philosopher John Locke. One of the most important ideas in Locke’s theory is that people have individual rights. According to Locke, all people have a natural right to “life, liberty, and property.”

Thomas Jefferson borrowed Locke’s idea when writing the Declaration of Independence. He stated that “all men … are endowed … with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.” The U.S. Constitution also embraces Locke’s natural rights philosophy. The Bill of Rights, the first 10 amendments to the Constitution, were specifically added to the document to protect individual rights and limit the powers of government.

The promises of natural rights, however, were unrealized for many millions of Americans for centuries. Enslaved Black Americans, Indigenous people, and women are some of the largest groups who were categorically denied their full natural rights in the United States. Even after natural rights and formal citizenship were broadened through constitutional amendments and legislation to specifically include Black Americans, Indigenous people, and women, many groups of Americans continued to work to secure the promise of natural rights.

Some of the rights in the U.S. Constitution specifically use wording from Locke’s The Second Treatise of Government. For instance, the Fifth Amendment states, “No person shall be … deprived of life, liberty or property without due process of law; nor shall private property be taken for public use, without just compensation.” In 1868, the Constitution was amended, requiring all states to

also protect natural rights. The 14th Amendment states, “No State shall … deprive any person of life, liberty, or property, without due process of law.” Due process of law means that people deserve a legal process that follows established rules.

Other important examples of individual rights and limits placed on government are seen in the Fourth Amendment. The Fourth Amendment protects people from unreasonable searches by government. The Fourth Amendment states, “The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.” Although there are exceptions, this means that if police pull you over for speeding on the highway, they cannot search your car’s glove compartment or take your phone to check your text history without either getting your permission or getting a court’s official permission, which is called a warrant.

Some of the most important individual liberties in the Bill of Rights are found in the First Amendment. Individual liberties are people’s rights to act, believe, or express themselves without fear of punishment from the government. The First Amendment of the U.S. Constitution originally focused on limiting the federal government rather than explicitly providing rights, and it defends the personal liberties of freedom of religion, speech, and the press. It also protects the people’s right to peacefully come together and assemble and to ask the government to provide a remedy for any of its wrongdoings.

The First Amendment states, “Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; or abridging the freedom of speech, or the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”

Freedom of speech is crucial to the success of a democratic society. It allows for multiple and diverse viewpoints to be shared and then provides opportunities for rebuttal. As you begin to consider public policy issues in Project Citizen, you must embrace your free-speech liberties. Do not hesitate to share your knowledge and express your concerns. You also must be willing to listen to others who disagree with you and sincerely consider their positions. They may express ideas or concerns that you have not yet considered. Considering a variety of ideas in political discussions is the best way to educate yourself on the topic.

Do You Know?

Some speech is protected, meaning that government protects your rights and allows such speech in every instance. But some speech is unprotected, meaning that government will not protect your right for certain kinds of speech and will allow others to restrict some expressions. For example, some speech can be restricted if it incites a clear and present danger to people, like falsely shouting “Fire!” in a crowded theater to cause panic.

Can you think of any other examples of unprotected speech, either in person or online?

Media Literacy Moment

Does a Free Press Support Democracy?

A free press plays a key role in supporting democracy. It provides citizens with access to different viewpoints and information. In a constitutional democracy like the United States, a free press holds those in power accountable and helps the people know about government actions and policies. A free press alerts the public to important issues through journalism and analysis and informs citizen decisions so that they can participate actively in civic life.

Understanding the role of a free press in a democracy requires media-literacy skills. Media literacy involves critically analyzing and evaluating the information presented in media sources, including newspapers, television, radio, and digital platforms. Students can develop medialiteracy skills by asking questions and thinking carefully about information.

Activity: Democracy and Media-Literacy Exploration Gallery Walk

Consider the importance of critically analyzing news sources and engaging with diverse perspectives in a democratic society.

1. In groups of three, brainstorm the question, “Does a free press support democracy?” Write down as many ways you can think of in which a free press supports democracy.

2. Using chart paper or something similar, post your group’s answers on the wall or lay them out on your desks.

3. Walk around the class space and look at the ideas written by other groups. See whether there are any ideas you had not thought of before. You may take notes as you observe the other groups’ ideas.

4. Return to your group and discuss the ideas you gathered during the gallery walk. Talk about which ideas you think are the most important and why.

5. Written reflection: reflect on your understanding of how a free press supports democracy.

A. What is a free press?

B. How does the free press contribute to informing citizens about issues relevant to democracy?

C. In what ways does the free press help hold government officials and institutions accountable?

D. How does access to diverse news sources and perspectives enhance democratic participation and decision making?

The free exchange of ideas is also key to developing sound public policy. People must be able to discuss the advantages and disadvantages of all policies being considered. Once you have heard—and genuinely considered—diverse viewpoints, you must decide whether any of the arguments you heard should change or modify your position on the public policy. Keep an open mind because others’ arguments may persuade you to think or act differently when they’re presented with concrete evidence that applies to your life or the lives of people within your community. In fact, your responsibilities to civic virtue require you to do so. On the other hand, if your opinions are not changed, then you must be able to explain why the opposing arguments are flawed in order to truly defend your position.

Protecting individual rights is important in classical liberalism, but safeguarding limited government is also key. When the Founders wrote the Constitution, one of the goals was to limit government’s powers while making the federal government more effective than it had been. This means that the Constitution was designed to make sure that no one person or institution of government was able to become tyrannical, or too powerful. Because people do not always practice civic virtue or enlightened selfinterest, the Constitution tries to control the personal ambition of officials by limiting government’s power. All of the remaining founding principles discussed

in this chapter are designed to limit the powers of government. Other principles not discussed in this chapter, such as separation of powers, checks and balances, and enumerated powers, also were placed in the Constitution to limit the powers of government. Even at the local level, state constitutions may limit government’s powers. Limited government, meaning a system where the power of government is limited by laws and/or a constitution, is the main feature of American government.

Keep in mind that whenever you believe your policy is necessary to protect individual rights and liberties, you will be supporting your position based on the founding principle of classical liberalism. Likewise, if you believe the policy is needed to safeguard limited government, you will also be anchoring your argument in classical liberalism.

Federalism

The American political system is a federal system. Federalism is where power is divided—and in some cases, shared—between two or more levels of government. American federalism divides power between the national government and the state governments.

The Founders and their ideas about federalism were influenced by many different sources, but one of them was indigenous to the continent. The sharing of governmental powers was in practice through the Great

Law of Peace of the Haudenosaunee. Also known as the Iroquois Confederacy, the Haudenosaunee nation, like our states today, had a central governing body. Leaders of the founding era, such as Benjamin Franklin, saw this as a model of dividing and sharing power. The influence of the Haudenosaunee nation’s form of government on the American political system was acknowledged by Congress in 1988.

In today’s American federal system of government, some powers are given exclusively to the national government. This means that the states do not have the authority to act or govern in these areas. Some of the powers given only to the national government include the following:

● The power to regulate commerce with foreign nations, among the states, and with Native American tribal governments

● The power to coin money and fix the standard of weights and measures

● The power to declare war

Article VI, Section 2 of the Constitution, also known as the supremacy clause, is important in understanding the concept of federalism as well. The supremacy clause states, “This Constitution, and the Laws of the United States … shall be the supreme Law of the Land.” This means that a state cannot make a law that conflicts with a national law. If national and state laws conflict with each other, the Constitution proclaims that the national law always takes precedence, or wins. This only applies when the federal government is authorized to act.

As you consider the public policy issue you want to address with Project Citizen, you will not be able to change a policy at any level of government if it conflicts with the Constitution or national law. This is because of the supremacy clause in Article VI of the Constitution.

Under the original Constitution ratified in 1788, the national government was given a limited role in governing. The national government was only given the authority to exercise the powers stated in Article I, Section 8. All other governing powers were given to the states. Limitations on state powers were listed in the Constitution in Article I, Section 10, but there were only a few restrictions.

These are some examples of laws states could not pass:

● Entering into any treaty

● Coining money

● Passing bills of attainder, which are special laws that punish a person or group without a judicial trial, or ex post facto laws, which are laws that punish actions after the fact

● Keeping troops or ships of war in times of peace

● Creating titles of nobility

● Entering into agreements with a foreign power

When the Bill of Rights was added to the Constitution in 1791, the Framers added the 10th Amendment to affirm states’ rights. The 10th Amendment makes it clear that the states have broad authority under American federalism. The 10th Amendment reads as follows: “The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.”

In other words, the Constitution does not give the national government the exclusive power to make laws. So, the states have the right to make their own laws on some matters. Because of the states’ broad powers in the American federal system, most of the laws impacting your daily life were intended to be made at the state and local levels and not the national level.

Federalism also allows for powers to be shared. Shared powers are often called concurrent powers. These are powers that both the federal and state governments have the authority to regulate. Some concurrent powers in American federalism include the following:

● The power to tax

● The power to borrow and spend money for the general welfare

● The power to pass and enforce laws

● The power to create highways

Understanding federalism is important because you need to think about what level of government is in charge of the public policy you are seeking to change. You may choose to tackle a public policy that is neither a state nor a national issue. You may be interested in a local, county, municipal, school, or neighborhood policy. When you think of important people in our political system, you may immediately think of the president of the United States or your member of Congress. If your public policy topic is not a national issue, however, your member of Congress will be of little use to you in your project. You must recognize what level of government you are seeking to change and identify the appropriate people responsible. State governments mimic national federalism by dividing and sharing powers with county and local governments, such as governments at the city or township level. While Project Citizen can be successfully implemented at any level, it is most powerful when implemented locally.

Popular Sovereignty

Every form of government has an ultimate source of authority. This is the concept of sovereignty. Sovereignty can be placed in a single person, such as a king or queen. It can be placed in an institution of government, such as the legislative branch. The Founders, however, rejected the idea of placing sovereignty in a person or institution. Instead, they placed sovereignty with the people. When the

ultimate authority of government is given to the people of the country, it is called popular sovereignty.

The first words of the Constitution make it clear that American government is based on popular sovereignty. The Preamble of the Constitution states, “We the People of the United States …” The Constitution represents the people’s will because the document was approved by state ratifying conventions that were elected by voting citizens.

Public policies cannot be passed at any level of government that are inconsistent with the Constitution. This is true even if the majority of Americans support a policy. To do so would go against the people’s ultimate authority as written in the Constitution.

The people’s ability to continue to amend the Constitution is another example of popular sovereignty. At the same time, however, the Constitution is written in a way that requires more than simple majorities of representative bodies to make changes. That kind of consensus has been rare. Amending the Constitution is not an easy process. Article V of the U.S. Constitution outlines two ways to amend the document. The first option requires two-thirds of both houses of Congress to agree on the amendment and then requires three-fourths of the state legislatures to support the change. Article V also allows for two-thirds of the states to call a constitutional convention for the purpose of amending the document. While

the amendment process can be difficult and time consuming, 27 amendments have been added to the U.S. Constitution since it was ratified in 1788.

In some states, citizens can exercise a form of popular sovereignty at the ballot box. A number of states allow citizen-initiated constitutional amendments to be added to their state constitutions. Citizen-initiated constitutional amendments require a specific number of signatures from qualified voters before a state will allow the people to vote on them. This is a form of popular sovereignty because the people are involved in both proposing and ratifying the suggested amendment to the state’s constitution. Citizen-initiated constitutional amendments only can occur at the state level and only if the individual state allows them. Article V of the U.S. Constitution does not support them on a national level. Therefore, any changes to the U.S. Constitution must follow the amendment process outlined in Article V.

Amendments initiated by the citizens of states can be challenged in federal courts if these amendments are believed to violate the U.S. Constitution. Remember, the supremacy clause of the U.S. Constitution would invalidate any state constitutional amendment that does not align with the national document. So, while popular sovereignty can be exercised by voters in some states, the popular sovereignty of the U.S. Constitution will always be the ultimate reflection of the people’s will.

In the Federalism section, we discussed how the supremacy clause might prohibit certain policies from being made. Popular sovereignty also might place limitations on the public policy you choose to address in Project Citizen. There may be a policy issue that you strongly support. It might even be a policy position that is extremely popular with the rest of your classmates or your community. Still, no matter how desirable the policy might be to most people, you will not be able to select that policy for your project if it is inconsistent with

the Constitution since it would be at odds with the concept of popular sovereignty. Such a policy change would only be able to come about through the amendment process. Luckily, there are many public policy changes that are consistent with the U.S. Constitution, so you will have plenty of public policy options from which to choose.

Representative Government

While the people are sovereign in American government, it would be exhausting to have every person vote on all the issues facing the national, state, and local governments. Consequently, a system of representative government was adopted by the Framers to help simplify the process of governing. In representative government, citizens will elect or indirectly select a person to represent their interests within the governmental system. Representative government can be seen at every level of government in the United States.

Many of our representatives are chosen during elections. For example, voters directly choose the U.S. senators, U.S. congresspersons, state legislators, and governors they want to represent them. The candidate who receives the most votes in an election will serve as your representative.

Other government officials that represent you, however, are selected indirectly or are appointed. This means that another person or group of people will select who represents you in government. The president is an example of an indirectly elected representative since the president is not chosen by a popular vote. Rather, the president is selected by the Electoral College, as stated in Article I, Section 2 of the Constitution. The Electoral College is a system where each state is given a certain number of electoral votes based on its representation in Congress, and these electors then cast their votes for the presidential candidate who wins the popular vote in their state. Executive cabinet members and members of administrative agencies are other examples of appointed representatives.

Representatives at all levels of government exist to serve you while in office. You should feel free to contact your representatives if you want to share your opinions, gratitude, or dissatisfaction for how they are serving you and your community. Representatives understand that if their constituents, or the people they represent, are not pleased with their performance, they may not get reelected to office. Because of this, constituents often have significant sway over the choices their elected representatives make while in office.

Conclusion

Hopefully you are starting to see how these concepts work together to support your community engagement. All these concepts are intended to limit the powers of the government and control the selfish interests of the people and their leaders.

We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness—That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed.

Declaration of Independence

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Preamble to the U.S. Constitution

Do You Know?

Do you know who your local, state, and federal representatives are? In groups of three, list as many of your representatives as you can.

If there is public policy that you believe would improve society, you should make your desires known to the appropriate representative of government. Individuals should speak up to let their voices be heard, but a more impactful way to affect change is working with a group of likeminded people. To increase your chances of success influencing public policy, convince others in your community that the policy is important and useful. As public opinion grows in support, it is crucial that others contact the representative as well.

While this may seem like a lot of work, once again, you should not underestimate your power as a citizen of your community. In the end, the Founders believed it was the people who have ultimate control over their directly elected representatives. This is because the people choose who will represent them when they vote in elections. If the people do not believe that their representative is serving their needs, it is the people’s responsibility to show up on Election Day and vote that representative out of office. Likewise, if the people believe their representative is abusing power or not respecting the U.S. Constitution, they also have responsibilities to vote the person out of office. The Founders believed this power made the people both the ultimate authority in their constitutional democracy and a check on political power.

Collaborate Together

Understanding Foundational Principles

In groups of three, develop answers to the following questions. Prepare a presentation to discuss your answers with the entire class.

1. Give examples from the American political system of each of the five concepts—classical republicanism, classical liberalism, federalism, popular sovereignty, and representative government—that you have studied.

2. What other terms or concepts might you use to describe the American political system (i.e., democracy, rule of law, etc.)?

3. What is the difference between a right and a responsibility? Give examples of each of these.

4. What is civic virtue? Do you believe most Americans practice civic virtue when participating in public life? Why or why not?

5. What is enlightened self-interest? How is enlightened self-interest connected to civic virtue? How are they different?

6. What are some real-life examples where individual rights and the common good might conflict with each other?

7. Why was it important for the U.S. Constitution to divide powers between the national and state governments?

Graphic Organizer

Community Mapping

Everyone is part of a community—very often we are part of multiple communities in our private and public life. Use the Community Mapping Graphic Organizer to map the communities that are important to your life and identify some unique characteristics about your community or communities.

Identifying Your Communities

1. Write your name in the center circle.

2. Think about all the communities you are a part of. These could be groups of people you interact with regularly or organizations to which you belong, including clubs, faith organizations, neighborhood and community associations, etc.

3. Use the surrounding circles to represent each community. Write the names of the community inside a circle. Only write one community name per circle.

4. In each community’s circle, write the unique characteristics that community has:

○ Does that community have a shared identity or identities? For example, members of a sports team may have a shared identity as student athletes.

○ Does the community have a unifying activity? Examples might include meetings, performances, competitions, and religious services.

○ Is it part of or connected to an even larger community?

5. Draw lines from each community circle to show how these communities are connected to you, and potentially, each other.

6. Share your results with your small group.

○ Are there any similarities?

○ Are there any differences?

Mapping

Organizer

What Do You Think?

Roles for Participation in Democracy

Before taking the next steps in Project Citizen, consider each of the questions below. As you answer each question, be sure to include evidence and examples from Chapter 1 to explain your answers. These questions ask for opinions about the responsibilities of citizens in a democracy and knowledge about participation and its consequences. You may not be confident in all your answers yet, and that is to be expected.

1. What are the responsibilities of citizens when participating in civic life? Explain your answer.

2. What can citizens do to influence the development and implementation of public policy in their community? Explain your answer.

3. How can citizens gain access to governmental agencies in their communities, their states, and the nation? Explain your answer.

4. Why is it important for people to be informed and active in civic life? What might be the consequences of individuals not participating in civic life or not being informed when participating? Explain your answer.

⚠ Keep this student reflection so you can compare your answers to the same questions after you have finished Project Citizen at the end of Chapter 4.

Purpose

You have learned about the power of communities, some of the key principles supporting the American political system, and the role you can play in that system. But how exactly do communities solve problems? And just as important: when should communities solve problems?

This chapter provides background information that is useful in understanding the meaning of the term public policy and the role of public policy in local, state, and national government. When you have completed this chapter, you should be able to identify the private sphere, civil society, and government as three parts of society. You should also be able to evaluate, take, and defend positions on which of the three parts of society may be best suited to deal with certain problems. Finally, you should be able to explain the role of public policy in dealing with common problems of society.

What Are the Private Sphere, Civil Society, and Government?

For the purposes of this project, it is useful to look at society in three areas, or spheres.

Private Sphere

This is the part of society in which family and friends associate to pursue their personal interests within the law, free of unreasonable and unfair involvement by government. For instance, decisions regarding household budgeting, personal health choices, and recreational activities fall within the private sphere. These activities are typically managed by individuals and their families without direct government involvement.

Civil Society

This is the part of society where people interact voluntarily to pursue shared interests. They may do so as individuals or as members of social, economic, or political associations. These groups can influence the private sphere and government by voicing community concerns while monitoring government activity. For example, community organizations who work to provide health services, such as the American Red Cross, are part of civil society. Economic organizations are also a part of civil society. One example is the Chamber of Commerce,

which advocates for the interests of businesses within a community. Additionally, organizations that promote civic engagement through activities such as registering voters are part of civil society as well. The League of Women Voters is an example of this type of civic-engagement organization.

The free press and the media are a part of civil society. Though distinct from civic organizations, the media serves many of the same functions, such as monitoring government and checking its power. The free press and media can also influence citizens and members of government. Individual groups and communities contribute to the free press by voicing diverse perspectives and highlighting local issues. Media and a free press empower individuals and communities to stay informed, and they foster transparency in government.

Government

This part of society includes formal governmental institutions. These institutions can exist at the national, state, and local levels. Local government includes county and city offices. Local government also includes things like school boards. These bodies are responsible for making decisions and enacting policies that directly impact the community. The national, state, and local levels of government typically have legislative, executive, and judicial branches. page 19

Media Literacy Moment

How Do Individuals, Groups, and Communities Experience Freedom of Expression Through a Free Press?

Individuals, groups, and communities participate in the free press by sharing news through various media channels, expressing their opinions through letters to the editor, creating and distributing independent media content, and working with journalists to provide insights and perspectives on various issues.

Individuals, groups, and communities participate in a free press by sharing information and expressing their perspectives on various topics. They might also advocate for press freedom and support initiatives that promote transparency and accountability in media organizations. They might organize protests, petitions, and advocacy campaigns to defend journalists’ rights and demand greater access to information. Advancements in technology have also created opportunities for people to engage with a free press. Smartphones and mobile applications have led to the rise of communitybased media outlets and citizen journalism, or journalism that is conducted by people who are not professional journalists. These tools can empower marginalized voices and provide platforms for underrepresented communities to share their stories and perspectives, contributing to a more inclusive and democratic media landscape.

Activity: Reflecting on a Free Press

In your trio team, discuss the following questions:

1. What questions arise when you think about a free press and democracy?

2. Should journalists have to make sure their sources are reliable?

3. How does citizen journalism contribute to the diversity of perspectives and voices in the media landscape?

4. Have you or someone you know participated in citizen journalism using an electronic device? If so, what was the topic, and why was the topic important to you or your community?

Making Connections

Distinguishing Among Spheres of Society

Listed below are some everyday events that might occur in the United States. For each event, identify whether it takes place in the private sphere, civil society, government, or a combination of these.

1. A local school board changes graduation requirements.

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

2. Ling becomes a member of the Girl Scouts.

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

3. Carmen and her friend go out to dinner and a movie.

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

4. Marco’s family and friends have a celebration on July 4.

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

5. Zahra and her two sisters join a labor union.

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

6. The Sierra Club lobbies state legislators to pass environmental protection laws.

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

7. The state legislature passes a law limiting the use of cell phones while driving.

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

8. Citizens join a taxpayer’s association in an effort to get government to lower taxes.

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

9. The federal government awards a contract to a private company to repair sections of an interstate highway.

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

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

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

Which Areas of Society Should Deal With Certain Problems?

Sometimes it is very clear which problems and issues should be dealt with by either the private sphere, civil society, or governmental institutions. For example, issues like family matters often fall within the private sphere. In other cases, issues may be so large that they involve a combination of these spheres of society. Environmental protection may involve the collaboration of both civil society and governmental institutions. Reasonable people may differ about which part of society should take responsibility for certain problems. These differences might be based on beliefs about the proper role of government. Some people think government should take responsibility for a large range of problems in society. Others think government should be limited to a smaller range of issues. Find out what you think by looking at a few examples of common issues.

What Is Public Policy?

Scholars often use a number of different definitions for what is or is not public policy. Project Citizen uses a middle-ground definition, found below. Others may define it somewhat differently, but this definition is useful for the project.

Definition and Function of Public Policy

Public policy is a concept that guides actions and procedures that deal with public issues and problems.

Public policies are included in laws, rules, regulations, and procedures used by government at all levels to protect the rights of the people and to promote the general welfare, or community well-being. Examples include the following:

● All states have laws that provide for free public education for children. This public education provides them the knowledge and skills to be competent and responsible adults and to be able to work at a job or career.

● These laws are public policy because they enforce respect for the rights of individuals to the “pursuit of happiness” and a concern with promoting the general welfare by helping develop a society made up of knowledgeable, skilled, responsible, and resourceful community members.

Collaborate Together

Whose Responsibility Is It?

In small groups, read through each example of a problem in society, and use the sentence starters provided to help you determine your answers. Determine which of the three parts of society should be primarily responsible for dealing with the problem.

● Private Sphere: I think people in our community should help solve this because …

● Civil Society: Groups like clubs or charities could make a difference by …

● Government: The government needs to do something about this issue because …

1. Ensuring that children from birth to three years old eat nutritious food and develop healthy hygiene habits

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

2. Ensuring that children receive equal educational opportunities

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

3. Promoting the mental health of children

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

4. Caring for elderly people

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

5. Managing the borders of the country

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

6. Maintaining streets in cities and towns

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

7. Providing medical care for the needy

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

8. Protecting native plants and animals

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

9. Upholding the safety of the community

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

10. Building highways, bridges, and dams

A. Private sphere

B. Civil society

C. Government

D. Combination of all three

Public policies serve to distribute certain benefits and burdens of society, manage the allocation of resources, and manage conflicts. For example, public policy

● provides all young people the benefit of a free public education and places upon taxpayers the responsibility of paying for it;

● manages the use of public lands by lumber and mining companies; and

● provides for a system of courts to manage conflicts among people.

Governments at the tribal, local, state, and national levels create public policies, carry them out, and manage disputes about them. For example,

● a local government might promote conservation by establishing a policy requiring people to separate recyclables from trash and

● a state government might set aside land for public parks in an effort to limit development of those lands.

Implementation of Public Policies

In addition to public policy made by the executive, legislative, and judicial branches of government, the authority to make policy is often assigned to the many administrative bodies, boards, commissions, and departments created by government.

Implementation at the administrative level commonly takes the form of rules and regulations. Simply put, implementation puts policy commitments into practice. Very often, this part of the policymaking process receives little public attention.

Some examples of laws and the administrative rules that help implement those public policies include the following:

● State legislatures make laws regarding driver’s licenses and the registration of cars. However, a state’s Department of Motor Vehicles makes policies about how, where, and when people get a driver’s license and register their cars.

● State legislatures may decide to ban the use of cell phones while driving. Nevertheless, once a law is enacted, local and state police, as well as traffic-court judges, are left to implement the policy.

● School boards often set the policy for school start times for a district. School administrators and teachers, however, are often left to implement the bell schedule and write and enforce the student handbook, outlining what constitutes tardiness or an unexcused absence.

Although public policy implementation begins within government, administrative authorities may manage the activities alone or choose to include private or civil aspects of society in the process. Consider these possible routes of implementation activity:

● Government institutions can act alone, such as a federal government agency distributing Social Security checks to senior citizens and other eligible people.

● Government institutions can work cooperatively with civil society, such as state governments granting public funds to nonprofit organizations to run charter schools that provide education for young people.

● Government institutions can act cooperatively with private-sector businesses. For example, agencies of the federal or state governments can award a contract to a private company to construct highways, bridges, dams, or airports.

Procedures for Enacting Public Policy

Procedural justice refers to the fairness of the ways information is gathered and the fairness of the ways decisions are made. In democracies, in particular, people working in government are servants of the people and are required to use fair procedures as they develop and implement policies that enable people to observe and take part in their government. The goals of procedural justice are to

● increase the chances of discovering information necessary to make wise and just decisions;

● ensure the wise and fair use of information in making decisions; and

● protect important values and interests, such as the right to privacy, human dignity, freedom, fairness, and efficiency.

For procedures to be fair, they should adhere to the following standards:

Being Open to the Public

Unless there is a very good reason for secrecy, such as national defense or the protection of minor children, government procedures should be open for all to witness. This is necessary to enable members of the public to be aware of what their government is doing and be able to influence it if they wish to do so.

Providing Relevant and Accurate Information to the Public

Information should be provided if it is related to the development and implementation of public policy unless there is a very good reason for not doing so, such as national security or the protection of basic rights of individuals.

Providing Fair Notice

People should be notified of the proposed actions of government that might affect them in adequate time for them to be prepared for what might take place.

Providing Expert Assistance When Needed

People who wish to have a voice in a proposed action by government should have the right to be assisted by experts when they participate in the process, such as a translator or an attorney to help them present their position.

Providing the Right to Supportive Witnesses and to Examine Opposing Witnesses

People should be allowed to have witnesses who support their side and to question witnesses who disagree.

Providing the Right to an Impartial Hearing

Decisions should be made by fair judges who do not gain anything from their decisions.

Providing the Right to Appeal

People should have the right to appeal decisions by governmental agencies to an impartial agency. page 25

Collaborate Together Problem Solvers

Read each scenario and select which statement best solves the issue described. Form a group of three and discuss each choice.

1. Government funding of interstate highways

A. Government solving problems alone

B. Government and civil society working together to solve problems

C. Government and civil society solving the same problem, but separately

D. Civil society solving problems alone

2. Providing assistance to the poor through government-issued food stamps

A. Government solving problems alone

B. Government and civil society working together to solve problems

C. Government and civil society solving the same problem, but separately

D. Civil society solving problems alone

3. Providing education by religious institutions to promote their specific moral standards

A. Government solving problems alone

B. Government and civil society working together to solve problems

C. Government and civil society solving the same problem, but separately

D. Civil society solving problems alone

4. Creating the Department of Homeland Security by the federal government to protect the country from the threat of terrorism

A. Government solving problems alone

B. Government and civil society working together to solve problems

C. Government and civil society solving the same problem, but separately

D. Civil society solving problems alone

5. Community groups providing outdoor recreation opportunities to disadvantaged youth

A. Government solving problems alone

B. Government and civil society working together to solve problems

C. Government and civil society solving the same problem, but separately

D. Civil society solving problems alone

6. Providing training to neighborhood-watch groups by law-enforcement agencies

A. Government solving problems alone

B. Government and civil society working together to solve problems

C. Government and civil society solving the same problem, but separately

D. Civil society solving problems alone

7. Providing food and shelter for the homeless by both state government and private groups

A. Government solving problems alone

B. Government and civil society working together to solve problems

C. Government and civil society solving the same problem, but separately

D. Civil society solving problems alone

8. Community groups arranging for young people to visit elderly members of the community who live alone

A. Government solving problems alone

B. Government and civil society working together to solve problems

C. Government and civil society solving the same problem, but separately

D. Civil society solving problems alone

9. The federal government providing tax incentives to businesses for them to operate in areas of high unemployment

A. Government solving problems alone

B. Government and civil society working together to solve problems

C. Government and civil society solving the same problem, but separately

D. Civil society solving problems alone

10. The Board of Education authorizing the creation of a new charter school

A. Government solving problems alone

B. Government and civil society working together to solve problems

C. Government and civil society solving the same problem, but separately

D. Civil society solving problems alone

Policy Doctor—Making the Right Diagnosis

Let us take our understanding a step further. Crafting effective public policy first involves identifying the evidence of a problem, recognizing the community needs, identifying the right authority to deal with a problem, and selecting the right mix of solutions. Just like an emergency-room doctor evaluates a patient to diagnose the correct method of treatment before sending them on to the correct medical team, imagine yourself as a policymaker diagnosing an issue before sending it on to the correct decision-makers. Similar to medicine, knowing who should deal with a problem is just as important as the solution.

In this Policy Doctor activity, put your policymaking skills to the test by examining real-world scenarios. Your task is to determine the best diagnosis for addressing these issues. Note that you will not need to come up with a treatment plan, or policy solution, for these scenarios yet. That is what comes next. The first step is that you can accurately diagnose the situation.

Instructions

In the same small groups, read each scenario and determine, or diagnose, which part of society— the private sphere, civil society, or government— is responsible for addressing the issue described. Then, identify who would be in charge of making the rules or policies to address the problem, just like identifying what kind of doctor you would need to treat a symptom. Share answers for a class discussion about each scenario.

Example Scenario: School Dress Code

● Issue (symptom): Students believe the dress code does not apply to all students in the same way.

● Responsible sphere (area of medicine): Government

● Who is in charge of making the rules (kind of doctor)? Possible answers: school board, administrators, ParentTeacher Organization

Continued from the Previous Page

Scenario 1: Funding for School Clubs

● Issue: Students want more funding allocated for extracurricular clubs and activities.

● Responsible sphere:

▢ Private Sphere ▢ Civil Society ▢ Government

● Who is in charge of making the rules?

Scenario 2: Environmental Pollution in the Community

● Issue: Residents are concerned about pollution from factories affecting air and water quality.

● Responsible sphere: ▢ Private Sphere ▢ Civil Society ▢ Government

● Who is in charge of making the rules?

Scenario 3: Food Insecurity

● Issue: Students lack access to enough nutritious food while at school.

● Responsible sphere:

▢ Private Sphere ▢ Civil Society ▢ Government

● Who is in charge of making the rules?

Scenario 4: Teen Curfew in the Community

● Issue: Parents are worried about teenagers being out late at night and want a curfew imposed.

● Responsible sphere: ▢ Private Sphere ▢ Civil Society ▢ Government

● Who is in charge of making the rules?

Scenario 5: Traffic Congestion in the City

● Issue: Traffic congestion is a major problem in the city during rush hour.

● Responsible sphere:

▢ Private Sphere ▢ Civil Society ▢ Government

● Who is in charge of making the rules?

on the Next Page →

Policy Doctor—Making the Right Diagnosis

← Continued From the Previous Page

Scenario 6: Bullying Prevention in Schools

● Issue: Students are experiencing bullying and harassment at school.

● Responsible sphere:

▢ Private Sphere ▢ Civil Society ▢ Government

● Who is in charge of making the rules?

Scenario 7: Recycling Program in the Community

● Issue: Residents want to implement a recycling program to reduce waste.

● Responsible sphere:

▢ Private Sphere ▢ Civil Society ▢ Government

● Who is in charge of making the rules?

Scenario 8: Affordable Housing

● Issue: Many families in the community struggle to find affordable housing options.

● Responsible sphere:

▢ Private Sphere ▢ Civil Society ▢ Government

● Who is in charge of making the rules?

Scenario 9: Internet Access in Rural Areas

● Issue: Residents in rural areas lack access to highspeed internet.

● Responsible sphere:

▢ Private Sphere ▢ Civil Society ▢ Government

● Who is in charge of making the rules?

What Kinds of Issues Are Public Policy Problems?

In the United States and some other countries, the right to privacy and a life free of interference by government is very important. These countries also have a highly developed civil society. In such countries, many problems are dealt with privately by individuals or civil society without involvement by government. For example, community groups often give food and shelter to homeless people, showing how communities help each other. Families also teach values and lessons at home without needing the help of government, representing the private sphere. In fact, it is public policy in the United States to leave some problems to civil society and/or the private sphere. For example, if you play ball in the yard and break your neighbor’s window, you are unlikely to see a public policy that will help you repair it.

Some problems, however, are more efficiently handled by government either acting by itself or in cooperation with civil society. Because the main purpose of Project Citizen is to help you learn about how your government works at the local, state, and national levels and how to monitor and influence government at these levels, you will be

asked to focus on public policy problems rather than problems dealt with by civil society or the private sphere acting alone.

In the United States, bills are proposed and voted on by legislative bodies, budgets are created and approved by representatives at various levels of government, and new rules are established by government administrative bodies tasked with regulating specific areas of public interest. These processes play a crucial role in addressing public policy problems.

Public policy issues often involve public interests, such as the following topics:

● Education

● Healthcare

● Public safety

● Environmental protection

Stop and Reflect

In what ways can individuals and communities advocate for changes in public policy to address community challenges? page

Creating Solutions

Read the first example of a community problem shown in the middle column below and the examples of (1) a public policy solution to the problem by government acting alone or with civil society and (2) a solution to the problem solely by civil society. In groups of three, complete the rest of the chart with your own suggestions for public policy and civil-society solutions to the problems listed in the middle column. Use the last space to identify a problem in your community and give examples of public policy and civil-society solutions for it. After you have come up with your responses, share them with your classmates. Note that community problems are most often a lack of something people need or too much of something harmful.

Public Policy Solution Community Problems Civil-Society Solution

EXAMPLE:

City officials fund a program to give families who are facing food insecurity a credit to buy food from participating merchants.

Lack of access to nutritious food → EXAMPLE:

Members of a local temple conduct a drive to collect food for families experiencing food insecurity.

Lack of affordable housing

Online harassment → affecting a growing number of students

Increased car accidents → involving pedestrians and cyclists

A lack of safe places to → play outside for neighborhood children

High school students → struggling with mental health issues

City Hall in Los Angeles, California.

Purpose

Now that you have built a base of knowledge about the American political system and the roles of public policy, the rest of this project guide will focus on how you might address a problem in your community by engaging in a public policy project. The Project Citizen process lays out simple steps you can take to engage effectively and meaningfully to make a difference in your community.

In this chapter, you and your classmates will conduct an investigation into realworld problems that face your community. You will be focusing on problems that require some degree of government action in order for there to be a successful resolution.

You will follow a six-step process that will enable you to identify, analyze, and propose solutions to a significant problem. You will develop critical-thinking skills as you craft a public policy proposal and present your research and proposal in the form of a portfolio and public hearing.

Purpose

In this step, you will identify pressing problems in your community or state that you think should be dealt with either by the government alone or in cooperation with civil society. These can be problems that you might have experienced, or they might be problems that you have heard discussed by others or in the media. The term media here refers to different types of communication that reach many people, including books, movies, websites, newspapers, magazines, music, podcasts, and social media. As you identify potential problems, you will also learn about the role of media in shaping public discourse and awareness. As you explore various problems, you will also develop medialiteracy skills, learning to critically evaluate information from different sources, discern bias, and consider the impact of media on public policy and policy agendas.

Your goal in this first step of Project Citizen is to gain insights about various community problems and understand which government agencies at the local, state, or national levels might be responsible for dealing with those types of problems.

The purpose of this lesson is to prepare you for Step 2, when your class or group will select one problem to investigate further and propose a public policy solution to the problem as part of your participation in Project Citizen.

Media Literacy Moment

Do I Have a Role in Media Literacy?

Media literacy is a special skill that helps you understand and make sense of everything you see, hear, and read in the media. It is like being a detective: you are figuring out whether what you are watching, listening to, or reading is reliable and true.

In today’s interconnected world, where information is constantly shared and consumed through various platforms, media literacy empowers individuals to question, analyze, and evaluate media content from diverse sources. By developing an awareness of media bias, propaganda techniques, and the influence of commercial interests, people can better judge the quality of information and become better equipped to separate fact from fiction. Media literacy encourages active engagement with media content, prompting an individual’s role in seeking out multiple perspectives, verifying sources, and considering the broader context of the information presented. Ultimately, media literacy fosters your role as an informed citizen and empowers you to participate meaningfully in the democratic process by making informed decisions.

Activity: Media-Literacy Detectives

Instructions

1. Identify an issue or topic that you would like to know more about.

2. Choose three different types of media related to the chosen topic to explore, such as a news article, a YouTube video, and a social media post.

3. For each piece of media, ask yourself the following questions:

A. Who created it? (A company? A person? Was it paid for? Sometimes, we do not know who created it.)

B. When was it created? (Recently? In the past?)

C. Why was it made? (What is it supposed to do or teach?)

D. Who was it made for? (Who is supposed to use it or enjoy it?)

E. How does it make people feel or think? (What does it do to people?)

F. What do you like or dislike about it? (What is good or bad about it?)

4. Record your findings and observations for each piece of media.

5. Discuss your findings. Share what you learned about media literacy with your classmates and how it helps you understand the media better.

Collaborate Together

Mapping Your Values

Understanding your values is essential in identifying the issues that matter most to you and your communities. Values are individual beliefs that motivate people to act in one way or another. In this activity, we will explore your values and prioritize them based on their importance to you. By mapping out your values, you can gain insight into the issues that are most important to you and guide your efforts in addressing issues through public policy solutions. To do this, start by reflecting on what matters most to you and mapping our communities so you can learn how you can make a difference in your community. Use the Values Cards and Values Chart on the next few pages to complete this activity.

1. Using the values cards, sort each value into the following categories according to how significant each value is to you and the way you navigate the world:

○ Always Valued

○ Often Valued

○ Sometimes Valued

○ Seldom Valued

○ Least Valued

2. Think about this as you sort your cards: why is each value important or not important to you?

3. Once you have finished sorting your values, pick the three values that are most significant to you.

4. Discuss your results with your group:

○ Did you have any similarities with others? Any differences?

○ Importantly, are any of your values shared by your community or communities? Where are there similarities and differences? Refer back to the community map you completed in Chapter 1.

5. After your discussion, decide what value is most important to you. This can be hard, but prioritize one just for the sake of getting started.

6. Four corners of your classroom will be labeled with the following categories:

○ Protecting the rights of individuals to life, liberty, and property

○ Promoting the common good

○ Promoting justice or fairness, including equal opportunities for all people

○ Providing safety and security

7. Move to the corner of the room that you think best matches the value card that you have prioritized as most important.

8. Once in that corner with other classmates, share the value card you are holding and why you thought it matched the corner description. There are no wrong answers. Make connections with your classmates and the values they brought to that corner. Notice that the people in your corner group might share similar values. This will be important when it is time to pick a problem as the focus of your project.

○ How do you think your community’s current policies help or hurt [the specific category represented by the corner you chose]?

○ What changes or improvements would you propose to better address [the specific category represented by the corner you chose] in your community?

Mapping Your Values: Values Cards

Individual Responsibility

An obligation of each person to take ownership of their actions, choices, and duties, and to be accountable for the consequences that result from them.

Equality

The absence of discrimination or bias, allowing every person to have a fair chance to succeed and thrive.

Civility

The practice of respectful and courteous behavior in interactions with others, even in disagreement or conflict.

Courage

The willingness to take bold action in the face of uncertainty or potential risk.

Respect for the Rights of Others

The appreciation of the fundamental freedoms and dignity of every individual.

Respect for Law

The adherence to legal principles, statutes, and regulations established by society, recognizing the authority of the legal system.

Patriotism

Actively supporting and defending the interests, ideals, and institutions of one’s nation, often including a willingness to serve and sacrifice for the common good.

Compromise

The willingness to negotiate and find solutions that address the interests and concerns of all involved parties, promoting cooperation and conflict resolution in various contexts.

Compassion

Demonstrating kindness, empathy, and support toward individuals experiencing difficulties, fostering a sense of connection in times of need.

Diversity

The presence of a wide range of differences and variations among individuals.

Justice

The principle of fair and impartial treatment of individuals, holding people and institutions accountable for their actions, and providing remedies for wrongdoing.

Open-Mindedness

The willingness to consider new ideas, perspectives, or information without prejudice or preconceived notions, fostering a curious attitude toward different viewpoints.

Loyalty

The unwavering commitment and allegiance to a person, group, organization, or cause, demonstrated through consistent support and devotion.

Dissent

The expression of disagreement with prevailing beliefs, policies, or practices, often challenging the status quo and advocating for alternative perspectives.

Honesty

Being truthful and trustworthy in all dealings, honoring commitments, and upholding moral principles, even when faced with difficult choices or consequences.

Other?

(Name and define a value that might be missing.)

Graphic Organizer

What Is Bothering You?

Take the time to interview friends, family, neighbors, teachers, and community leaders in order to gather insights into the problems that matter most to them. These individuals may not know about public policy or spheres of society, and that is fine. What is important is that by engaging in these conversations, you will gain a deeper understanding of the issues and their impact, helping you identify meaningful solutions. Let us get started by uncovering what is bothering members of your community.

Instructions

1. Exploring the needs of the community includes seeking feedback from caregivers and community members. Think of a trusted adult who you would like to interview about an issue that is bothering them.

2. To set up your interview, you can ask someone in person, on the phone, or even through a text message whether they are available to talk. You could say:

○ Hey [name]! Are you available to speak with me briefly about a community issue that is impacting you? I am beginning a project about the role of public policy in my community and how I can become civically engaged. I want to get an idea of some of the public issues around me before I start my research on anything in particular.

3. Once you have an interviewee, your interview can start with a simple question:

○ What is a community issue that is bothering you right now?

4. Listen to see whether their issue is more in the private, civil, or government sphere. If you need to clarify whether the issue is related to public policy or a lack of public policy, feel free to ask these questions:

○ What do you think is causing this problem?

○ Do you think this problem could be dealt with by the government, civic groups, or by private individuals?

5. Ask follow-up questions about issues they have experienced or observed:

○ Why is this topic a problem?

○ Do others in your community see this as a problem too?

○ How long has the problem existed?

○ Who is impacted by this problem?

6. Fill out the graphic organizer below by listing the problems you and your interviewee have identified, providing a brief description for each, and listing examples gathered from your interview.

7. Consider which government agencies at the local, state, or national levels might be responsible for addressing these problems.

What Is Bothering You?

← Continued From the Previous Page

Section 1: Community-Member Interview

Name or title of person you interviewed

What is the person’s relationship to you and their role in the community (e.g., caregiver, community volunteer, businessperson, teacher, retired person)?

What is the issue bothering your interviewee?

Does this person think that others in the community believe this topic is an important problem too? Why or why not?

What does this person think are the causes of the problem, and how long has the problem existed?

Continued on the Next Page

Section 2: Exploring the Issue

Thinking about what you have learned in your interview, take some time to learn more about the issue. Look up information online about the problem named by your interviewee. In this section of the form, write down what you find out.

1. Who should deal with this problem?

○ Government acting alone

○ Government with the assistance of civil society

○ Government with the assistance of the private sphere

○ Government with the assistance of civil society and the private sphere

Explain your answer. (Note: If this is a problem that can only be dealt with by civil society or the private sphere, this will not be a good topic for Project Citizen.)

2. What policy, if any, is already in place to deal with this problem? Does it need to be replaced? Why?

3. What levels, branches, or agencies of government are responsible or should be responsible for dealing with the problem? ← Continued From the Previous Page

Media Literacy Moment

Do Different Types of Media Shape Community Perspectives on Public Issues?

As you explore your community and what you value, think about how those things connect to public policy. When you ask people in your community about public policy issues, remember that media can influence how these issues are portrayed. Whether through news articles, social media posts, or other media sources, media can shape public perceptions of policy problems. By considering the role of media in shaping public opinion, you can better understand the broader context of the issues you are investigating and how they are perceived by others.

Different media types play a significant role in shaping community perspectives on public issues. Each media type presents information in its unique format, style, and tone, influencing how people perceive and understand various issues. For example, newspapers may offer in-depth analysis and diverse viewpoints, while television news often emphasizes visuals and short clips to convey information quickly. Social media platforms provide immediate access to a wide range of opinions and perspectives, but they can also amplify biases and misinformation due to the rapid spread of content. Online forums and blogs allow individuals and groups to express their views freely, contributing to the diversity of voices in public conversations, but they can also be based on personal opinions and not the expertise of others. By understanding how different types of media work, individuals and communities can better judge the information they see in the complicated information environment.

Activity: Considering the Impact of Media

Instructions

1. How do you think social media influences the way people perceive public issues compared to traditional news sources, like newspapers and television?

2. In what ways can media contribute to building empathy and understanding among community members on topics, especially when it is controversial? How can media be used to bridge divides and foster conversation?

Learning More About the Problems the Class Has Identified

Your teacher should divide the class into small study groups of four to six students each. Each group should do the following:

1. Discuss the community problems that came up through the Mapping Your Values and What Is Bothering You? activities.

2. Together, evaluate the importance and relevance of these issues and select one problem to learn more about.

3. On a sheet of paper, list all the issues your group discovered.

4. Show your reaction to each statement using the scale of fist (I do not care) to 5 fingers (I really care).

5. Discuss with your group why you chose your rating for each issue. Feel free to adjust your rating after hearing from your group members and discussing the different perspectives on each issue.

6. Count how many fingers each problem got and write down the group total/rating. The problem with the highest number is the one your group will focus on next.

7. Select one student from your group to present your collective decision to the class and explain the reason behind your choice.

Rating Problems and Narrowing In on Root Causes

List of Community Issues

1. Community issue description: ○ Group rating:

2. Community issue description: ○ Group rating:

3. Community issue description: ○ Group rating:

4. Community issue description:

○ Group rating:

5. Community issue description:

○ Group rating:

Graphic Organizer (continued)

← Continued From the Previous Page

After rating each issue, reflect on how you and your group arrived at your final ratings for each community issue. What factors influenced your decision-making process? Why do you think this particular issue received the highest rating? Use the following sentence stems to share your decision-making process:

● I rated [issue] as [rating] because …

● One reason I chose [rating] for [issue] is because …

● My decision making was influenced by [factor] because …

● I believe [issue] received the highest rating because …

Now that your group has identified a community issue with the most interest or passion behind it, it is time to narrow in on the root cause or some of the root causes of that issue. You can do this by using the “Five Whys” to get to the narrowest point of a problem. Here is an example:

Problem: My neighbor was in a bad car accident at a local intersection.

1. Why? His car was hit by a truck.

2. Why? Because the truck did not have to stop at the intersection.

3. Why? Because there is not a stop sign or stoplight.

4. Why? Because that intersection is part of a busy truck stop.

5. Why? Because there is no off-ramp from the highway to that truck stop.

As a group, ask five “whys” for your highest-rated problem. Record your answers for each why and identify the narrowest root of the problem at the bottom of your five whys before moving on to Step 2 of Project Citizen.

Problem

1. Why?

2. Why?

3. Why?

4. Why?

5. Why?

Selecting a Problem or Problems for Your Class to Study

Contents

Collaborate Together: Pick the Problem page 52

Purpose

In this step, your class will discuss the problems you have researched. When there is enough information to select a single problem for further study, the class as a whole will be asked to conduct in-depth research into the problem selected.

Although Project Citizen is designed for an entire class to participate on a shared issue, your teacher or class may decide to subdivide into multiple project groups. For clarity purposes in this project guide, the word class refers to the group or class of students working on the same project.

A. Sharing Information on Community Problems and Recommending a Problem to Study

In the previous step, your study group identified one problem facing your community.

A representative from each study group should now report to the rest of the class, sharing what the group has learned about the problem it studied.

Then, each study group should make a recommendation for or against the class taking on the problem it has selected for in-depth research:

● All problems recommended should require the use of public policy in the solution.

● Keep in mind, the more local the problem, the more access you will have to individuals who are responsible for changing the problem. For example, food insecurity is a serious problem all over the world for many communities. Rather than conducting broad research on this topic, focus on how that issue is being dealt with in your city or even in your school.

These policies might involve action solely by government or by government working cooperatively with civil society and/or the private sphere.

Collaborate Together

Pick the Problem

B.

Selecting a Problem to Study

The class should then select one problem to study. After the choice has been made, the problem should be reviewed so everyone clearly understands what they will be working on.

Use the following criteria to guide your selection of a problem to study. Be sure that it is a problem that

● should be addressed or resolved by government acting alone or in cooperation with civil society and/or the private sphere;

● is important to you and your community;

● you can gather enough information about to develop a good project;

● you might actually be able to address or resolve by proposing a public policy to government officials in your community, state, or federal government; and

● has a local impact and local officials or institutions that can help address the problem.

● Write a list of potential topics from the study groups for the public policy project.

● Each student will get five sticky notes or something similar. Decide which topics you like best and place your sticky notes next to them.

● You can use all five on one topic or spread them out however you want.

● After everyone has voted, count the votes to see which topics got the most votes.

● Your class will discuss the results and choose a top topic.

Purpose

Now that your class has selected a problem, you must decide where to get additional information. You already have some information on the problem that you gathered in the initial stages of investigating problems in your community (Step 1).

In this step, you will conduct additional research on the problem your class is studying. You will use a variety of resources and individuals with special knowledge related to the problem.

A. Why Is It Important to Gather Information From a Variety of Sources?

To develop a good understanding of a problem, it is important to gather information from a number of sources. You then need to compare this information and use what seems most reliable to develop an accurate description of the problem. In comparing information from different sources, you will find that some sources are more reliable than others but that many, or all, might have something to contribute to an understanding of the problem.

To remain informed and engaged, you should read, watch, or listen to media outlets that are attempting to provide reliable and factual information. While it’s impossible to eliminate all bias in every reported news story, you should seek out media sources that make a conscious effort to provide the most accurate and unbiased reporting possible. Many media outlets may announce that they are providing you trustworthy coverage, but that does not make their statements true. You must use your critical-thinking skills to assess the reliability of your news sources. Civic virtue requires you to learn accurate information. If you base your decisions on false data, you are not upholding your responsibilities of citizenship. Importantly, your project may not be as successful if you use questionable information. Here are a few tools to help you evaluate the objectivity, reliability, and trustworthiness of the news reporting you are consuming.

First, try to use media sources that are known to approach news stories reliably and offer balanced coverage of topics rather than outlets that tend to cover news exclusively from the left or right. Reliable and trustworthy news sources will make a conscious effort to be objective and will use neutral and unprovocative language in their reporting. They also will attempt to inform you of only verifiable facts and will not attempt to persuade your opinion in any direction. They will avoid misleading headlines and will immediately and publicly announce any errors that could have occurred in earlier reporting. These are all qualities of journalistic integrity.

You will also find that different sources may take different positions on problems that reflect different interests, goals, and priorities. For example, if you have selected an environmental problem, you will discover that environmentalists are likely to have very different views and positions on the problem than real-estate developers or other business interests.

Honest reporting practices require news anchors to discuss topics and respond to people in a fair and impartial manner. If news anchors respond negatively or with provocative language, rather than objectively to a position, this should be a red flag that you most likely are consuming biased media. They may even resort to ad hominem attacks. Ad hominem attacks are when a person responds to someone else’s ideas by criticizing or insulting the person speaking rather than attempting to discuss the central issues of a topic.

Media Literacy Moment

Is All Media Biased?

When we see or hear things in the news, it’s important to know that the people sharing the information might have their own opinions or ways of looking at things. This is called bias. These opinions can affect how they tell the story, which is called perspective. By noticing and thinking about these different viewpoints, we can tell the difference between facts and someone’s opinion. This helps us make up our own minds about what we hear and read.

It is also good to listen to a lot of different viewpoints so we can understand more about what is going on and how others feel. This helps us be kinder, more understanding, and work together better to solve problems in our community. Understanding bias and perspective helps us see why people might have different opinions about things.

Activity: Exploring Media Influence

Instructions

1. In your small group, gather a selection of media samples—including news articles, television clips, social media posts, and online articles—addressing the public policy issue chosen for your Project Citizen project.

2. Analyze each media sample together, considering the following questions:

A. What information is presented and how?

B. What words are most persuasive and how?

C. What viewpoints or opinions is the creator trying to persuade the reader with?

D. How does the media type influence different interpretations?

3. Discuss your observations and insights with your group members. Be sure to include examples from the media to support your responses.

4. As a group, summarize your findings to share with the class.

Biased news sources often will take steps to make it look like they are being fair and objective. This is why your critical-thinking skills must always be on guard. For instance, many news outlets will invite individuals with opposing viewpoints to discuss both sides of an issue. On the surface, this appears highly objective since both sides of the issue are expressed. But if the news source has an agenda of promoting specific positions, rather than providing objective reporting, they often will get a person who is not that qualified or articulate to present the position they want you to reject. After all, the audience is not going to be too convinced if a position is not expressed effectively. This is not necessarily a flaw with the expressed position, however. It is a flaw with the media source’s journalistic integrity.

Most importantly, responsible citizens must be careful that they do not become victims of confirmation bias as they read, watch, or listen to the news. Confirmation bias occurs when people accept news stories simply because the information given reinforces, or confirms, their own pre-existing personal beliefs. In other words, the news coverage might be completely false and untrustworthy, but people may be willing to accept the faulty coverage solely because it helps support ideas they personally want to accept. Responsible citizens must watch out for the traps of confirmation bias because they most likely are not acquiring a complete and accurate understanding of political issues.

To stay informed, engaged, and avoid confirmation bias, remember these key points:

● Use objective and reliable news media.

● Do not overlook information just because it challenges your position on a policy. In fact, you should seek out information that challenges your beliefs so you have a full understanding of all the issues. Being familiar with multiple perspectives on an issue can actually help you make the case for a public policy, for instance.

● As you explore different viewpoints in a debate, think about the strengths of each side. If you are still not persuaded after really considering the other perspective, then explain why you disagree using evidence and, if applicable, principles from the Constitution.

Analyzing the reliability and trustworthiness of your news sources may seem overwhelming at first, but do not get discouraged. The more you practice evaluating the news media you consume, the better you will become at spotting biased reporting. The fact that you now know that you should pay attention to these issues already makes you a more responsible citizen. See the activity to practice a strategy to ESCAPE misinformation.

Media Literacy Moment

Can I Identify Reliable Media Sources?

Finding trustworthy information online can be tricky. The internet is full of incorrect, misleading, or fake information, often called misinformation. One strategy for avoiding misinformation and finding reliable sources is the ESCAPE method.

Activity: ESCAPE Misinformation

Instructions

1. Select one media source (a news website, social media post, video, etc.) that reports on your Project Citizen public policy issue or a concern you feel passionate about. Explore how the chosen media source presents information and perspectives on this issue.

2. Apply the ESCAPE misinformation strategy to evaluate the selected media source using the following criteria:

○ Evidence: Can you confirm the facts are true?

○ Source: Who produced it and are they trustworthy?

○ Context: Can you verify it with another trusted source?

○ Audience: Who is supposed to see, hear, or read it?

○ Purpose: Why was it created?

○ Execution: How and when was it presented?

3. Discuss your evaluation as a group, considering the strengths and weaknesses of the media source based on the ESCAPE misinformation criteria.

4. Share your findings with the class, highlighting key insights and lessons learned from the ESCAPE misinformation process.

B. Identifying Sources of Information

On the next few pages, there is a list of some sources of information you should explore. Read and discuss the list. Identify specific sources or individuals you want to use or contact. You will find that some sources of information are better than others, depending on the problem you are studying. For example, if you have selected a problem related to providing public services, you will find certain individuals and groups know more about problems of public services in your community than others. You might also find that some of the sources identified below may not be relevant to the problem you are studying. Save all the information you gather for use in the portfolio described in your annotated bibliography.

Examples of Sources of Information

Internet

You should be able to find many useful websites from government agencies and organizations in the civil sphere with information related to the problem you have selected. Additionally, digital news sites often cover problems within communities and what the government is doing about them. Even if you do not read physical newspapers, you can access them online. Many news sites maintain online archives of articles they have run through the years, although some may require a paid subscription to access them. Your school or local library might have a subscription that allows you to access these online news stories.

Libraries

Libraries in your community may have newspapers, magazines, journals, books, and other publications with information about the problem you are researching.

Guest Speakers

You might also invite individuals to visit your class to share what they know about the problem you are researching. People who have special knowledge or expertise related to your problem or representatives of interest groups in civil society that deal with your type of problem would be best.

Media Literacy Moment

Do I Play a Role in Staying Safe Online?

Navigating the online world safely means knowing about potential dangers and acting responsibly. Being responsible online means protecting your personal information, being careful when talking to people you do not know, thinking before you share something online, and respecting other people’s privacy.

Being responsible online also means thinking about your digital footprint; what you do online leaves a mark that can affect the rest of your life. It is important to be kind and respectful when you are talking to people online and not to bully or harass anyone. Standing up against bad behavior is also part of being responsible online. Understanding that what you do online can have real-life consequences is a big part of being a good community member too.

Activity: Online Safety

Instructions

1. In small groups, review the list of common online safety risks provided in the word bank. If you are unfamiliar with any terms, use digital sources or other references to research and understand the meaning of each risk.

2. Read the scenarios with your group. Discuss which online safety risk it represents. Write the corresponding risk next to each scenario on your chart.

Online Safety Risk Word Bank

● Phishing

● Identity theft

● Cyberbullying

● Inappropriate content

● Privacy concerns

Media Literacy Moment

Do I Play a Role in Staying

← Continued From the Previous Page

Safe Online?

Online Safety Risk Scenario Prevention Strategy

You receive a message from someone you do not know. They want to see your photos and ask for your phone number. What should you do?

● Only accept friend requests from people you know.

● Do not share personal information.

● Review your online privacy settings to control who can see your photos and personal information.

While searching for a school project online, you come across a website with violent images and offensive language. What actions can you take to deal with this?

You get an email claiming you have won a prize, but it asks for personal information, like your address and bank details. What should you do?

You receive hurtful messages on social media from someone pretending to be your friend. They start spreading rumors about you online. How would you handle this situation?

You receive an email from a bank asking you to update your account information by clicking on a link. How would you verify whether it is legitimate or a scam?

3. For each term in the word bank, brainstorm strategies for promoting responsible online behavior and prevention strategies, such as setting strong passwords, using privacy settings, and reporting inappropriate content or behavior.

Professors and scholars

Professors at local colleges or universities may be experts on the problem you are studying. Most colleges and universities have a website that contains links to their academic specialties, departments, and faculty members. An online directory will list the public information offices of nearby colleges and universities. You can call or email those offices for help locating scholars who might be helpful.

Lawyers and judges

Depending on the problem you are researching, lawyers and judges may be excellent sources of information. Also, most lawyers and judges belong to state and local bar associations that may provide some free services to the public. Many bar associations maintain websites that identify their members and list their special areas of legal expertise. These sites are often accessible to the public. You can use these web pages to identify local and state bar associations.

Interest groups and other community organizations

An interest group is a collective organization or association that seeks to influence government policies and decisions in order to promote the interests or goals of its members. Many interest groups and other community organizations have been formed to take action related to problems found in your communities. Some groups might have offices in your community. Use the internet and social media accounts to find information about local offices/chapters and individuals associated with interest groups or other community groups that deal with the problem you have selected. Keep in mind that community organizations are often active on social media but may be more active on some platforms than others.

Legislative offices

Your representatives in local and state legislatures and the United States Congress are responsible for identifying problems at local, state, and national levels and suggesting or supporting public policies

to deal with them. Your representatives may have a district office in your community. You can find the addresses, emails, and phone numbers of these offices online. These offices will have one or more people on staff who are responsible for helping constituents obtain information about problems and public policies in your community, state, or the nation. They may be able to help you obtain briefing papers, policy statements, or specific legislation on the problem you are researching.

Administrative offices

People working in administrative agencies of your local, state, and national government may be responsible for dealing with the problem your class has chosen to study. Public information offices of these agencies can provide information on the problem and what the government is doing about it. For example, your local government may have a health department or a building-safety department. Use the internet to find these or other appropriate government offices.

Guidelines for Obtaining and Documenting Information

The members of your class or your group should divide into small research groups or research roles after deciding what sources of information you will pursue. Each research group or research role should be responsible for gathering information from two or more sources. For example, one research role or small group could be responsible for contacting administrative agencies.

Note: Directions and examples for creating and maintaining an annotated bibliography for use in gathering and recording information from different sources are included on pages 69–71.

If you are the person assigned to contact one of the sources of information described above, begin by introducing yourself. Inform the person of your purpose or why you are contacting them. Use the guidelines in the Introducing Yourself for an Interview resource on pages 65–66.

People working in the places where you can find information are usually very busy. It is important to follow a few suggestions to avoid having your class place too much of a burden on the offices and individuals being asked for information.

1. Contacting sources

One student should be given the assignment of calling or emailing any office for information while also cc’ing your teacher’s school email address to keep them informed. A professional and well-written message will help you get a response. It is important, therefore, that the student who contacts an office uses an appropriate email address (e.g., firstname_lastname@example.com, as opposed to crazybaseballfan@example.com) and clearly records the information gained.

2. Making appointments and interviewing people

One student should call to arrange for an appointment or interview. A small group of at least two students may visit an office in person or conduct a virtual interview.

A Note on Making a Change to Your Project

After conducting some research, it is not uncommon for you to realize that the problem you were hoping to focus your project on is not viable. Sometimes, the research does not support what you thought. For example, you might find that there actually is not a role for public policy with this problem. Or maybe you even find you are no longer interested in the issue. Whatever the reason, changes can happen.

The work you have done is not wasted! Making a change and pivoting your focus is what wellinformed citizens do when trying to tackle a problem. Pivoting your project to adjust to the research is important and signifies open-minded engagement. Few researchers find the answer right away. False starts are still an important part of the Project Citizen process, and making a change can make your project even stronger.

Resource

Introducing Yourself for an Interview

Here are some sample templates to guide you in contacting your sources:

Sample Email Template

Subject: Inquiry Regarding [Topic of Interest]

Dear [recipient’s name or title],

I hope this email finds you well. My name is [your name], and I am a [grade level] student at [your school’s name] taking [name of class]. Currently, I am conducting research on the issue of [briefly explain the problem you are studying].

I came across your expertise in [mention the specific area of expertise or office related to your project], and I am reaching out to kindly request your assistance. I believe your insights could greatly benefit my project.

Would you be available for a brief interview or discussion about this topic? I am flexible with scheduling and am available during the following times: [insert dates and times that work for you]. I can accommodate your preferred method of communication, whether it be email, phone, or a virtual meeting.

If there is someone else you recommend I contact regarding this topic, or if you have any materials or resources you could share to help me learn about this topic, I would greatly appreciate it. Also, I am grateful to receive any other advice about how I can access relevant information.

Thank you very much for considering my request. I truly appreciate your time and expertise. I look forward to hearing from you soon.

Warm regards,

[Your name]

[Your grade level]

[Name of your school]

[Name of your class]

[Your contact information]

Note that if you are reaching out to a trusted local leader or expert, they might be more interested than you think to come in as a guest speaker to discuss this issue with your whole class. Speak with your teacher to see if a guest-speaker invitation is appropriate.

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Introducing Yourself for an Interview

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Sample Call Script

Hello, may I please speak with [recipient’s name or title]?

Note that if the person you are trying to reach is not there, you may ask to speak with someone else who works with them or ask whether there is anyone else you can speak with to learn about your topic.

Hi [recipient’s name], my name is [your name] and I’m a [grade level] student at [your school’s name]. I hope you’re doing well. I’m currently working on a project about [briefly explain the topic or issue you are researching], and I came across your expertise in [mention the specific area of expertise or field related to your project].

I was wondering whether you would be available to chat for a few minutes to provide some insights or information regarding [insert specific aspects of the problem/topic]. I believe your expertise in this area could really help me with my project.

I understand you are likely busy, but do you have a moment to speak with me?

[Insert at least three questions about your problem topic.]

Thank you so much for your time and for addressing my questions! Is it alright if I use your name, insights, and advice as documentation for my project? Thank you again.

Goodbye!

Sample Script If the Call Goes to Voicemail

Hi [recipient’s name], my name is [your name] and I’m a [grade level] student at [your school’s name]. I hope you’re doing well. I’m currently working on a project about [briefly explain the topic or issue you are researching], and I came across your expertise in [mention the specific area of expertise or field related to your project].

Would it be possible to schedule a brief phone call or virtual meeting at your convenience? If so, please contact me at [insert a method for the office or individual to contact you].

Thank you so much for considering my request. I really appreciate your time and expertise.

Goodbye!

Additional Note on Communicating with Local Leaders

When you reach a receptionist, always ask for an email contact in addition to leaving a voicemail. Then you can reference that you are also sending information in writing to their email account. Busy local leaders receive a lot of communications, so if they know to look for your message, you are more likely to get a response. If no response is received in a week, try again, acknowledging that your communication may have gotten lost in an avalanche of emails. Remember to be polite but persistent.

Graphic Organizer

Annotated Bibliography

Instructions

As you complete research for your project, use this graphic organizer to start a shared document through Google Docs, Microsoft Word, or another word processor to capture information about your sources. Your teacher may start and share this document with your class or group, but the members of your research group should own and maintain all contributions to this document. First, review Section 1, which outlines all the core elements you should include as you collect research. Section 2 will walk you through the finer details of officially capturing accurate information for what is called an annotated bibliography.

Graphic Organizer (continued)

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Information You Should Be Sure to Include in Your Research Documentation

Section 1: Group Members and Topic

1. Names of research-group members:

2. Date:

3. Briefly describe the problem you are researching:

Section 2: Documenting Information for Different Types of Sources

In documenting your research, it is important to always capture the kind of source you are using and include some of the information unique to that source type. To prepare you to consistently collect all the necessary information for each source, use the list in this section to give you an idea of what you should be looking for while researching. Take special note of the question at the end of each source list. This should guide the note you attach to each source that you enter so you can remember what this source had to do with your project.

Internet source # [insert number]:

● Name of website/organization:

● URL address:

● Author (if noted):

● Date of information:

● Date when information was accessed:

● How do you plan to use this information to address your public policy?

Email source # [insert number]:

● Name of interviewee/correspondent:

● Title/organization:

● Email address of your correspondent:

● Phone number:

● Date of the email:

● How do you plan to use this information to address your public policy?

Interview/guest speaker # [insert number]:

● Name of interviewee/speaker:

● Title/organization:

● Address:

● Phone number:

● Date of interview/speaker event:

● How do you plan to use this information to address your public policy?

Printed publication source # [insert number]:

● Library/office/agency/organization:

● Type of publication: (book, journal, magazine, newspaper, etc.):

● Author:

● Date of publication:

● How do you plan to use this information to address your public policy?

What Is an Annotated Bibliography?

One way to effectively and accurately cite sources is an annotated bibliography. An annotated bibliography helps you officially document all the elements you reviewed in Section 1. It is also a valuable tool for organizing your research and understanding how each source contributes to your project. It tells your reader how many sources you used in your research, the quality of sources you used, and how those sources supported your research. It consists of the following elements:

● A list of sources that includes a brief summary (annotations) explaining the source’s relevance to your topic. The summaries should be concise, usually two to three sentences long.

● Your list should be titled “Annotated Bibliography.” The title should be on the center of the first page.

● Entries are alphabetized and single spaced, with a space between each entry.

● All source citations are tabbed 1/2 inch (one tab) after the first line.

● Citation styles may change depending on the type of source.

See below for common examples of source types, and importantly, the different format for documenting each kind of source in your annotated bibliography. Though there are many types of citation styles, all the citation examples below follow the Chicago Manual of Style.

Website

Format

Author’s Last Name, Author’s First Name. Year Published. “Title of the Page.” Organization That Publishes Page. Date Last Modified or Date You Accessed the Page. example.org.

Example

Boss, Emile. 2024. “How to Use Citations for Students.” CiteItRight. Last modified January 15, 2024. example.org.

Interview (Virtual)

Format

Last Name, First Name of Person Being Interviewed. Year. How the Interview Was Conducted and Who Conducted It. Date of the Interview.

Examples

Petrosky, Brian. 2024. Email message to author. January 15, 2024.

Guo, Mark. 2024. Telephone interview by Jada McDonald. February 3, 2024.

Ballster, Aneka. 2024. Zoom interview by Elwyn Pickett. March 7, 2024.

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Interview (Conducted In Person)

Format

Last Name, First Name. Year. Interview by Person Conducting the Interview. Location of Interview. Date of Interview.

Example

Vora, Maya. 2024. Interview by author. Calabasas, California. April 12, 2024.

Newspaper Article (Internet) Format

Author Last Name, Author First Name. Year. “Article Title.” Title of Newspaper, Publication Date. https://example.org/.

Example

Rennor, Kei. 2024. “Understanding the Importance of Citations.” The CCE News, January 20, 2024. https://example.org/.

Newspaper Article (Database)

Format

Author Last Name, First Name. Year. “Article Title.” Title of Newspaper, Publication Date. Database Name. Accession Number.

Example

Ignatius, Ali. 2023. “Citations and Civics.” CCE Times, April 15, 2023. CivicQuest. 123456789.

Newspaper Article (Print) Format

Author Last Name, Author First Name. Year. “Article Title.” Title of Newspaper, Publication Date, Year.

Example

Biotona, Thuy. 2022. “New Study Reveals Civics Matters.” CCE Times, April 28, 2022.

Video From a User-Contributed

Web Source Format

Name of Person Posting Video or Person Who Is Speaking in the Video. Year. “Title of the Posted Video.” Organization or Channel Name. Filmed or Uploaded Date, Length of the Video. https://example.org/.

Example

Gerston, Larry. 2021. “What Is Public Policy?” Center for Civic Education. Uploaded August 2, 2021. YouTube video, 3:21. https://youtu.be/2AZWk9DCaho.

Court Cases and Decisions

Format

Case Name, Case Number (Year).

Example

Brown v. Board of Education, 347 U.S. 483 (1954).

Continued on the Next Page →

Photograph or Map (Internet)

Format

Artist/Photographer Last Name, First Name. “Title of Image.” Date. Type of Image. Name of Site or Organization Publishing the Image. URL.

Example

Black, Morgan. “Sunset of Citations.” May 2022. Photograph. Center for Civic Education. https://www.example.com/sunsetcitations.jpg.

Book

Format

Author Last Name, Author First Name. Year. Title of the Book. Publishing City: Publishing Company.

Example Patel, Sonal. 2022. The History of the Center for Civic Education. New York: Cincinnatus Publishing.

Video Recording of a Speech or Public Statement

Format

Speaker Last Name, Speaker First Name. “Title of the Speech.” Speech, Date of Speech, Video File, Length of Speech, Name of Organization or Site, URL.

Example Trust, John. “The Power of Citation.” Speech, October 12, 2023, TED Talks, 18:45, https://www.example.com/talks/ power_of_citation.

Email

Format

Sender Last Name, Sender First Name. “Subject Line.” Email, Date of Email.

Example Abara, Carter. “Questions Regarding Pollution.” Email to Michael Chen. February 28, 2026. ← Continued From the Previous Page

Annotation

In an annotated bibliography, each citation should be followed by a short annotation that explains how the source is relevant to your project. See below for back-to-back examples of entries.

Boss, Emile. “How to Use Citations for Students.” CiteItRight. Accessed February 25, 2024. https://example.org/.

This website was a great resource for my group to get information on how to correctly cite sources. It provided clear explanations and resources that helped me learn how to cite sources accurately and ethically.

Rennor, Kei. “Understanding the Importance of Citations.” The CCE News, January 20, 2024. https://example.org/.

This article was helpful for my group to learn how to cite sources. The explanations and examples were easy to use so we could cite sources correctly.

Making Connections

How Do I Properly Cite Sources?

Annotated bibliographies help you keep track of your research and understand how each source relates to your topic. It is important to properly cite each source so it can be verified by others. In order to create an annotated bibliography, you will need to gather information about each of the sources you use. For websites, you can usually find the necessary details, such as the author’s name, publication date, and title, at the bottom of the webpage. For books, this information is usually located on the title page, which is typically one of the pages at the beginning of the book. If you are careful gathering this information, you will be able to accurately cite your sources in your annotated bibliography and showcase your research for your project.

Instructions

1. Each group member selects one source gathered for your project from your shared document. These can be publications, websites, or interviews.

2. For the selected source, the group member will correctly format the source and write a brief summary. Be sure to explain why it is relevant to your project. Remember, this is typically two to three sentences. All lines after the first line are tabbed in 1/2 inch.

(See Resource: What Is an Annotated Bibliography?)

3. Be sure to use the correct format for each type of source. Check with your teacher or school’s media specialist to learn which bibliographic citation format style is preferred. Example: Book citation

Diaz, Jose. 2024. The Importance of Citation. Calabasas: Center for Civic Education Publishing. In his book, The Importance of Citation, Jose Diaz explores the importance of properly citing sources. He discusses the ethical implications of citing sources accurately, especially the significance of giving credit to the original creators of ideas and information. His research helped our group gain valuable insight into the rationale for citing sources.

Media Literacy Moment

Do I Have to Cite My Sources?

Citing sources is like saying thank you to the people who came up with the ideas you are using or building on. By doing this, you give credit to them for helping you create your project. But citing sources is not just about giving credit. It is also about being honest and fair, showing that you are not just making things up. Plus, it helps your readers check your facts and learn more about the topic if they are interested. So, citing sources is not just a rule you have to follow, it is a way to show respect, honesty, and integrity in your work.

Activity: Annotated Bibliography Feedback Instructions

1. Share your annotated bibliography citation with members of your group. Discuss your sources and annotations, and provide feedback to each other.

○ Some questions to guide your feedback could include the following:

▷ Do the sources help you and your group learn more about your issue topic or public policy solutions in Project Citizen?

▷ How could the sources and annotations be improved to better support the project?

▷ What aspects of the annotated bibliographies do you find effective and well done?

2. Work with your group to create the annotated bibliography. Discuss your sources and annotations, and collaborate to ensure clarity and accuracy.

Remember, your annotated bibliography will be an ongoing process throughout your project’s source collection. Revise and update it as you continue your research.

C. Analyzing the Information You Have Gathered

Your entire class should work together to fill out the Analyzing Information About the Problem graphic organizer using the information they placed in their annotated bibliography document. In doing so, your class should be selective and only include information related to the problem, taking into account such factors as the reliability and comprehensiveness of the information you have gathered.

D. Developing a Portfolio and Presentation

To prepare for Step 4, the entire class should work together to record their responses. In Step 4, your class will be organized into four groups, each assigned to work on one of the following four tasks. As noted earlier, not everyone developing a portfolio and presentation is doing so as an entire class or working within a school setting. Since many are, however, the rest of this section is written to the audience of students conducting their portfolio and presentation as a class divided into four groups.

1. Explain the problem

Record the description of the problem, its importance, and the need for a solution.

2. Evaluate alternative policy solutions to the problem and their advantages and disadvantages

On the graphic organizer for Analyzing Information About the Problem, record the proposed policy solutions from your research and discuss what advantages and disadvantages each might present.

3. Develop a public policy solution for the class to propose

First review the meaning of the term public policy that you studied in Chapter 2. Then draft a proposed public policy solution to the problem. Explain the advantages and disadvantages of the proposed policy. Suggest what level or levels of government and what agencies of government should be responsible for implementing the policy.

4. Develop an engagement plan that lists the steps your class should take to gain government acceptance of the policy you are proposing

For some ideas on what might be done, refer to the Annotated Bibliography graphic organizer to see whether any research was recorded to capture steps others may have taken to get government to implement related policies.

Graphic Organizer

Analyzing Information About the Problem

1. Date:

2. Use your answers in the graphic organizer for Rating Problems and Narrowing In on Root Causes and the information you researched in the Annotated Bibliography graphic organizer to complete the following tasks:

A. State the problem clearly and concisely.

B. Explain the importance of the problem and the need to deal with it. Answer the following questions in doing so:

▷ Who are the stakeholders?

▷ How serious is the problem?

▷ How widespread is the problem?

▷ How urgent is the need to address the problem?

C. Is there a public policy that deals with the problem? Yes □ No □

D. If there is a policy, answer the following questions:

▷ Is the policy in a law, regulation, governmental order, or other?

▷ Briefly describe the public policy.

▷ Is the public policy adequate? Explain why or why not.

▷ Is the policy adequate but not being enforced? Briefly explain.

Graphic Organizer (continued)

← Continued From the Previous Page

E. If there is not a policy, why do you think this might be the case?

F. What level and branch of government or governmental agency should be responsible for dealing with the problem?

G. What, if anything, is government currently doing about the problem?

H. Should government seek the assistance of civil society and/or the private sphere in dealing with the problem? Why?

I. Who are the major individuals, groups, or organizations taking sides on the problem?

▷ What is their interest in the problem?

▷ What solutions are they suggesting?

▷ What are the advantages and disadvantages of their solutions?

▷ How are they trying to influence government to adopt their solutions to the problem?

J. If your class/group develops a policy to deal with this problem, how might you influence government to adopt your policy?

Purpose

Now that your class has completed Step 3, you are ready to begin developing a portfolio. The portfolio should contain two basic elements: a visual display section and documentation. These elements will each contain four parts corresponding to the four tasks completed at the end of Step 3. Your class will be divided into four groups. Each group will be responsible for creating one of the four parts of the portfolio.

A. Portfolio-Development Tasks

The following are the tasks of each of the four groups.

Portfolio Group 1: Explaining the Problem

This group is responsible for developing a detailed explanation of the problem the class has chosen to study. This explanation should state why the problem is important and which levels and branches of government, or governmental agencies, should deal with it.

Portfolio Group 2: Evaluating Alternative Policies to Deal With the Problem

This group is responsible for explaining current and/or proposed alternative policies designed to solve the problem.

Portfolio Group 3: Developing a Public Policy for the Class to Propose

This group is responsible for developing and justifying a specific public policy that the class is proposing and agrees to support. The group must also make the case that its proposed public policy serves the purposes of government set forth in the U.S. Constitution and does not violate the limits it places upon the powers of government. Students may also refer to their state constitutions that typically state similar purposes.

Portfolio Group 4: Developing an Engagement Plan to Gain Government Acceptance of the Class Policy

This group is responsible for developing an engagement plan showing how the class can influence their government to adopt the policy that it is proposing.

In addition to completing its own tasks, each of the four groups should communicate with the others so that when the full class portfolio is completed and presentations are made, they will be well organized, coherent, and consistent.

Media Literacy Moment

Can I Effectively Create and Share Media?

To create media that informs the public accurately, effectively, and ethically, start by conducting thorough research and verifying information from reliable sources. Present your findings clearly and persuasively, considering the interests and needs of your audience.

Ethical considerations, being fair and honest, are really important as well. Be transparent, fair, and as unbiased as possible in your presentation, respecting diverse viewpoints. Be honest and show integrity by properly crediting sources and representing information truthfully. Obtain permissions to share information when needed. Finally, be mindful of the potential impact of your media content on individuals and communities, striving to create content that educates and engages responsibly.

Activity: Exploration Inquiries

1. Write a list of things you should consider for making accurate and fair media for a presentation.

2. Record how you can adjust your media content to connect with different groups of people, like people of different ages, cultures, and backgrounds.

3. Discuss how you can make sure your fair and accurate content is persuasive to different people of all different ages, cultures, and backgrounds.

B. Specifications for Portfolios

Four-Section Display

The work of each of the four groups should be placed on a separate section of a presentation or display— either a digital display divided into four sections or a four-panel display on a poster board or equivalent. The presentation should be developed so it can be presented publicly, either digitally or physically. Materials to be displayed may include such items as written statements, list of sources, charts, graphs, photographs, original artwork, and interactive media. Know that presenting a lot of information at once can be overwhelming for your audience. That is why it is important to incorporate a fair mix of visuals for your display. A good goal is to have about 50% text and 50% visuals for your presentation. Additional text content can and should be accessible in your digital files described below, in an annotated bibliography, or in a documentation binder.

Documentation Section

Each of the four task groups should select additional materials from those gathered that best document their work. This documentation could take the form of one annotated bibliography combined on a Google Doc or PDF. This documentation could also mean filing evidence of your work in a common digital folder. Or documentation could even look like printing materials and placing them in a threering binder. Use visual dividers or sections, digital subfolders or panels, or something similar to separate your work into four sections containing each group’s work. Include a table of contents for the documentation of each section in it.

C. Portfolio Evaluation Criteria

The following is a Portfolio Criteria Checklist that will help you develop a good portfolio. Use it as a guide while you are developing your portfolio. In addition to the items described in the Portfolio

Criteria Checklist, you should consider the overall effect of your portfolio. Your portfolio should be well designed and show creativity and originality.

If your class enters its portfolio in a Simulated Public Hearing or competition showcase with other classes, a panel of judges will consider the Portfolio Criteria Checklist as they evaluate your portfolio. They will give separate ratings to each of the sections and to the portfolio as a whole.

Project Citizen Portfolio Criteria Checklist

Each portfolio section will receive a score of 1 to 10 (1 being the lowest and 10 being the highest)

1: Explanation of the Problem

Expectations

□ Explains the problem, presents evidence of the problem, and names the problem’s causes

□ Demonstrates an understanding of issues involved in the problem

□ Demonstrates an understanding of existing or proposed public policies that address the problem

□ Explains disagreements about the problem that exist in the community

□ Explains why government should be involved in the solution to the problem

□ Presents mutually supporting information in the display, annotated bibliography, documentation binder, or digital format

2: Analysis of Alternative Problems

Expectations

□ Presents two or three alternative public policies to address the problem

□ Explains advantages and disadvantages of each alternative policy presented

□ Identifies controversies and conflicts that may need to be addressed for each alternative

□ Presents mutually supporting information in the display, annotated bibliography, documentation binder, or digital format

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3: Public Policy Development and Persuasiveness

Expectations

□ States a public policy that addresses the problem and identifies the government branch or agency responsible for enacting the proposed public policy

□ Supports the proposed public policy with sound reasoning and evidence

□ Identifies and explains advantages and disadvantages of the proposed public policy

□ Explains the reasons why the proposed public policy is constitutional

□ Presents mutually supporting information in the display, annotated bibliography, documentation binder, or digital format

4: Implementation of an Engagement Plan

Expectations

□ Identifies individuals and groups, both supporters and opponents, who will need to be influenced

□ Identifies government officials, both supporters and opponents, who will need to be influenced

□ Outlines and explains an action process for getting the proposed public policy enacted

□ Proposes action that builds and expands on evidence presented in previous panels

□ Presents mutually supporting information in the display, annotated bibliography, documentation binder, or digital format

Continued From the Previous Page

Overall

Expectations

□ Presents mutually supportive material in the display, annotated bibliography, documentation binder, or digital format

□ Constructs a clear and convincing sequence from one section of the portfolio to the next

□ Uses and documents research from multiple sources and provides appropriate citation for the sources and evidence used

□ Uses standards of good writing

□ Uses relevant and appropriate graphics and written information

□ Is visually appealing

□ Includes evidence of student reflection stating what students have learned

Methods for Presenting Your Research

There are many ways to present your work and research that you might want to consider. Note that documentation of your research is a requirement of Project Citizen.

● Develop a poster-board display

Traditionally, a four-panel portfolio display with a documentation binder is one method of presenting the four parts of your Project Citizen portfolio. Do not let this description confine you, however. There are many ways to physically display project materials for a public audience.

● Develop a software-based portfolio presentation

Use a computer software program to prepare and present your portfolio. Examples of such programs are Google Slides, PowerPoint, Canva, Prezi, or Keynote.

● Create a website

Use a free version of a website builder such as Google Sites, Wix, Squarespace, Weebly, or something similar to allow for a visual presentation of your work along with archived documentation. Be sure to break down your web pages by the same four sections or by steps in the Project Citizen process. Your homepage should provide links to the written and visual material in the four parts of the portfolio. Also, use links to specific sources of information and other relevant websites that you used in your research. Be sure to obtain written permission for the use of any copyrighted material you intend to display. Exercise caution regarding public access when creating and sharing your website. Consider setting them to private mode whenever possible.

● Produce a video

Create a video using a hosting service, such as YouTube or something similar, to present your portfolio. Prepare a script with a narrative, dialogue, and related visuals. Be sure to obtain any required written permission

before recording at a site. You should request permission to record individuals. You will need to have permission from a parent or guardian to include any person under the age of 18 in your video. To use a video as your entire portfolio, your full video should be between four and 10 minutes. The video can piece together different recordings from various classmates and group members. It should include title frames, credits, appropriate source citations, and notices of permission to use copyrighted material.

● Social media platforms

Use social media platforms to create short videos or posts to highlight key aspects of your project. Use engaging visuals and captions, and include show notes or comments to convey your message effectively. Ensure compliance with platform guidelines and privacy considerations. Obtain necessary permissions and consent for content featuring individuals, especially minors. Note that social media may not be conducive to certain parts of your portfolio, so it is advised that social media be used only in part for your portfolio. Exercise caution with public access when using social media platforms to share your presentations. Consider adjusting privacy settings to limit access as needed.

● Interactive infographic

Develop an interactive infographic using tools like Piktochart or Canva to visually represent project findings. Incorporate interactive elements, such as clickable links, hover-over details, or animated graphics to convey your findings. Ensure clarity and simplicity in design to effectively convey information. Consider accessibility features for all users. Be sure to test interactivity across different devices and browsers.

D. Instructions for Groups

The instructions for each group below specify in more detail what they are expected to accomplish in their sections of the portfolio. Although each group has its own responsibilities, they should communicate with one another to share ideas and information. Group work should begin by reviewing and using the material the entire class developed in filling out the Annotated Bibliography graphic organizer in Step 3. The work of each group should not be limited to what is included in that graphic organizer for the Annotated Bibliography. It should be considered as a resource for each group to use in initiating its work. You may need to do additional research to complete the tasks.

If possible, in your group, consider assigning each other specific roles and responsibilities to ensure the successful completion of your project. Each member will contribute to the team’s efforts. It’s essential to communicate effectively and work cooperatively with your teammates. Note that if your class is small or you are completing this project with a different kind of group, the roles below may need to look different. Also, if you are working as a large class or group, multiple people may need to take on some of the roles below.

1. Coordinator

○ You will ensure smooth collaboration among team members. Organizing discussions or meetings, assigning tasks, and keeping track of deadlines will be your responsibility. Your role is crucial in ensuring that everyone stays on track and that the project progresses efficiently.

2. Researcher

○ You will continue to gather relevant information and data related to the project. Conducting thorough research, continuing to analyze findings, and providing valuable insights to support the team’s goals will be your main tasks. Your contributions will help ensure that the project is well informed and based on credible sources.

3. Content Creator

○ You will develop engaging and informative content for the project. This may include writing articles, creating videos, or crafting social media posts. Your creativity and communication skills will be essential in conveying the project’s message effectively.

4. Visual Designer

○ You will use your artistic skills to create visually appealing materials for the project. This may involve designing graphics, layouts, presentations, or other visual elements. Your attention to detail and creativity will help bring the project to life and engage the audience effectively.

Be sure to do the following:

● Distribute tasks among group members based on their strengths, skills, and interests.

● Set clear deadlines and milestones for each task to ensure timely completion.

● Hold regular group discussions or meetings to review progress, address any challenges, and adjust plans as needed.

● Maintain open communication channels and support each other throughout the project.

● Ensure that each group member is accountable for their assigned tasks and is actively contributing to the group’s success.

As each group works, there is a need to continue to work cooperatively with the other groups as they proceed so the class portfolio is coherent and comprehensive. Each group should have regular opportunities to inform the rest of the class of the progress being made. It is also important that the groups collaborate as they decide what specific items should be included in the display and documentation sections of the portfolio. This collaboration will help to avoid displaying the same information more than once and guarantee the inclusion of the best materials.

Explaining the Problem

This group is responsible for explaining the problem in the first display and documentation sections of the portfolio.

A. Display Section 1

This part should include the following items:

1. A written summary of the problem

Review material gathered by research groups. Write no more than 500 words explaining the problem. Summarize what you have learned in response to the following questions:

○ How serious is this problem in your community? How does it impact individuals, families, and the community as a whole?

○ How widespread is the problem? Is it localized to specific areas or prevalent throughout your school, neighborhood, city, state, or nation?

○ Why should this problem be addressed by the government? Should other community entities also take responsibility for addressing it? Why or why not?

○ Does there exist a public policy for dealing with the problem? If so, is it adequate? If not, why do you believe it is lacking?

○ Are there any disagreements within the community about the problem and how it has been handled? What are the key points of contention?

○ Who are the major individuals, groups, or organizations with a stake in the problem? What are their interests and positions?

○ What are the advantages and disadvantages of their positions? How are they advocating for their views and influencing government decisions?

○ Which level and branch of government or governmental agency is responsible for addressing the problem? What actions, if any, have they taken thus far?

2. Graphic presentations of the problem

These may include charts, graphs, photos, political cartoons, newspaper headlines, tables of statistics, and other illustrations. Illustrations may be from media sources or they may be your original creations. Each illustration should have a caption or title and a source citation where appropriate.

3. Identification of your sources of information

Include an annotated bibliography identifying all sources used.

B. Documentation Section 1

Regardless of the presentation format your class chooses to present its work, you will need to create a documentation section that includes an annotated bibliography of the most important information your class gathered and used in your examination and explanation of the problem.

Additionally, you may also include selected

● news screenshots or clippings;

● written reports of interviews with people in the community;

● written reports of media coverage of the problem;

● communications from public and private interest groups; and

● excerpts from government publications.

Be prepared to share your annotated bibliography featuring any information important for this section of the portfolio.

Evaluating Alternative Policies to Deal With the Problem

This group is responsible for clearly explaining and evaluating present and/or alternative policies designed to deal with the problem. This group’s findings are presented in the second display and documentation sections of the portfolio.

A. Display Section 2

This part should include the following items:

1. A written summary of alternative policies

Identify two or three alternative public policies for dealing with the problem. These may include an existing policy or others being proposed by individuals or groups in the community. For each public policy presented, include no more than 500 words that summarize your answers to the following questions:

○ What is the existing public policy or the policy being proposed by an individual or group?

○ What are the advantages and disadvantages of this policy?

2. Graphic presentations of the policies

These may include charts, graphs, photos, drawings, political cartoons, news headlines, tables of statistics, and other illustrations related to the policies. These illustrations may come from media sources or they may be your original creations. Each illustration should have a caption or title and a source citation where appropriate.

3. Identification of your sources of information

Include an annotated bibliography identifying all sources used.

B. Documentation Section 2

Regardless of the presentation format your class chooses to present its work, you will need to create a documentation section that includes an annotated bibliography of the most important information your class or small group gathered and used in your examination and explanation of the problem.

Additionally, you may also include selected

● news screenshots or clippings;

● written reports of interviews with people in the community;

● written reports of media coverage of the problem;

● communications from public and private interest groups; and

● excerpts from government publications.

Be prepared to share your annotated bibliography featuring any information important for this section of the portfolio.

Proposing a Public Policy to Deal With the Problem

This group is responsible for proposing a public policy to deal with the problem. The public policy your group chooses must be agreed to by a majority of the class or small group. It must also be a policy that does not violate your federal or state constitution. The Constitutional Opinion graphic organizer is included on pages 94–97 to assist in making sure your policy does not violate the U.S. Constitution or your state constitution. Once this is decided, your class/group may choose to

● support one of the alternative policies identified by Portfolio Group 2;

● modify one of those policies;

● combine aspects of several of the alternatives; or

● develop your own public policy.

A. Display Section 3

This part should include the following items:

1. A written explanation and justification for your proposed public policy

You should explain the public policy your class has developed and your reasons for supporting it. In no more than 500 words,

○ describe the public policy your class believes will best deal with the problem;

○ explain the advantages and disadvantages of your proposed public policy;

○ use the Constitutional Opinion graphic organizer on pages 94–97 to record your explanation of how and why your proposed public policy serves the purposes of government set forth in the Preamble to the U.S. Constitution, and does not ask government to do something prohibited by the U.S. Constitution;

○ list the level of government that should be responsible for carrying out your proposed public policy and any relevant governmental branch or agency; and

○ explain whether your public policy should involve the assistance of civil society and/or the private sphere and your reasons.

2. Graphic presentations of your proposed public policy

These may include charts, graphs, photos, drawings, political cartoons, news headlines, tables of statistics, and other illustrations related to the policy and the problem it is designed to solve. These illustrations may come from media sources, or they may be your original creations. Each illustration should have a caption or title and a source citation where appropriate.

3. Identification of your sources of information

Include an annotated bibliography identifying all sources used.

B. Documentation Section 3

Regardless of the presentation format your class chooses to present its work, you will need to create a documentation section that includes an annotated bibliography of the most important information your class or small group gathered and used in your examination and explanation of the problem.

Additionally, you may also include selected

● news screenshots or clippings;

● written reports of interviews with people in the community;

● written reports of media coverage of the problem;

● communications from public and private interest groups; and

● excerpts from government publications.

Be prepared to share your annotated bibliography featuring any information important for this section of the portfolio.

Constitutional Opinion Instructions

Whenever we suggest that government adopts a public policy to deal with a problem, it is important that the policy we suggest does the following:

● Serves one or more of the purposes of government set forth in our U.S. Constitution

● Does not ask government to do something prohibited by the U.S. Constitution

The Constitutional Opinion graphic organizer includes some of the most important purposes our U.S. Constitution sets forth for our government. It also includes some of the most important limitations the Constitution places upon government. Use the graphic organizer when you develop your proposed public policy. Be sure that your policy serves the purposes of government and does not violate the limits placed on government that are designed to protect individual rights.

This Constitutional Opinion graphic organizer should, in some way, be included in Part 3 of the display and documentation sections of your portfolio. Use this graphic organizer to prepare a summary statement for both parts of your portfolio. The statement should support your position that your proposed public policy serves the purposes of government and does not violate rights protected by the U.S. Constitution.

Purposes of Government

Explain which, if any, of the following purposes of government from the Declaration of Independence and the Preamble to the Constitution would be served by your proposal:

● Securing the unalienable rights (rights that cannot be taken away because they are considered natural and basic to everyone) of individuals, such as those to life, liberty, property, and the pursuit of happiness

● Establishing justice

● Providing for individual security and public order

● Protecting the people from harm from internal and external sources

● Providing for the general welfare (or the common good)

Limitations on Government to Protect Individual Rights

The following are some of the basic rights of individuals and limitations placed on government by the U.S. Constitution, Bill of Rights, and other amendments that are designed to protect those rights. If your proposed policy might appear to interfere with one or more of these rights, justify your position by explaining why you think what you are proposing is reasonable and fair and would not violate the U.S. Constitution.

● The right to petition the government

Our First Amendment guarantees our right to ask the government to make a change if we believe it is not doing its job in upholding our constitutional principles. This is what you are doing in this project by creating a public policy proposal to solve a community problem.

● The right to freedom of religion

The government cannot make any laws that establish a national religion or place unreasonable and unfair limits on a person’s freedom to practice their religion.

● The right to freedom of expression

The government cannot make any laws that place unreasonable and unfair limits on a person’s right to express themselves in speech, writing, or by other means.

● The right to due process of law (fair procedures)

The government cannot take a person’s life, liberty, or property without giving that person a fair hearing in a court of law or before another authorized agency of government.

● The right to privacy

Privacy is the right to be left alone. The government cannot invade the privacy of a person’s home or interfere in other private matters without having a compelling reason for doing so.

● The right to equality of opportunity

The government cannot unreasonably or unfairly discriminate against people on the basis of race, religion, age, ethnic group (national origin), or gender.

Graphic Organizer

Constitutional Opinion Organizer

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● Our proposed policy serves the following purposes of government:

□ Securing the rights of individuals

□ Establishing justice

□ Providing for security and public order

□ Protecting the people from harm

□ Providing for the general welfare

● Our proposed policy respects the following individual rights:

□ Freedom of religion

□ Freedom of expression

□ Due process of law

□ Privacy

□ Equality of opportunity

● Government is not allowed to interfere with a person’s freedom of belief. Our proposed public policy □ does / □ does not violate this limit on the power of government.

● Government is not allowed to place unreasonable and unfair limits on a person’s right to express themselves in speech, writing, or by other means. Our proposed public policy

□ does / □ does not violate this limit on the power of government.

● Government is not allowed to take a person’s life, liberty, or property without giving that person a fair hearing in a court of law or before another authorized agency of government. Our proposed public policy □ does / □ does not violate this limit on the power of government.

● Government is not allowed to invade the privacy of a person’s home without a very good reason for doing so. Our proposed public policy □ does / □ does not violate this limit on the power of government.

● Government is not allowed to make laws that unreasonably or unfairly discriminate against people on the basis of race, religion, age, ethnic group (national origin), or gender. Our proposed public policy □ does / □ does not violate this limit on the power of government.

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Summary Statement

Write a summary statement in which you support your belief that your proposed public policy does not violate the Constitution or interfere with these rights. Be sure to address how your public policy respects individual rights that protect everyone’s rights, such as freedom of expression, due process of law, privacy, and right to equal opportunity.

Developing an Engagement Plan

This group is responsible for developing an engagement plan for getting your proposed public policy adopted and implemented by government. The plan should include all of the steps that would be necessary. Your group will explain the engagement plan in the display section and in the documentation section of your class portfolio.

A. Display Section 4

This part should include the following items:

1. A written explanation of how your class could develop support for your proposed public policy among individuals and groups in your community

In 250 words, describe the main points of your policy and your engagement plan to get it adopted. Be sure to

○ identify influential individuals and groups in your community who might be willing to support your proposed public policy, and briefly describe how you might gain their support; and

○ identify groups in your community that might oppose your proposed public policy, and explain how you might convince them to support it.

2. A written explanation of your engagement plan for gaining support from your government for your proposed public policy

In 250 words, describe the main points of your plan. Be sure to

○ identify influential government officials and agencies that might be willing to support your proposed public policy, and briefly describe how you will get them to support it; and

○ identify people in government who might oppose your proposed public policy, and explain how you might convince them to support it.

3. Graphic presentations of your engagement plan

These may include charts, graphs, photos, drawings, political cartoons, news headlines, tables of statistics, and other illustrations. These illustrations may come from media sources or they may be your original creations. Each illustration should have a caption or title and where appropriate, a source citation.

4. Identification of your sources of information

Include an annotated bibliography identifying all sources used.

B. Documentation Section 4

Regardless of the format your class chooses to present its work, you will need to create a documentation section that includes an annotated bibliography of the most important information your class or small group gathered and used in your examination and explanation of the problem.

Additionally, you may also include selected

● news screenshots or clippings;

● written reports of interviews with people in the community;

● written reports of media coverage of the problem;

● communications from public and private interest groups; and

● excerpts from government publications.

Be prepared to share your annotated bibliography featuring any information important for this section of the portfolio.

Purpose

When your portfolio is completed, you should prepare to present your work before an audience in a simulated public hearing. The way this simulation is structured is similar to the way actual testimony from speakers and expert witnesses is presented in public meetings before committees or boards of legislative and executive branches of government.

Your teacher will help arrange for your class to make a presentation before a panel of several members of your school or community. The panel members will evaluate your presentation based on the same criteria you used to develop your portfolio. This activity will give you valuable experience in presenting important ideas to others and convincing them of your position.

A. What Are the Goals of the Simulated Public Hearing?

There are four basic goals of your class presentation:

1. To explain the importance of the problem you have studied.

2. To explain and evaluate the advantages and disadvantages of alternative polices designed to deal with the problem you have selected.

3. To explain why your proposed public policy is the best way to deal with the problem and to make the case for the adoption and implementation of your proposed policy. In doing so, you should explain why your proposed policy does not violate the U.S. Constitution and your state constitution.

4. To explain how your proposed engagement plan is designed to get government officials to adopt and implement your policy.

Each of these goals matches a task that one of the four portfolio groups was responsible for when developing your class portfolio. During the presentation, each group will be responsible for fulfilling its goal. See the following overview of the simulated public hearing structure and other guidelines for your presentation.

Overview of a Simulated Public Hearing

Opening Oral Presentation

Group 1: Explaining the Problem

Follow-Up Questions

Group 1: Engaging in a Dialogue With Panel

Opening Oral Presentation

Group 2: Evaluating Alternative Policies to Deal With the Problem Four minutes

Follow-Up Questions

Group 2: Engaging in a Dialogue With Panel Six minutes

Opening Oral Presentation

Group 3: Proposing a Public Policy to Deal With the Problem

Follow-Up Questions

Group 3: Engaging in a Dialogue With Panel

Opening Oral Presentation

Group 4: Developing an Engagement Plan

Follow-Up Questions

Group 4: Engaging in a Dialogue With Panel

B. Opening Oral Presentation

The first four minutes of each group’s presentation will be a prepared opening statement, during which the group members orally present the most significant information from their part of the portfolio. Each of the four portfolio groups will have an opportunity to present its work in sequence before a panel of members of their school or community.

The prepared statement should be based on the research presented in the portfolio display and documentation sections, but should not be a word-for-word reading from the portfolio. Each member of the group should have a role in this part of the presentation. Presenters may refer to notes or written prepared statements in this part of their presentation.

Presenters may refer to graphics or other materials in their portfolio to help explain or emphasize a point. Only information and materials included in the display or documentation sections of portfolios may be used during the oral presentation.

C. Follow-Up Questions

The next six minutes of each group’s presentation will be a follow-up question period, during which the panel will ask questions about the group’s research as presented in the portfolio and in the opening statement. During this period the panelists might ask students to

● explain further or clarify points they have made;

● give examples of specific points they have made;

● defend some of their statements or positions; and

● explain how they arrived at positions they have taken or conclusions they have drawn.

D. Preparation

It is important that your class spends time preparing before actually presenting in a simulated public hearing. To get ready you might do the following:

● Have each portfolio group practice its oral presentation prior to giving it to an audience. Try it out in front of students from your class, other classes, or a panel of teachers or parents.

● Watch several public meetings or legislative committee hearings to see how they are done. You can attend in person, or watch on C-SPAN or your other local or state government media platforms.

● Ask parents or other community members experienced in making public presentations to coach your group—people involved in local government or in civic and community organizations can be very helpful.

● Anticipate questions that you imagine a panel of evaluators might ask you about your project. Be sure to discuss and prepare your responses to such question with your presentation group. page 103

E. Guidelines for the Presentation

As many members as possible of each group should participate in the opening presentation and follow-up question period. No one or two students should dominate the oral presentation. It should demonstrate the cooperative learning that went into the portfolio preparation.

Do not read to the panel members from your portfolio. Select the most important information and arguments and present them in a conversational style.

You may use notes or a written prepared statement during the opening presentation but not during the follow-up question period.

If you do not use the full four minutes allowed for the opening presentation, the unused time will be added to the follow-up question period. Each portfolio group will have a total of 10 minutes before the panel.

F. Evaluation Criteria

Your teacher may arrange for the panel members to provide numerical and written evaluation of your portfolio and your oral presentation. Your teacher will explain to the panelists the criteria to be used in these evaluations. The evaluation instruments they will use will be the same as those used as a selfevaluation during the development of your portfolio. (See the Portfolio Criteria Checklist on pages 81–83.)

G. Presenting Your Ideas to the Government Officials Who Make Policy Decisions

After you have presented your portfolio and your research to an audience in a simulated public hearing, you may wish to arrange to present your proposed public policy before the government officials who would decide on policy related to the problem you studied. Your teacher or other adults you have worked with on your project may be willing to help you arrange a private hearing or to get on the agenda at a public hearing. This will give you an opportunity to exercise your rights as citizens and at the same time practice civic responsibility by actively participating in the governance of your community.

Inviting Local Leaders to Your Simulated Public Hearing or Showcase

You can help contact and recruit school and community leaders to serve as panel members for your simulated public hearing. Before you draft an email invitation to panelists, consider what key information they might need to know. What questions should you consider to ensure your email effectively communicates the purpose and importance of the showcase presentation? Consider the following questions:

1. What key information should be included in an email invitation to panelists for the showcase presentation?

2. How can you ensure your email effectively communicates the purpose and importance of the showcase presentation?

3. What tone and language should you use to convey professionalism and enthusiasm in your email?

4. What logistical details should be provided in the email to help panelists plan their attendance?

Sample Email Template: Invitation to Civic Education Showcase

Subject: Invitation to Civic Education Showcase

Dear [recipient’s name],

I am pleased to formally invite you to an upcoming civic education showcase where my classmates and I will present civics projects about issues we are trying to solve in our community. My class used the Project Citizen process to create a portfolio presentation, and now we are inviting panelists to evaluate our projects and provide helpful feedback and advice.

The event will be held [include brief description of the event, date, time, and location].

Your presence at the showcase would be greatly appreciated, and I believe your insights would add value to the discussion.

Please let me know whether you are able to attend as a panelist. I look forward to hearing back from you!

Best regards, [Your name]

Resource (continued)

Inviting Local Leaders to Your Simulated Public Hearing or Showcase

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Call Script Template: Invitation to Showcase Presentation

Hello [panelist’s name],

My name is [your name], and I’m a student at [your school’s name]. I’m reaching out to invite you to our upcoming showcase presentation where students will present their Project Citizen portfolios, or civic education projects.

Our class has been working hard to research and propose solutions to community issues, and we would greatly value your perspective as a panelist for our presentation.

The showcase will take place on [date] at [time] at [location]. We believe your expertise and insights would be invaluable in providing feedback and support for our efforts to address important community concerns.

Would you be available to attend the showcase presentation as a panelist? If so, I can provide you with more details and answer any questions you may have.

Thank you! Let me know if you have any questions.

Goodbye! Now that you have reviewed the email and call templates, reflect on any additional information that panelists might need after receiving your invitation. What questions or concerns might they have about the showcase presentation?

1. What additional information might panelists need after receiving the invitation email or call?

2. How can you anticipate and address potential questions or concerns panelists may have about the showcase presentation?

3. How will you gauge the success of your communication with panelists and adjust your approach if needed?

Purpose

By the time you have reached this step in the program, you should be aware that much of the meaning of your learning in Project Citizen is indirect and much is gained from the experiences you have had in fulfilling the tasks of the program. This learning will be more apparent and impactful after you reflect upon your experiences. By doing so, you should realize, for example, that you have been exercising many of the rights and fulfilling many of the responsibilities of citizens in a democracy. You have also been expecting public officials to act in accordance with principles that support constitutional democracy, learning something about the importance of civil society, and learning some of the roles and responsibilities of governmental agencies at local, state, and federal levels. This step requires you to reflect upon and record such learnings in a report that you will include in your documentation.

A Note on “Success”

Many Project Citizen students have and will make real public policy changes as a result of their project. These stories of success are powerful and exciting, but they are not the purpose of Project Citizen. Remember, since the purpose of Project Citizen is to learn about public policy and the ways everyday members of a community can make an impact, you have seen success just by completing the process.

Many great leaders did not live to see their public policy projects come to life. Many of them did not even get taken seriously. But others were often able to pick up the cause and learn from these leaders’ experiences to advance the goal at a later time. That is why coming up short on your public policy goals is just another part of citizenship and an important lesson for your future civic engagement. How you respond to rejection and reflect on what you learned in the process is just as important as seeing your public policy adopted. That is what makes your public policy project so powerful—it has no deadline, and it can live beyond your time.

Media Literacy Moment

Am I Media Literate?

While reflecting on your project experience, consider the role of the media in shaping your perceptions, interactions, and outcomes. Did media enhance your understanding of the project’s objectives and impact? Did it provide valuable insights, resources, or connections that contributed to your project’s success? Conversely, did media portrayals distort information, perpetuate stereotypes, or hinder your progress?

Perhaps most importantly, have you changed how you interpret media as a result of this project? Are you more media literate?

Activity: Media Impact Reflection

Media can be a powerful way to share information, work with others, and support causes. Positive media coverage can increase and spread your message, attract support, and inspire action to get others involved. However, media attention can also show bias, use sensationalism, exaggerate stories, and share misinformation that can undermine your project’s credibility and impact. Reflect on how media representations did or did not influence your project experience and outcomes, and consider ways you can use media more effectively in the future.

Engage in open dialogue and critical analysis of media coverage with your peers and collaborators. Discuss the strengths and limitations of media platforms, the influence of different media narratives, and the ethical responsibilities of media producers and consumers. By critically evaluating the role of media in your project experience, you can better understand its impact and make informed decisions when navigating the media landscape in the future.

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Media Literacy Moment

Am I Media Literate?

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Instructions

1. Reflect individually on your Project Citizen journey and consider the ways media representations, coverage, and interactions influenced your project experience.

○ Did the media affect your project?

2. Choose one of the following reflection methods to express your insights creatively:

○ Creative writing Write a reflective essay, poem, or song discussing the impact of media on your Project Citizen project. Think about how media coverage influenced your understanding of the topic or affected your project’s outcomes. Consider how media-literacy skills can empower individuals to navigate media landscapes effectively and critically evaluate information.

○ Visual representation Create a visual representation, such as a poster, collage, or drawing, that showcases the influence of media on your project experience. Think about how media coverage influenced your understanding of the topic or affected your project’s outcomes. Consider how media-literacy skills can empower individuals to navigate media landscapes effectively and critically evaluate information. Use symbols, images, and captions to convey your reflections.

○ Audio reflection Record an audio reflection or podcast episode discussing the media’s role in shaping your Project Citizen journey. Think about how media coverage influenced your understanding of the topic or affected your project’s outcomes. Consider how media-literacy skills can empower individuals to navigate media landscapes effectively and critically evaluate information. Share personal anecdotes, examples, and reflections on media influence.

3. Share your reflections with your classmates or project team members. Discuss with your group the influence of the media on your Project Citizen projects.

Making Connections

Project Citizen Reflection Activity

Activity Directions

1. Stand in a straight line with your classmates.

2. Listen as your teacher reads a list of statements.

3. Think about whether you agree or disagree with each statement.

4. If you strongly agree with a statement, take a step forward. If you disagree or feel neutral, remain where you are.

5. Remember, it is okay if you do not move during the activity.

6. Once everyone has positioned themselves, those who moved forward can share a statement that resonated with them and how their perspective has changed since the beginning of the Project Citizen process.

7. If you did not move, reflect on why the statements did not resonate with you and share any insights or thoughts you have about the activity and your perspective.

8. Respectfully listen to others as they share their reflections. Be open to hearing different perspectives and ideas.

Statements

● I used to think that making a difference in my community was too difficult, but now I think I can have a meaningful impact.

● I used to think that adults did not care about what students had to say, but now I think they are more open to listening than I realized.

● I used to think that it was not my responsibility to address community problems, but now I think I have a role to play in shaping positive change.

● I used to think that public policy was boring and irrelevant to my life, but now I think it is crucial for improving the well-being of my community.

● I used to think that my voice did not matter in discussions about local issues, but now I think my perspective is valuable and can make a difference.

● I used to think that our project would not have much impact, but now I think it has the potential to create real change in our community.

● I used to think that working with others on a project like this would be frustrating, but now I think collaboration can lead to empowering solutions.

● I used to think that government officials were too busy to listen to students, but now I think they genuinely want to hear our ideas and perspectives.

● I used to think that civic engagement was something for adults only, but now I think it is important for students to get involved in shaping their communities.

● I used to think that advocating for change was pointless, but now I think it is empowering to take action on issues that matter to me.

Student Reflection

Reflecting on Project Citizen

Your class will work in four groups. Each group should discuss and record its responses to two of the following questions (e.g., Group 1: questions 1 and 2; Group 2: questions 3 and 4, etc.). Each group should also answer question 9. After completing your group work, you should share and discuss your responses with the class. The recorded responses of the four groups should be added as part of your documentation section.

1. What purposes of government was your proposed public policy designed to serve?

2. In the chart below are tasks performed in the Project Citizen process. Each of these tasks is an important right and responsibility of democracy. As a member of your community, how did you exercise your rights and responsibilities when fulfilling these tasks?

Task Performed in the Project Citizen Process

□ Discussing public problems with family, peers, and community members

□ Developing an engagement plan to advocate for proposed solutions

□ Deciding on problems to study through consensus or voting

□ Presenting the portfolio to a panel of adults

□ Gathering information on the problem from various sources

□ Evaluating alternative solutions to a problem

□ Checking proposed solutions with constitutional principles

Community Members’ Rights and Responsibilities

Example: I exercised freedom of speech while discussing real problems with my community members.

3. Which, if any, of the following purposes of government in a democracy would your proposed policy help to fulfill? Explain your answers.

○ Protecting the rights of individuals to life, liberty, and property

○ Promoting the common good

○ Promoting justice or fairness, including equal opportunities for all people

○ Providing safety and security

4. What have you learned about how your government is organized and the responsibilities of various government agencies? For example, what agencies at the local, state, or national levels did you find that are responsible for the following:

○ Making laws

○ Carrying out or administering laws

○ Enforcing laws

○ Managing disputes over the application of laws

○ Making sure citizens can see what their government is doing

○ Making sure public officials use fair procedures (due process of law) when they are gathering information and making decisions

5. What responsibilities of public officials in a democracy did you learn about when you were fulfilling the tasks of Project Citizen? For example, what responsibilities of public officials were involved when you asked them

○ for information about the problem you had chosen;

○ who in your government was responsible for dealing with such problems;

○ what their responsibilities were;

○ to listen to your opinions about the problem; and

○ to accept your proposed public policy solution to the problem?

Student Reflection (continued)

Reflecting on Project Citizen

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6. When you gathered information on the problem you selected, you may have found out about groups and organizations in civil society that were also interested in your problem. Answer the following questions:

○ What were the purposes and interests of each of the groups you identified?

○ How did these groups try to monitor and influence government?

○ What advantages do people gain from joining such groups?

○ What role do such groups play in a democracy?

7. The following is a list of some of the fundamental values and principles of democracy. Write which values and principles are related to your public policy project. Use examples from your experience to explain the connection between those values and principles to your project.

○ Values

▷ Individual rights

▷ Life, including quality of life

▷ Liberty or freedom

▷ Justice

▷ Equality ▷ Diversity ▷ Truth ▷ Common good

○ Principles

▷ Classical republicanism

▷ Classical liberalism

▷ Federalism

▷ Popular sovereignty

▷ Representative government

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8. The following is a list of citizens’ attitudes and character traits that are important in a constitutional democracy. Place a checkmark next to any that were related to the experiences you had in fulfilling the tasks of Project Citizen.

□ Individual responsibility

□ Self-discipline/self-governance

□ Civility

□ Courage

□ Respect for the rights of other individuals

□ Respect for law

□ Honesty

□ Open-mindedness

□ Dissent

□ Negotiation and compromise

□ Persistence

□ Civic-mindedness

□ Compassion

□ Patriotism

9. What did you gain from your experiences in fulfilling the tasks of Project Citizen?

○ What skills did you gain or improve?

○ What did you learn about the advantages and disadvantages of working collaboratively?

○ What do you think you did well?

○ What improvements might be helpful if you were to participate in activities like Project Citizen again?

Purpose

The purpose of this final chapter is to help you understand why citizen participation is important to democracy. You will discuss skills you need to remain an informed and engaged citizen, and you will discuss why your informed and active participation is crucial to American constitutional democracy. As we noted at the beginning of the project, all people are citizens of their community, and we hope you have experienced your citizenship in a powerful way. You also will learn more about how to use reliable sources to maintain an informed opinion about political issues.

How Can I Continue My Informed Engagement in My Community?

While completing the Project Citizen program, you learned ways to educate yourself on public policy and participate in civic life. Your responsibilities to informed and active engagement do not end with this project, though. In fact, your civic responsibilities are only beginning. You know now that civic virtue requires you to be well educated on political affairs and participate in political life. So, it is your responsibility to continue to educate yourself on what is happening in the world throughout your lifetime.

How Can I Continue to Have an Informed Opinion?

Many people have strong opinions on societal issues. Having opinions is easy. But having informed opinions takes thought and work, and it is work that you can and should continue to do. People who are informed in civic life will have factual knowledge to support their opinions. In fact, when it comes to civic engagement and responsible citizenship, an opinion is worthless unless it can be defended with reliable evidence. People with informed opinions will have given serious consideration to opposing viewpoints. Most importantly, they will be able to explain why opinions they reject are either flawed or not as convincing as the position they support.

Not all supporting evidence has the same level of credibility in political debates. In Chapter 1, you learned about founding principles of the U.S. Constitution. These were concepts that were at the heart of America’s founding document. In constitutional and policy debates, arguments based on founding principles will always be stronger than an opinion that is simply based on a person’s own moral code. Therefore, whenever possible, you should strive to explain how your opinion on a topic is connected to America’s foundational principles, since that type of argument will be the most persuasive in a constitutional or policy debate.

Conclusion

An informed and active citizenry is important to the survival of a constitutional democracy, which is why the Founders admired classical republicanism’s emphasis on civic virtue. If Americans fail to participate in their government, the government will no longer reflect the will of the people. This means that citizens must participate in elections and civic life. As the ultimate authority in our constitutional democracy, the people must monitor their leaders to make sure those in positions of power are representing and reflecting the will of the people.

in abuses of power by their governments, our constitutional democracy could dissolve. The Founders created a Constitution that was intended to limit abuses of power by the country’s leaders. However, the document can only limit abuses of power. It cannot completely prevent abuses from taking place altogether. The American governmental system depends on the people to be the final and ultimate check on governmental abuses. So, your responsibilities to informed engagement are crucial to America’s survival.

The Founders recognized that political leaders, if left unchecked, often begin acting in their own self-interests rather than in the best interest of the country. This is why the Constitution places checks on political leaders by establishing a system of limited government.

The people themselves, though, also must place checks on their political leaders. Being an informed citizen does not only mean having factual knowledge of policy debates—it also means being informed on the actions, or lack of actions, that leaders are taking in government. The people must demand that their leaders follow the rule of law and respect the Constitution. Responsible citizens must also be willing to hold their leaders accountable should these leaders disrespect the Constitution.

If the American people are ignorant to what is occurring in their society, or if they lose interest

As a responsible citizen of your community, you should continue to educate yourself and others on policy debates, and you should continue to engage in public life. You should also continue to speak out on public policies so other people in your community can learn from you. Your active participation in civic life, whether through political discussions, participating in public policy changes, or casting your ballot on election day, is part of your civic responsibilities. By engaging in these activities, not only do you fulfill your duties of citizenship, but you also serve as a model of civic virtue to your family, friends, and neighbors.

If the United States is to fulfill its historic mission of being a nation, in the words of Abraham Lincoln, “by the people, for the people,” dedicated to liberty and justice for all, it is essential for you to take part in your system of self-government.

Collaborate Together

Roles and Responsibilities of Citizens

Gallery Walk Instructions

Your class will participate in a gallery walk to explore different quotations about community citizens’ roles and responsibilities.

1. Form up to seven different groups to focus on one of the quotations below.

2. Each group will become experts on the quotation. Write the quotation on a blank piece of paper or large sticky note and then write answers to the questions related to the quotation.

3. Once your group has written your quotation and answers, put your work on your desks or hang it on the wall.

4. Visit each station in the classroom to learn about each group’s assigned quotation and their analysis.

5. At each station, bring a pen so you can write a “+1” next to a quote or group answer that resonates with you or a “?” next to any statements where you need more clarification. After reading the group’s work, feel free to write additional questions that come up for you.

6. Come together as a class to discuss insights, reflections, and findings from the gallery walk.

The quotations on the following pages address some of the roles and responsibilities of citizens in their government.

Roles and Responsibilities of Citizens

← Continued From the Previous Page

Group 1

If liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be best attained when all persons alike share in the government to the utmost.

—Aristotle, Greek philosopher

1. What argument can you make to support the idea that “all persons alike” must “share in the government to the utmost” in a democracy for liberty and equality to flourish?

2. If “all persons alike” must “share in the government to the utmost” in a democracy for liberty and equality to flourish, what are the responsibilities of citizens that this implies?

3. What argument can you make to support the idea that liberty and equality are more likely to be found in a democracy than in another form of government?

Group 2

I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is, not to take it from them, but to inform their discretion by education.

—Thomas Jefferson, Founder and third president of the United States

1. If the ultimate powers of a society are placed in the hands of the people, what responsibilities does this imply for individuals and the people as a whole?

2. What might be the consequences for democracy if a large number of people are “not enlightened enough to exercise their control with a wholesome discretion”?

3. What responsibilities does this imply for citizens and their government?

Collaborate Together (continued)

Roles and Responsibilities of Citizens

← Continued From the Previous Page

Group 3

Those who profess to favor freedom and yet depreciate [to lose value over time] agitation are men who want crops without ploughing the ground; they want rain without thunder and lightning. They want the ocean without the awful roar of its many waters. This struggle may be a moral one, or it may be a physical one, and it may be both moral and physical, but it must be a struggle. Power concedes nothing without a demand. It never did and it never will.

1. What are the potential consequences for democracy if citizens fail to actively engage in the political process and hold their government accountable?

2. How does the quote emphasize the importance of citizen empowerment and active participation in shaping the direction of society?

3. In what ways can citizens ensure that their voices are heard and their concerns addressed by the government, as advocated by Frederick Douglass?

Group 4

Democracy is not a state. It is an act, and each generation must do its part to help build what we called the Beloved Community, a nation and world society at peace with itself.

1. What is the importance of participation in democracy by “each generation,” as highlighted by the quote?

2. What does the quote mean by “Democracy is not a state,” and how does it differ from the “act” of democracy?

3. Reflecting on the words, what role do you believe young people can play in shaping the future of democracy?

—Frederick Douglass, American abolitionist and orator

—John Lewis, civil rights activist and United States congressman

Group 5

That power is in your person. And when you come together with other workers, other people, and they also understand that they have power, this is the way that changes are made. But you can’t do it by yourself. You’ve got to do it with other people. You’ve got to work together to make it happen.

—Dolores Huerta, cofounder of the United Farm Workers Association

1. What does Dolores Huerta mean when she says “power is in your person”?

2. Can you think of some examples in U.S. history when ordinary people came together to make a powerful change?

3. How can individuals today come together to create positive change in their communities, as suggested in the quote?

Group 6

The secret of our success is that we never, never give up.

1. Why is it important to keep trying to make change when you believe in something?

2. What role does resistance have in a democratic society?

3. Why is it important to listen to all voices and varied perspectives?

—Wilma Mankiller, first female chief of the Cherokee Nation

Making Connections

Roles for Participation in Democracy— Now What Do You Think?

The following are the same questions that you answered in Chapter 1. Without looking back to see what you wrote then, answer the questions again now that you have completed the Project Citizen program.

Once you’ve written your answers, compare your responses from before and after the program and discuss them with your class.

1. What are the responsibilities of citizens when participating in civic life? Explain your answer.

2. What can citizens do to influence the development and implementation of public policy in their community? Explain your answer.

3. How can citizens gain access to governmental agencies in their communities, their states, and the nation? Explain your answer.

4. Why is it important for people to be informed and active in civic life? What might be the consequences of individuals not participating in civic life or not being informed when participating? Explain your answer.

Student Reflection

Recording Your Commitments to Informed Engagement

Making commitments or a plan of action can make you more likely to achieve a long-term goal. Even though your time with Project Citizen may be coming to an end, how can you ensure your project goals continue? How can you build on what you have learned so far? Start by recording your immediate, mid-term, and long-term commitments to continuing your informed engagement in your community. Keep these commitments, or better yet, share them with your teacher, family, or friends to give yourself accountability. Immediate Commitments

Glossary

Note: Some of the following definitions are directly related to the ways terms are used in this text.

administrative agency A part of the executive branch of government that makes rules and regulations to carry out laws made by the legislature. Examples include the Department of Defense in the national government or the Department of Water and Power in a community government. Also called administrative authority, administrative body, or government agency See also executive branch

amendment A change in or addition to a document, such as the Constitution.

annotated bibliography A collection of sources that show where information gathered during research came from. Each source citation is annotated, meaning that it contains a brief summary explaining the source’s relevance to the topic being researched.

bias A tendency to agree with a particular perspective without considering or acknowledging different viewpoints.

bill of attainder An act of a legislature that inflicts punishment on an individual or group without a judicial trial.

Bill of Rights The first 10 amendments to the Constitution. It lists some basic rights of the people that the national government may not interfere with and must protect.

branch of government One of the three parts of government. These are the legislative, executive, and judicial branches. The legislative branch makes laws. The executive branch carries out and enforces laws. The judicial branch decides what laws mean when there are arguments about the laws.

cabinet A group made up of the heads of the departments of the executive branch. They advise the president.

checks and balances The sharing and balancing of power among different branches of government so that no one branch can completely control the others.

citizen A person with rights and privileges that are recognized by law under a system of government. In a broader sense, a citizen can also mean a member of a community.

citizen journalism Reporting of news by people who do not usually have formal training or experience as members of the press and who are not acting on behalf of a mainstream news organization.

citizenship Legal membership in a nation, country, or other self-governing community. In a broader sense, membership in a community with or without legally recognized membership status.

civic engagement Taking part in formal political processes and community activities outside of government.

civic learning The process of discovering how government functions and a person’s role in government.

civic virtue Putting the common good above individual interests.

civil dialogue Speaking to other people about political issues while remaining polite and considering differing points of view.

civil society Groups and organizations that are not a part of government; for example, youth groups, nonprofit organizations, labor unions, and religious groups.

classical liberalism A philosophy that asserts that all people are born with natural rights.

classical republicanism The ideals and practices of ancient Greek or Roman city-states that emphasized civic participation and the responsibility of citizens for the well-being of their country. Actions by citizens that placed the common good above personal self-interest were especially prized.

common good Something that is good for everyone as opposed to just a favored few. Examples would be people cooperating to keep a clean and healthy environment or laws made by government to make sure that air and water are safe to breathe and drink and people’s rights to life, liberty, and the pursuit of happiness are protected.

community A group of people who live together in a certain area.

community engagement Taking part in the public affairs of a person’s neighborhood, city, or local area.

concurrent powers See shared powers.

confirmation bias The tendency for a person to believe only information that agrees with what they already think and believe and ignore anything that disagrees with them.

Congress The legislative, or lawmaking, branch of the national government of the United States. It is composed of the House of Representatives and the Senate.

consent of the governed The idea that the people agree to obey the laws and the government they create.

constituent A person who is represented by an elected or appointed official.

constitution A set of customs, traditions, rules, and laws that sets forth the way a government is organized and operated. Often capitalized when referring to the U.S. Constitution.

constitutional democracy A government in which the powers of the ruler or rulers are limited by a constitution and the people elect representatives to make laws for them or directly make laws, usually through referendums or ballot initiatives. This involves free, fair, and regular competitive elections and requires freedom of speech, free political association, and the rule of law.

credibility Believability.

cyberbullying When a person is harassed, threatened, or intimidated on social media or through another form of electronic communication, such as text messaging.

democracy A form of government in which all citizens exercise political power, either directly or through their elected representatives. The literal meaning of this term from ancient Greece is “rule of the people.” See also constitutional democracy.

democratic principles The basic ideas that form government in a representative democracy.

digital footprint The record of a person’s activities online or using digital devices. Examples include photos, comments, follows, likes, text messages, purchases, and search history.

disposition A person’s normal attitude toward something.

domestic tranquility As used in the Preamble to the Constitution, this phrase means a peaceful situation within our country.

due process The requirement that procedures used by government in gathering information and making decisions be reasonable and fair.

engagement plan A list of the steps a Project Citizen class should take to get government to accept the public policy solution the class is proposing to address a problem in the community.

enumerated powers Those rights and responsibilities of the U.S. government specifically provided for and listed in the Constitution.

Electoral College The group of presidential electors who cast the official votes for president and vice president after a presidential election. Each state has a number of electors equal to the total of its members in the Senate and House of Representatives.

enlightened self-interest The idea that people who act to further the interests of others ultimately serve their own needs.

executive branch The part of government that is responsible for carrying out and enforcing laws made by the legislative branch.

ex post facto law A law that makes an act a crime that was not a crime when the act was committed, that increases the penalty for a crime after it was committed, or that changes the rules of evidence to make conviction easier. Ex post facto laws are forbidden by Article I of the Constitution.

federalism A form of government in which power is divided and shared between a central government and state and local governments. See also supremacy clause.

free press Media organizations that are able to report the news without government interference.

freedom of speech The right to express one’s beliefs, ideas, or feelings.

general welfare The good of all the people.

government The organization through which political authority is exercised.

Great Law of Peace One of the oldest living constitutions, also known as the Iroquois Confederacy Constitution. The Great Law of Peace outlines a system of checks and balances, guarantees political and religious freedom, and relies on consensus for decision-making. Many scholars believe that Benjamin Franklin favored parts of the Great Law of Peace and used his position to influence other Founders. See also Haudenosaunee.

Haudenosaunee A group of Native American tribes that is also known as the Iroquois Confederacy. This confederacy, or political organization, is composed of the Mohawk, Oneida, Onondaga, Cayuga, and Seneca tribes. Haudenosaunee means “people of the longhouse.” See also Great Law of Peace

identity theft The stealing of someone’s personal information, which is often used to create fraudulent credit card transactions or commit other crimes.

ideology Ideas that are associated with a particular political party or system.

inalienable rights Fundamental rights inherent to being human that every person therefore possesses that cannot be taken away by government or another entity. This phrase was used in the Virginia Declaration of Rights and the Declaration of Independence. Inalienable is sometimes spelled unalienable.

individual rights Specific rights that belong to each person, such as those listed in the Bill of Rights.

inquiry The process of asking questions to discover answers to topics that are of interest to a person.

interest group An organization that advocates for public policy that favors a particular political or social cause.

Iroquois Confederacy See Haudenosaunee.

judicial branch The part of government that is responsible for managing disputes over the meaning, interpretation, and application of the law.

legislative branch The part of government that is responsible for making laws and overseeing how they are implemented and enforced by the other branches of government.

limited government A constitutional system governed by the rule of law. Written or unwritten constitutions are used to empower and limit government.

local government A system of elected representatives and appointed officials who make laws, rules, and regulations to manage the public affairs of a community. This includes county and city offices and school boards.

media Information created to inform or entertain others. Examples include news articles, videos, podcasts, social media posts, music, and books. People and organizations that produce news or informative content are often called “the media.”

media literacy The skills to critically analyze and evaluate the information presented in media sources, including newspapers, television, radio, and digital platforms.

misinformation False, inaccurate, or misleading claims or information.

national government The organization having central political authority in a nation.

natural rights Basic rights, such as those to life, liberty, and property.

phishing Deceptive communications, often spread through email, text messaging, or social media, designed to capture a person’s personal information, such as usernames and passwords, or gain access to a larger network.

platform A website, app, or other form of communication that allows users to spread information.

political process A system in a representative democracy that allows people to make and influence public policy and political decisions.

popular sovereignty The natural rights concept that ultimate political authority rests with the people.

portfolio In Project Citizen, a digital or physical system that explains a class’s research and proposed public policy. It is composed of two parts: (1) a foursection display and (2) a documentation section.

Preamble of the United States Constitution

The introduction to the Constitution. It states that the people establish the government and lists the purposes of the government.

private sphere See civil society

procedural justice The principle that government must respect all, not some, of a person’s legal rights. Government must not subject individuals to unreasonable, unfair, or arbitrary treatment.

public life The affairs of a community that support the common good.

public policy An agreed-upon way that our government fulfills its responsibilities and solves problems. Some public policies are written into laws by legislatures. Other policies are contained in rules and regulations created by administrative branches of government—the branches responsible for carrying out and enforcing laws.

public-policy problem Issues in a community that can best be handled by government rather than by individuals or people outside of government.

pursuit of happiness An “unalienable” right stated in the Declaration of Independence. It is the right of Americans to pursue personal fulfillment in their own way as long as they do not violate the rights of others.

qualified voter A person who has the right to vote in an election or referendum.

ratify To formally approve of something. Each state had to ratify the Constitution after it was written in 1787.

representative A person elected to act and speak for others.

representative government A system of government in which the people elect officials to make and administer laws for their country.

rule of law The principle that both those who govern and those who are governed must obey the law and are subject to the same laws. This principle is contrasted to the “rule of men,” in which those in power make up the rules as they please. The rule of law requires an independent judicial branch.

school board An elected part of local government that makes rules and policies governing public schools.

self-government The principle that the people of a country decide how to govern themselves, rather than a monarch or unelected group of people.

self-interest One’s personal concern rather than the concerns of the community. See also enlightened self-interest.

separation of powers The division of powers among the different branches of government. In the United States, powers are divided among the legislative, executive, and judicial branches.

shared powers Legislative powers not completely separated between the branches of government.

showcase In Project Citizen, a public display and presentation of public policy portfolios. These are often evaluated by volunteer judges who rate each portfolio using a set of standards. See also portfolio.

sovereignty The ultimate and supreme power in a country. The citizens of the United States are the sovereign people, meaning that they have the highest authority or power in the nation.

state government The elected and appointed officials who represent and act on behalf of the people in a state. Like the national government, each state has a legislative, executive, and judicial branch.

state legislature The part of the state government that is responsible for making laws and overseeing how they are implemented and enforced by the other branches of government.

supremacy clause Article VI, Section 2 of the Constitution, which states that the Constitution, laws passed by Congress, and treaties of the United States “shall be the supreme Law of the Land” and binding on the states. See also federalism.

transparency As it applies to government, openness to public scrutiny. One of the fundamental principles of American government is that most discussions and decisions of government officials should be open to the public.

unalienable rights See inalienable rights.

values Beliefs that motivate people to act in a certain way.

warrant An order by a judge authorizing a police officer to make an arrest or search or perform some other specific act.

Photos on pages vi, 1, 18, 29, 30, 33, 34, 35, 36, 50, 53, 54, 60, 63, 64, 77, 78, 85, 87, 89, 90, 91, 93, 99, 100, 103, 104, 107, 108, 116, and 121 licensed courtesy of Adobe Stock Images.

Photo on page 55 licensed courtesy of Freepik.

Photo on page 122 by Marion S. Trikosko, “John Lewis speaking at a meeting of American Society of Newspaper Editors, Statler Hilton Hotel, Washington, D.C.,” 1964. https://www.loc.gov/item/2011647994/.

Photo on page 123 by Paul Sakuma, “United Farm Workers co-founder Dolores Huerta laughs after seeing a mural of herself when she was in her 30s, during a dedication of the Cesar Chavez Monument on the San Jose State University campus in San Jose, Calif.,” Thursday, Sept. 4, 2008. Licensed from AP Photo.

Photo on page 123 by J. Pat Carter, “Wilma Mankiller, who was chief of the Cherokee from 1985 to 1995, put much of her focus on education, health and housing.” Licensed from AP Photo.

All illustrations by Bradford Pilcher.