History Nerdfest 2018: Civic Engagement in actual practice – handouts, resources, and rubrics
It ranks right up there with the Holiday season, KC Chiefs football, and the first weekend of the college basketball tournament. It’s National Council for the Social Studies conference week. I’m lucky enough to get front row seats and am trying to live blog my way through it.
Civic Engagement is one of the latest social studies buzzwords. And hopefully it’s one that sticks around a while. We want kids to identify problems in their communities, develop creative solutions, and implement those solutions in the real world.
But there’s a ton of conversation about what civic engagement actually looks like in practice. Whitney Wilda and Chris Wilbur of Hinsdale Central High School in Hinsdale, Illinois have developed their own version of how it can play out with a semester long civic engagement process. They use this with 10th graders.
And the awesome thing is that they’re sharing it all with us. Get the full 24 pages of handouts, resources, and rubrics at this Google Doc. But I’ve posted some of it below. Pick and choose, adapt what works for you.
As part of your experience in American Politics and as part of living in a democratic society, you will be asked to become an engaged citizen throughout the semester. This process will be a commitment towards identifying your beliefs, completing actions that show you are civically engaged, and writing about your experiences in various areas. Throughout this semester, you will be given opportunities to learn about your political ideologies and responsibilities as part of living in a representative democracy.
Civic engagement is “working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes.”
The following is a checklist that gives a great overview of what Whitney and Chris have students complete as part of the process.
Checklist Portfolio Component/Assignment
Part I: My Beliefs
______ Advocacy Assignment
______ Political Ideology/Typology
Part II: My Actions
Service Learning Assignments
______ Service Learning Contract #1
______ Service Learning #1
______ Service Learning Contract #2
______ Service Learning #2
______ Local Governmental Meeting
Part III: My Reflection
______ Final Portfolio