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Uncooked: We have municipal electric in town and working with the light department to have students advocate at home/school eco / energy saving ideas. 

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Uncooked: We have municipal electric in town and working with the light department to have students advocate at home/school eco / energy saving ideas. 

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For those of us working the first time through this process, it would be nice to tap into your experience by asking for any slides, templates, and tasks that would structure this project down for our students into manageable chunks and specific time slots.-Ron

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I am wondering about time frames and placing this project in. I do like the idea of doing it after we talk about the Progressive Era.

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Students making a local impact that can help them, others, or the students who come after them.
Uncooked Idea: More and more students are seeing mental health in their schools/communities as a major issue. Is there a way to best tackle that with this project?
How early should we be starting this and how often should they be given class time to work on it between other parts of the curriculum?

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Do you recommend one project per class, per group of 4, per individual? Are all of these options acceptable?

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I noticed that much of the literature stresses "student led" projects. How do you get students engaged in thinking about projects before beginning to implement one.

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What do you think is the best way to group students when working on the civics project? By class? Small group? Partners?

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How can students get something meaningful out of the project in a limited timeframe? I can’t really start until after the AP exam in May, and that limits me to about a month. Last year student feedback was they found the project frustrating because they didn’t really have enough time to accomplish anything.

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My question is what are some strategies for grouping the students. I tried doing it solely based on topic interest last year and there was a lot of push back from students.

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My question is what are some strategies for grouping the students. I tried doing it solely based on topic interest last year and there was a lot of push back from students.

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How might a local museum provide *local* historical context, as well as contemporary information, to support you students’ learning/projects. Specifically, working with a historic house owned by a family involved in the illegal opium trade in the 19th c. With connections to the contemporary opioid crisis here in MA.

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Our students did an excellent job last year completing the Civics Action Project.  The final projects were presented in a showcase style with members of the community invited to come in to view the trifolds.  I am looking to direct students to areas that are new.

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Our students did an excellent job last year completing the Civics Action Project.  The final projects were presented in a showcase style with members of the community invited to come in to view the trifolds.  I am looking to direct students to areas that are new.

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I see it being a step-by-step process that we do with the students throughout the year, which culminates in a fully thought out project plan.

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I see it being a step-by-step process that we do with the students throughout the year, which culminates in a fully thought out project plan.

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I am wondering if other teachers have found it more successful doing the project in steps throughout the year, or doing it all at once at the end of the year. In either case, I'm wondering how you can also cover all of the content.

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I am wondering if other teachers have found it more successful doing the project in steps throughout the year, or doing it all at once at the end of the year. In either case, I'm wondering how you can also cover all of the content.

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What resources can you recommend to inspire students to make connections to possible project ideas?

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How much in-time class do you give for the action civics project, and how long is your class in total (year-long, half-year, etc.)?

Do you require or allow your students to leave your school during class time to implement the action civics project? If so, what are some of the logistical hurdles you've faced in getting students out? Do you expect/require your students to do the action part of the project outside of class time?

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How narrow/specific and/or local should students' projects be?  Can students take on a statewide issue?  A national issue?  Any examples in this regard?

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How narrow/specific and/or local should students' projects be?  Can students take on a statewide issue?  A national issue?  Any examples in this regard?

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I have supported student-led civics projects for a few years and still struggle with students who "refuse" to participate. I am wondering how we can modify the scope of projects to be sure that all students participate in a way that is meaningful to them and their community.

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Last year (end of February) I had a class of seniors research the situation in Ukraine (as it was unfolding...) and present the info to the school. They then organized a donation drive for a local organization that sends needed items to refugees. We collected six SUV loads of medical supplies, clothing, non-perishable food etc. Not a local action, but it definitely helped them think about the world at large and find a way to help locally. 

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Last year (end of February) I had a class of seniors research the situation in Ukraine (as it was unfolding...) and present the info to the school. They then organized a donation drive for a local organization that sends needed items to refugees. We collected six SUV loads of medical supplies, clothing, non-perishable food etc. Not a local action, but it definitely helped them think about the world at large and find a way to help locally. 

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As you have done this a few years in a row - and in each of those years your students have reached out to local stakeholders in the community has there been any fatigue (for lack of a better word) on the part of those community stakeholders?

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As you have done this a few years in a row - and in each of those years your students have reached out to local stakeholders in the community has there been any fatigue (for lack of a better word) on the part of those community stakeholders?

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What if the students have no buy in...no interest?

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Narrowing down questions to focus on in each stage

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Narrowing down questions to focus on in each stage

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I am trying to approach each stage from a Backward Design lens, by starting first with overarching goals and essential questions, then working backward to determine how to assess student learning, and what learning experiences students will need.

But I am noticing that each stage has a lot of "Potential Guiding Questions". For example, Stage 1 alone has 10 questions. Should I be focusing on all of the potential questions? Should I be narrowing it down to just a few? If the latter, how do I choose which questions to focus on?

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Understanding that not all action civics projects are equal in complexity, do you find that the students are able to do most of this work within the school day?  If not, how much time are you spending outside of school hours?

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Understanding that not all action civics projects are equal in complexity, do you find that the students are able to do most of this work within the school day?  If not, how much time are you spending outside of school hours?

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Project size & scoping (indiv. vs. group, etc.) GJames

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Project size & scoping (indiv. vs. group, etc.) GJames

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Local clean up projects (last year was my first year doing CAP), and a lot of kids wanted to do neighborhood clean up projects. We got through implementation phase, but not the projects themselves. In my class, kids chose individual projects, but sat and collaborated on ideas, including how to fill out content from the iCivics CAP workbooks. Do you think small groups of 5 to 6 are best (on projects)? Or, one whole class? And how much time should the whole CAP time be given, if your class times are approx. 45 mins./day? How much research did the students do, and is it best to make that a shared research project formula (to lighten the load)?  Separately, I had a lot of kids that wanted to advocate for causes (research). None did OpEds, but I like that idea.

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School based concerns - that's the world for most 8th graders. Self advocating for their concerns/wants.

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My high school school is yet to implement the project. We are considering placing it in an existing history course (likely junior year) or requesting approval for a 4th year senior year mandatory Civics class (1/2 year or full year). Do you have any advice for us on project placement?

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I'd like to see projects which impact local issues and challenge students to think creatively about possible solutions.

I am wondering about building buy in from students and teachers to dig deep and really explore issues and personal connections throughout the school year.

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What is the best long term timing for this project with other demands such as MCAS, other school activities.

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Last year, my students proposed a mural for our new school. They wanted to work with a professional artist to create an original piece that would visually represent our core values and culture. We talked about art as a politic statement and the students were very excited. Unfortunately, we ran out of time and those kids are now in high school. Do others find that it is hard to determine when to start this project and how long it will actually take? I am new to this (second year as a Civics teacher)!

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voter registration drive?  Educate about importance of voting, also history of voting rights....etc.   

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voter registration drive?  Educate about importance of voting, also history of voting rights....etc.   

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I currently run a Sustainability Project where student groups research a sustainability topic of their choosing. Topics can run the gamut from renewable energy issues to substance abuse and teen stress. Only requirement is each project must have a local angle and each research group must interview a local expert.

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What scaffolds can we provide for inclusion classes in order to make the project accessible and as equal as we can make it for all students?

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What do you SEE/VISUALIZE for the Civic Action Project in your own class?

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What do you SEE/VISUALIZE for the Civic Action Project in your own class?

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What are you WONDERING about? (curiosities, possibilities, uncooked ideas, etc.)

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What are you WONDERING about? (curiosities, possibilities, uncooked ideas, etc.)

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What QUESTIONS would need to be resolved before you could start planning your project?

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What QUESTIONS would need to be resolved before you could start planning your project?