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I have this idea that students should demonstrate that they have taken not only the manditoary course work in Social Science, but have also taken academic electives that are offered (or will be offered) by The Social Science Department in the future.

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1) If students are having to meet all 8 criteria, who/what groups are responsible for signing off/approving of what students submit as proof?

2) I like the examples for Criteria 5, but how would one go about documenting them? If a student says they demonstrated a sense of "civic duty at local, state, national, and global levels" by attending and participating in a civic event, what type of proof/evidence, if any, would we require?

3) Can a student earn the seal during any time period within 9-12? In other words, can they start and finish meeting all criteria their senior year?

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5- Exhibit character traits that reflect civic-mindedness and a commitment to positively impact the classroom, school, community and/or society. - post any comments below 

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5- Exhibit character traits that reflect civic-mindedness and a commitment to positively impact the classroom, school, community and/or society. - post any comments below 

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1. Civic mindedness may encompass:

Concern for the rights and well-being of all and a desire to contribute to the common good, including members of groups historically disenfranchised by virtue of race, ethnicity, language background, gender, sexual orientation, disability, or other social identity;

A proactive commitment to equity, inclusivity, racial and ethnic diversity, fairness, and dismantling structures and practices that have previously excluded select groups from civic participation (e.g., connecting the Fifteenth Amendment’s suffrage protections to address anti Black racism, racism and discrimination against other racial minorities and immigrants, including but not limited to Native Americans, Latinx, Asian Americans and other language minorities protected by the Voting Rights Act; and the Nineteenth Amendment’s protection of women’s right to vote);

Appreciating and seeking out a variety of perspectives and valuing differences, including those voices that are underrepresented or marginalized;

Having a sense of civic duty at local, state, national, and global levels;

Being aware of the value of their own experiences, their knowledge of their community, and their power to change things for the better, as well as respect for contributions of other members of the polity who do not share the same racial, cultural, or economic background.

2. Evidence of observed character traits that reflect civic-mindedness and a commitment to supporting the school, community, and/or society may include:

Speaking and engaging others with respect, civility, and welcome, especially those who are different and/or have diverse racial or ethnic backgrounds or opposing views;

Demonstrating empathy and understanding through inclusion and helping to elevate the voices of others; Standing up for oneself or another student who is experiencing bullying, harassment, discrimination, exclusion or unwanted attention; and leading a group to work toward providing a common good.

3. Evidence of ongoing civic engagement may include:

Demonstrating civic engagement at various points throughout one’s schooling experiences by engaging with one or more groups or organizations that attend to community or societal priorities in addition to forms of engagement that are part of a required classroom experience.

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4- Demonstrate civic knowledge, skills, and dispositions through self-reflection - post comments below

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4- Demonstrate civic knowledge, skills, and dispositions through self-reflection - post comments below

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Not only do the abilities to analyze and critique their own work, collaborate, take action, and self-reflect help students fulfill the SSCE criteria, but they also ensure that an eligible candidate for the SSCE is college, career, and civic ready.

Through self-reflection, the student will demonstrate civic knowledge, skills, and dispositions. Some options for student self-reflection include, but are not limited to:

How the student engaged with individuals, groups, and/or organizations to advance a common good (for the student’s community and/or society as a whole) or a democratic ideal, such as equity and justice;

What the student learned and how the student has personally grown through the civic engagement activity;

The extent to which the efforts had their desired impact, and what might be done differently or additionally to create deeper or more lasting change; and

How the student was involved in the project or engagement activity over an extended period of time.

Self-reflection may be exhibited in a variety of formats (written, oral, digital, audio, video, multimedia, etc.), and may include the project’s impact on the student’s learning and growth in civic skills. This may include working with others, the interdisciplinary skills applied, the effectiveness of the action taken for the community the student endeavored to serve, and ideas for further or future work. Some examples include:

A capstone project or portfolio with self-reflection on project activities

A public presentation regarding information on roadblocks, or issues that happened within the civic engagement activity;

A public presentation such as (but not limited to) a video, slide show, speech, meeting with a policy maker;

A written essay explaining why an activity was chosen; what activities were undertaken; what was learned; what civic skills, competencies, and knowledge were gained; how the efforts impacted the community; and how the activity may inspire future civic engagement activities for the student or others.

The reflection or presentation should reflect a student’s choice of civic engagement activities. LEAs might consider an annual or bi-yearly civics showcase event for students to have a platform to present their civics engagement work.

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3- Participate in one or more informed real world civic engagement project(s) - post any comments below

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3- Participate in one or more informed real world civic engagement project(s) - post any comments below

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When taking informed action, students may be encouraged to choose and define problems in their own communities, investigate root causes and possible solutions, develop and implement plans to address those problems, and reflect on their actions to help them develop identities as citizens with rights and responsibilities. This type of civic engagement augments service learning by encouraging students to consider influencing institutional policies along with other options for addressing problems. Students ’ informed action should be significant as evidenced by the duration, depth, and/or impact of their engagement in the school and/or community. Efforts may be undertaken individually, with classmates, or in partnership with community members and organizations. LEAs are encouraged to form ongoing partnerships with community organizations that may help guide students to acts of civic engagement unique to their own community. LEAs may also encourage students to develop ongoing civic engagement projects that develop over time as their communities ’ needs also change. By forming long-term community partnerships, this could present LEAs with an opportunity to incentivize ongoing civic engagement for students beginning at preschool and kindergarten.

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2- Demonstrate a competent understanding of U.S. and California constitutions: principles, concepts, and processes - post any comments below

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2- Demonstrate a competent understanding of U.S. and California constitutions: principles, concepts, and processes - post any comments below

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Students must complete grade-level history-social science (HSS) course requirements. LEA encouragement of student participation in local meetings related to all three branches of government may also be considered. LEAs may encourage the integration of experiential learning opportunities into these courses, including civic discussions and simulations. LEAs may also consider encouraging grade eleven student fulfillment of the criteria in order for a seal to be affixed to a transcript for use in post-secondary college applications.

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1-Engaged In Academic Work  - make any comments below

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1-Engaged In Academic Work  - make any comments below

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Being enrolled in and attending classes, and/or on track to graduate or earn a Certificate of Completion—using district or state requirements

Demonstrating academic improvement for all youth (challenges faced by students who are English Learners [EL], homeless, in foster care, incarcerated, and/or in alternative school settings, should be considered)

Building constructive relationship(s) with the school community, (e.g., prosocial behaviors)

LEAs may also consider using student Individualized Education Programs (IEPs) to specify levels needed for students to be on track to receive a Certificate of Completion or otherwise productively engaged in academic work.

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Students should complete 30 hours of civics service

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Students should complete 30 hours of civics service

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If you disagree with the quantity of hours, please suggest an alternative amount. Colleagues can give a thumbs up if they agree or provide a comment if they have a different viewpoint

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Students should pass US History and US Government (on level or AP)  

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Students should pass US History and US Government (on level or AP)  

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Civics Seal hours should count in grades 9-12 and should be introduced to all 9th grade students