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Revitalizing K-12 Civic Learning in California

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Revitalizing K-12 Civic Learning in California

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Revitalizing Civic Learning in California

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Six Proven Practices for Civic Engagement

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Six Proven Practices for Civic Engagement

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Six Proven Practices for Civic Engagement

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Teaching Civic Engagement Across Disciplines

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Teaching Civic Engagement Across Disciplines

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On September 10, 2020, the State Board of Education (SBE) adopted criteria and guidance to award a State Seal of Civic Engagement (SSCE) to California students who demonstrate excellence in civics education and participation, and an understanding of the United States Constitution, the California Constitution, and the democratic system of government. By adopting these criteria, California joined a small but growing number of states that formally recognize and promote student civic engagement with seals to affix to student transcripts, diplomas, or certificates of completion.

Additional resources will be posted to this web page as they become available. Follow us on Twitter for updates.

The California Department of Education (CDE) is curating resources to support local implementation of the SSCE on the California Educators Together SSCE Group . Create a free account to join and gain access to expanding collections of resources aimed at developing local SSCE programming and supporting civic learning and engagement for all students.

Overview and Participating Educational Agencies

In October 2017, then-Governor Jerry Brown signed Assembly Bill 24 into law. The law required the State Superintendent of Public Instruction (SSPI), on or before January 1, 2020, to recommend to the SBE criteria for awarding a SSCE to pupils who have demonstrated excellence in civics education and participation and an understanding of the United States Constitution, the California Constitution, and the democratic system of government. The law also required the SSPI to consider, among other criteria, the successful completion of history, government, and civics courses, including courses that incorporate character education and voluntary participation in community service or extracurricular activities.

A hallmark of the SSCE is its accessibility to all students, regardless of their backgrounds, communities, and experiences. This includes taking into consideration how local educational agencies (LEAs) can support California's most underserved students in earning the seal in ways that may not always mirror traditional student paths to civic engagement and learning. As civic engagement may look different from community to community, the CDE encourages LEAs to work with local and statewide organizations to develop local criteria and to design and implement impactful civic engagement programs and pathways that reflect community interests, needs, and resources.

The CDE is deeply thankful to the following organizational partners that helped to develop the SSCE criteria. These organizations are also gathering resources to support local implementation efforts:

The CDE especially thanks the APT Work Group, which designed and contributed the image used for the SSCE insignia.

Participating Local Educational Agencies

Additional reports will be added to this list annually, as they become available.

2021-22 List of Participating LEAs (XLSX)
List includes participating districts and schools by county for the 2021-22 school year. Each tab on the Excel spreadsheet represents a different participating county.

2020-21 List of Participating LEAs (XLSX)
List includes participating districts and schools by county for the 2020-21 school year. Each tab on the Exel spreadsheet represents a different participating county.

State Seal of Civic Engagement Criteria

The five criteria presented below are meant to provide local educational agencies (LEAs) with a framework for making determinations of student qualifications required to earn the SSCE, based on their own local contexts. The criteria are written to ensure that no student is excluded from an opportunity to earn the SSCE based on academic ability, alternative school settings, or unique or unconventional expressions of civic engagement.

The student must:

1. Be engaged in academic work in a productive way;

2. Demonstrate a competent understanding of United States and California constitutions; functions and governance of local governments; tribal government structures and organizations; the role of the citizen in a constitutional democracy; and democratic principles, concepts, and processes;

3. Participate in one or more informed civic engagement project(s) that address real-world problems and require students to identify and inquire into civic needs or problems, consider varied responses, take action, and reflect on efforts;

4. Demonstrate civic knowledge, skills, and dispositions through self-reflection; and

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

State Seal of Civic Engagement Criteria Development

To learn about the development of the criteria, please visit the SSCE Criteria Development web page.

Per the State Board of Education adoption of the criteria, the CDE is exploring ways to integrate civic engagement and the SSCE into the College and Career Indicator of the California School Dashboard. This work has been paused due to a large-scale re-architecture of the California Longitudinal Pupil Achievement Data System. Collection of any additional data, including data related to civic engagement, will be delayed until the 2022-23 school year.

State Seal of Civic Engagement Implementation Guidance

Pursuant to California Education Code sections 51470-51474 , the California Department of Education (CDE) is responsible for developing and publishing criteria for students to earn the SSCE, and also for overseeing the process for developing and disseminating the insignia to LEAs. In addition to ongoing updates to its web pages, the CDE will provide additional guidance to LEAs through technical assistance webinars. These will include an overview of the SSCE, implementation supports, and guidance for ordering the insignia. When ordering insignias, districts will self-certify that students earned the SSCE based on locally-created criteria.

The SSCE Implementation Guidance for each criterion offers ideas and considerations to structure local requirements to award the SSCE, using the criteria set forward by the CDE as a foundation. Each LEA should develop criteria considering its own local context to ensure maximum accessibility for all students, at all grade levels, including those in alternative school settings. Local governing boards are encouraged to approve or adopt their own policies regarding implementation of the SSCE criteria.

Implementation Resources

Procedures and Forms for Awarding the State Seal of Civic Engagement

Additional technical assistance and knowledge-building resources to support local educational agencies (LEAs) in ordering SSCE insignias will be posted under this tab as they become available.

2022-23 SSCE Insignia Request Form
LEAs seeking insignias for the 2022-23 school year should use this link to request insignias at least four weeks before they are required. LEAs that need to request additional insignias, or make corrections to 2022-23 insignia requests, should also use this link.

Overview of the SSCE (PPTX)
This presentation provides a general overview of the SSCE Program, including historical information and next steps for LEAs.

Local Programming (PPTX)
Suggestions for LEAs beginning to implement the SSCE locally.

Frequently Asked Questions
Responses to the most frequently asked questions about the SSCE.

External Websites Dedicated to State Seal of Civic Engagement Implementation

The websites listed below have been developed by organizations that are supporting LEAs implementing the SSCE.

Resources to Support General Student Civic Engagement

Guidance and resources for student civic engagement are available on the CDE Resources to Support Student Civic Engagement web page.

Statewide Civics Recognition Opportunities

Many LEAs that offer the SSCE also participate in other statewide civics recognition opportunities.

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Information and resources regarding the State Seal of Civic Engagement.

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California Courts - Judges in the Classroom

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California Courts - Judges in the Classroom

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Step 2: Coordinate

Once a match is made, the teacher and judge coordinate directly. Our matching system will notify you if or when a judge is available. Note: judges may require requests up to 6 weeks in advance due to their busy court calendars.

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Once a match is made, the teacher and judge coordinate directly. Our matching system will notify you if or when a judge is available. Note: judges may require requests up to 6 weeks in advance due to their busy court calendars.

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The Content, Literacy, Inquiry, and Citizenship Project

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The Content, Literacy, Inquiry, and Citizenship Project

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Overview

California's HSS Framework asks teachers to fundamentally shift the context for teaching and learning. Rather than learning HSS content for content's sake, teachers are tasked with building students' capacity to apply their knowledge of history and social science to current, real world situations. By using examples and data that are readily relevant to youth, teachers address the, "Why do we have to learn this?" question posed by many students. As this applies to civic learning and civic engagement, resources developed under the Content, Literacy, Inquiry, and Citizenship Project have been grouped into two distinct, but related categories: Classroom approaches to civic learning and fostering student advocacy outside of the classroom. Each category is critical to ensuring that students have a comprehensive and meaningful civic learning experience.

Schools that support high-quality civic education programs provide students with opportunities to be engaged, motivated, and committed to their educational progress. Appendix E of the HSS Framework (161k PDF) makes the case for schools and districts to intentionally infuse civic education into their course of study. This can be a valuable resource for those interested in addressing civic education across the HSS curriculum.

Service learning is far more than community service alone; high-quality service learning experiences incorporate intentional opportunities for students to analyze and solve community problems through the application of knowledge and skills. Service-learning helps to make education real, connecting academic skills and knowledge to issues that matter to young people. In Appendix H (138k PDF), educators are provided with the basic tenets and examples of civic-focused service learning.

Students create a root cause tree researching the causes and effects of mental health issues of youth

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California's HSS Framework asks teachers to fundamentally shift the context for teaching and learning. Rather than learning HSS content for content's sake, teachers are tasked with building students' capacity to apply their knowledge of history and social science to current, real world situations.

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Beyond the Ballot is an initiative of Generation Citizen to turn the unprecedented negativity and frustration caused by the 2016 presidential election into meaningful and passionate participation. We want to begin a path to rebuild the foundations of our democracy. Our initiative is meant to teach, inspire, and empower the next generation to engage with-and lead-the political system.

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Generation Citizen | Empowering Young People

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Beyond the Ballot is an initiative of Generation Citizen to turn the unprecedented negativity and frustration caused by the 2016 presidential election into meaningful and passionate participation. We want to begin a path to rebuild the foundations of our democracy. Our initiative is meant to teach, inspire, and empower the next generation to engage with-and lead-the political system.

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Free lessons and assessments that help you teach students to evaluate online information that affects them, their communities, and the world.

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Civic Action Project is a partnership of Constitutional Rights Foundation and The Annenberg Foundation, supported by the S. D. Bechtel, Jr. Foundation. (c) 2019, All Rights Reserved. Constitutional Rights Foundation, 601 South Kingsley Drive, Los Angeles, CA 90005 - 213-487-5590 - crf@crf-usa.org.

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President Franklin Delano Roosevelt once said, "We cannot always build a future for our youth, but we can always build our youth for the future." At the California Department of Education (CDE), we work to help California educators build our youth to be successful and engaged citizens.

Educators, administrators, students, families, community members, and others are encouraged to use these resources to support civic engagement inside and outside the classroom, especially as students work to earn the California State Seal of Civic Engagement (SSCE). Please use the contact information at the bottom of the page if you have questions, or to learn more about the SSCE.

Distance Learning During COVID-19

Students can still be civically engaged, even in this new and rapidly changing educational landscape. Many of the resources listed on the tabs below can be adapted for distance learning, and some programs are already providing resources designed for a virtual environment. Additionally, the links below contain several resources specifically designed to teach civics through distance learning during the COVID-19 response.

The CHSSP provides History-Social Science (HSS) resources to support teachers engaged in distance learning and parents helping children learn at home, including a parent's guide to History-Social Science (HSS).

The Office of the Governor California Volunteers Program has special opportunities to get involved with the COVID-19 volunteer response.

This page contains comprehensive information about California's COVID-19 response, including ways to become involved in the effort.
CDE Resources to Support Distance Learning
This page aggregates guidance documents, webinars, and content-specific links to support distance learning in a variety of subjects.

This article, published in the Journal of Public Affairs in April 2019, details one professor's development and implementation of a civics project in an online American government course.

These free resources from iCivics include games and toolkits designed for educators and families to use for distance learning.

Street Law provides interactive curriculum and training for teaching young people about the law and government. This list has been updated to include at-home civics learning resources and strategies.

This growing list highlights organizations that are producing and elevating resources to support civic engagement through distance learning.

Foundational Documents for Civic Engagement

In 2013, Former State Superintendent of Public Instruction (SSPI), Tom Torlakson, introduced the Civics Education Initiative. This included a series of programs and resources geared toward revitalizing statewide civic education:

The following documents provide research, case studies, and policy recommendations for improving student civic engagement.

Research and Reports

Published in 2003 as part of a partnership between the Carnegie Corporation, the Center for Information and Research on Civic Learning and Engagement, this document represented an effort to gather scholars and practitioners to determine the most effective, feasible civic education programs possible. The report serves as the foundation for several other documents in this collection, and marks the beginning of the current national push to improve civic education.

The result of a three-year state-led collaborative effort, the C3 Framework for Social Studies State Standards was developed for states to upgrade their social studies standards, and for local school districts, schools, teachers, and curriculum writers to strengthen their social studies programs. Its objectives are to: (a) enhance the rigor of the social studies disciplines; (b) build critical thinking, problem solving, and participatory skills to become engaged citizens; and (c) align academic programs to the Common Core State Standards for English Language Arts and Literacy in HSS.

This 2020 report was published in the Journal of Social Studies Research to discuss the role of emotion in citizenship and presents an argument for critical affective literacy in civic education classrooms. The report also offers instructional strategies for handling the political emotions of students.

This article outlines the importance of schools promoting equity, social justice, and civic engagement in schools. It also provides an explanation of how the State Seal of Civic Engagement (SSCE), the Local Control and Accountability Plan (LCAP) process, Multi-Tiered System of Supports and related efforts to incorporate civic engagement standards into the California School Dashboard can help equitable civic empowerment for all students.

This report, published by Educational Testing Service in the leadup to the 2012 presidential election, analyzes how gaps in educational attainment and income indicate fault lines in our democracy by predicting voting and civic engagement rates. The report includes specific data on young adults' civic engagement compared to their income and education, and makes recommendations for schools, colleges, and adult education.

This publication provides several key strategies for advancing civic education system wide based on experiences promoting civic learning and engagement in Chicago, Illinois and Riverside, California.

This 2011 report builds and expands on the findings of the 2003 Civic Mission of Schools. The report updates research on the benefits of civic learning, outlines the Six Proven Practices for Effective Civic Learning, and makes policy recommendations for improving civic outcomes.

This article focuses on the idea of "lived civics" as a frame for more effective civic learning by explicitly addressing the interests and experiences of young people through the context of best practices in teaching civics. The article offers ideas on reframing civics content and instruction, and includes a review of contemporary civics literature, principles of lived civics, and reflections for educators to consider.

This study of civic learning in California school districts draws upon LCAPs and district mission statements to assess the degree to which districts are focused on and devoting resources to civic priorities. It provides several key findings based upon the data, and makes recommendations for supporting the SSCE and moving forward with a systemic commitment to, and investment in, civic learning.

This report, published in 2017, adds several complementary streams of research and practice to the Six Proven Practices for Effective Civic Learning. Ideas for enhancing civic education with news media literacy education, action civics, social and emotional learning, and school climate reform are included, as well as two case studies of states improving their civic learning plans.
Revitalizing K-12 Civic Learning In California: A Blueprint For Action (PDF)
This report, by the California Task Force on K-12 Civic Learning, was published in August 2014 as a partnership between former SSPI Tom Torlakson and Supreme Court Chief Justice Tani G. Cantil-Sakauye. The report offers system-wide recommendations to improve civic learning, including revising the HSS Content Standards and Framework and improving professional learning opportunities.

Published in 2014 by the Education Commission of States, this guidebook is a resource for teachers, administrators, policymakers, and others who want to put the Six Proven Practices in place but are not sure where to begin. The document highlights research and provides practical suggestions for implementing each practice.

Council is a sharing method, focused on empathy and active listening. It can be effective especially when working on topics such as personal development and strengthening of group dynamics.

This 2013 conference, funded by the Bechtel Foundation, brought together several experts on youth civic development and citizenship education in order to promote civic development and participation for youth from all backgrounds. The report outlines recommendations regarding improving citizenship education nationwide.

General, Comprehensive Resources

These organizations offer a variety of programs to support civic learning at all levels and for a variety of audiences.

Webinars, podcasts, and curriculum to support civic engagement from a global perspective.

Series of civics programs, community partnership opportunities, lesson resources, and other publications.

Extensive array of lesson resources including Bill of Rights in Action, Civics On Call, civic scenarios and simulations, and more.

Wide variety of resources for educators , school leaders, students and families that address racism, anti-semitism, and prejudice throughout history. Key resources include curriculum, strategies, webinars, Teaching with Current Events , the Choosing to Participate Toolkit , and Fostering Civil Discourse: How do We Talk about Issues that Matter .

Classroom activities and lessons, voter registration information, teacher training and resources, school and district resources, and research on civic education.

Program geared towards helping civics educators implement comprehensive civics education programs. Includes lesson plans, an E-Congress, mock elections, research, current events discussion support, and teacher training.

Searchable Resource Databases

These sites include searchable resource databases that provide information for educators, administrators, families, and students.

Database of resources focused on career and technical education lessons. Includes primary sources, lesson plans, strategies, and resources to support Project Based Learning.

Articles, reports, lesson plans and other resources that support civic engagement.

Searchable database of resources dedicated to civic engagement. Search by content or by standard, or play games, check out curriculum units, or plan a civics scope and sequence. They also offer resources to support distance learning.

The National Endowment for the Humanities provides this resource that contains lesson plans, curricula, and full teacher's guides for grades K-12. Search by topic and grade level. Resources are HSS-focused, but also include literature, language arts, arts and culture.

Database focused on lessons for civics, government, and law-related education for K-12 students. Includes simulations, discussions, mock trials, case studies, and other research-based materials. Filter lessons by grade level, lesson topic, strategy, or standard.

Resources Targeted by Grade Level or Function

Below are recommended resources organized by grade level (kindergarten through grade eight [K-8], and grades nine through twelve [9-12]). Please keep in mind that many resources can span multiple grade levels based on individual student needs, and educators should review and adapt all resources before implementing them.

Resources for Kindergarten through Grade Eight

Even the youngest students can become civically engaged! The following resources can help K-8 students get excited about civics.

Apprentice-level learning adventures geared at teaching kids ages four through eight about the U.S. government.

One-day workshops for students and advisors to focus on teamwork and building ideas for effective student governance.

Elementary schools are encouraged to apply for Civic Learning Awards and participate in the Judges in the Classroom Program. Lesson resources are also available for elementary students on the Digital Chalkboard.

A wide range of short articles on various topics in world history, American history, and government. Also includes a series of biographies on dozens of influential individuals.

Field trips designed for kindergarten through grade two (K-2) students focusing on fundamental principles of democracy.

Students can choose from a variety of games ranging in length from 0-30+ minutes on topics such as voting, arguing Supreme Court cases, and international diplomacy.

Interdisciplinary lesson resources that use literacy and mock trials to teach key principles of civics. Some lessons are created for students in grades four and five.

Series of lessons that teach about the electoral process and encourage citizenship in the classroom, school, home and community.
Rendell Center for Civics and Civic Engagement Literature-Based Mock Trials
Lesson plans focused on teaching the skills of civil discourse when discussing social justice issues, designed for a K-2 audience.

Resources for Grades Nine through Twelve

These resources are appropriate for students primarily in high school, although many can be adapted for grades 6-8.

Information about SOS initiatives to educate and engage young Californian's in the democratic process, including programs to pre-register to vote at age 16, High School Voter Education Weeks, California Student Mock Elections, and guidance for school administrators and teachers.

An online resource for studying democracy, designed for use by teachers, professors, and college and secondary students. Includes information on essential principles of democracy, a study guide for democracy, and comparative information on the study of freedom internationally.

Curriculum for high school teachers, including an action project, research and blogging, democracy in action, and infographics.

The Institute for Local Government's PYLG units focus on roles, responsibilities, and processes of local government.

Funded by the S.D. Bechtel, Jr. Foundation, the Action Civics initiative worked to civic awareness and engagement in 14 middle and high schools in the Sacramento region. This site includes resources to support professional development provided through the program and other tools to support civic learning. The initiative also developed resources for middle school students.

High school law course materials, Supreme Court of the United States in the Classroom program, and rule of law education curriculum.

Collection of documents that focus on specific issues in American civic history. Each collection has an introduction that provides necessary context and three sets of study questions. Each of the documents is annotated with footnotes that provide biographical information on document authors and identify obscure words, events, or individuals.

Supporting the Six Proven Practices for Effective Civic Learning

This page contains some of the strongest resources for incorporating each of the Six Proven Practices of Effective Civic Learning.

The California Courts recognize and celebrate public schools' efforts to engage students in civic learning through their annual Civic Learning Awards . Co-sponsored by Chief Justice Cantil-Sakauye. Seventy-five schools earned awards in 2020. Schools seeking to earn an award may also refer to this list of resources as they set up or enhance their civic learning programs.

Instruction in Government, History, Law, Democracy

Schools can offer courses on civics, government, history, and law, in an effort to encourage better-informed citizens. The below resources include vetted, easy-to-implement curricula to support these courses.

Current Events and Controversial Issues

Effective classroom discussions of current events and controversial issues can increase student interest in government. The below resources provide a variety of options for facilitating these types of engaging discussions.

Service-Learning

Service-learning opportunities provide ways for students and the community to come together to develop habits of community engagement. These resources can help educators facilitate projects, while also tying them back to the classroom.

Extracurricular Activities

Student-led volunteer projects that occur outside of the classroom can also teach skills in collaboration and civic participation. The below organizations provide resources and ongoing support for students, teachers, administrators, and families.

Student Participation in School Governance

Giving students a voice can also help increase understanding and appreciation of the intricacies of the democratic process as it also teaches key behaviors of citizenship. These organizations provide guidance and support for schools implementing a structure for student voice in school governance.

Simulations

Simulations allow students to simulate adult civic roles and offer a unique, deep civic learning experience. Some of these programs use role-playing games to simulate government, helping students participate in processes such as national elections.

Resources for Students

The below resources are especially helpful for students looking to become more civically engaged.

Student Institutes and Conferences

While not officially part of the Six Proven Practices, participation in institutes and conferences offer additional chances for students to engage first-hand in a way that supports overall civic engagement.

Programs to Support Student Engagement

The below organizations can help support students who seek to enhance civic learning and engagement on school campuses. In light of COVID-19, many of these organizations are providing resources to support civic engagement virtually.

Miscellaneous Tips, Skills, and Ideas

These resources can help students as they carry out their civic engagement projects. Resources include advice on writing professional emails, ideas for community service projects, and helpful checklists to guide projects from start to finish.

This list will grow over time. Have you come across any other helpful guides or tools directed specifically towards helping students carry out the day-to-day work of civic engagement projects? Please share them with the CDE at ssce@cde.ca.gov.

Reminders, guidelines, and samples to help students write a variety of professional emails.

Professional Learning Opportunities for Educators

The 2016 HSS Framework incorporates critical shifts for educators. These shifts include a focus on inquiry-based instruction through innovative teaching and learning practices. The HSS Framework guides educators as they design, implement, and maintain a coherent course of study to teach content; develop inquiry-based critical thinking skills; improve reading comprehension and expository writing ability; and promote an engaged and knowledgeable citizenry in history and the related social sciences.

The Budget Act of 2017 included an allocation of funds for high-quality professional learning and resources for HSS educators and administrators to implement the new framework. Through funding from the CDE, the Sacramento County Office of Education has developed a system of statewide and regional communities of practice to provide meaningful and targeted support in HSS for classroom teachers, paraprofessionals, and site administrators. Representing the four instructional shifts described in the HSS Framework, the Content, Literacy, Inquiry, and Citizenship (CLIC) Project develops and facilitates the many elements integral for successful implementation of the HSS Framework. As part of their work, the CLIC Project hosts a YouTube channel that contains videos to support educators and administrators as they implement the HSS Framework, including videos on fostering student advocacy and classroom approaches to civic learning .

Below is a list of additional professional learning institutes, courses, and other opportunities to support educators as they implement civic learning programs.

External Websites Dedicated to the State Seal of Civic Engagement

The websites listed below have been developed by California organizations that are supporting LEAs to implement the SSCE. These sites are being updated as new resources become available.

California History-Social Science Project Sites

Each of the below CHSSP sites has a variety of resources to support professional learning in civics.

Institutes

Coaching, Seminars, Training Videos, Toolkits

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President Franklin Delano Roosevelt once said, "We cannot always build a future for our youth, but we can always build our youth for the future." At the California Department of Education (CDE), we work to help California educators build our youth to be successful and engaged citizens.

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Today's students need to understand how the complex and dynamic human and natural systems interact in order to make smart decisions.

The Geo-Inquiry Process relies on using a geographic perspective, offering a unique lens to analyze space, place, and the interconnections between both the human and natural world.

Using both a geographic perspective and the Geo-Inquiry Process students begin to connect complex components, see patterns, and make connections that change their communities.

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Geo-Inquiry Process - Education - National Geographic Society

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The Geo-Inquiry Process relies on using a geographic perspective, offering a unique lens to analyze space, place, and the interconnections between both the human and natural world.

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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How can teachers and students create a safe and supportive classroom space in which to discuss difficult issues?

What are the different ways that people receive information about current events?

Students will be able to establish a safe space for holding difficult conversations.

Students will be able to acknowledge one another's complicated feelings about race.

Students will be able to develop a shared understanding of the basic facts surrounding the events in Ferguson.

This lesson provides the foundation for the lessons that follow. Because the events and issues at the center of this exploration are complex and disturbing, an essential first step is to create a safe and reflective classroom where students feel they can speak honestly about difficult issues without being judged or shut down by others, where they develop listening skills and the ability to hear perspectives different from their own, and where they learn to have civil discourse and not debate. Students are then given the opportunity to express and process their initial emotional reactions to Ferguson as they develop a common understanding of the basic events.

1. Introduce the Unit
The overarching goal will be to consider what journalism means in the digital age, what role it plays in maintaining and strengthening democracy, how we can become effective and responsible consumers and producers of news and information, and how these activities can support civil dialogue about sensitive issues.

Begin by asking students: How do you find out what's going on in the world? Where do you get your news? On chart paper, brainstorm a list of the most common news sources for teens. Then ask: How do you think your parents or other older people might answer that question? (Make sure to save this list, as you will refer to it later.)

Define social media and brainstorm a list of the most common platforms. Make sure students are familiar with how Twitter and Instagram work, as these were key social media platforms used to share information about Ferguson. If not, ask for volunteers to explain.

To introduce the unit, explain that this is a news literacy case study that will explore how established news organizations reported on the events surrounding the shooting of Michael Brown in Ferguson, Missouri, and how the information shared by the public on social media added to this coverage.

2. Establish a Safe Space
One of the underlying themes that we will be navigating in this unit is race. We believe that conversations about race should be conducted in a safe space. The following activities are designed to create that space.

Start with a journal prompt: Tell students that the following writing exercise is a private journal entry that they will not be asked to share with anyone, so they should feel free to write their most honest reflection. Have students take several minutes to complete this sentence: "I mostly feel ____________ when discussing race, because _________."

Now that students have gathered their thoughts, tell them you are going to do a group brainstorm. They should not make "I" statements or share how they feel or what they wrote. Tell students: Let's put words on the board that represent the feelings that we think may be in the room when we discuss race. At this point, we will just list and not comment on them.

Now look at the list. Ask students: What do the words have in common? (The words are usually mostly, but maybe not all, negative.) What else do you notice? (The words are not just surface observations; they are deeply personal feelings.) Do you have any other important reflections? (The words represent a wide and varied range of responses.) Which of these feelings are most valid? (They are all valid. You may want to acknowledge that this is a rhetorical question, but it is important to validate everyone's feelings.) Where do these feelings come from? (Personal experiences, stereotypes, etc.)

It's important for teachers and students to acknowledge that these feelings are in the room and that they need not be afraid of them. Each person should be allowed to enter this conversation wherever he or she is without being judged or shut down. Everyone needs to feel free to participate without fear of being called racist or given any other label. (You may also want to review some articles that address issues of language, including "Straight Talk about the N-Word" from Teaching Tolerance and "In Defense of a Loaded Word" by Ta-Nehisi Coates.)

3. Create a Classroom Contract
Follow this discussion with the short video "How to Tell Someone They Sound Racist," by New York City hip-hop DJ and blogger Jay Smooth. Give students an opportunity to discuss their responses, in pairs or as a group.

Ask: What does Smooth mean by the "what they did" conversation? How is that different from the "what they are" conversation?

Ask: Do you agree with what Smooth suggests when he says people should focus on "what they did" versus "what they are"? How is the difference important?

You may also want to share the definition of racism by Dr. Beverly Daniel Tatum, or another definition you have used in the classroom, and discuss students' responses.
In her book Why Are All the Black Kids Sitting Together in the Cafeteria?, Dr. Tatum does not characterize racism as overt discrimination or individual acts of hate. Rather, she defines it as one's benefiting from a system of privileges based on race that are subtly ingrained in the surrounding culture, making them difficult to detect. It is possible for people of color to be prejudiced on the basis of race, but the social system is never in their favor. This is racism. She compares racism to smog: "Sometimes it is so thick it is visible, other times it is less apparent, but always, day in and day out, we are breathing it in" (page 6).

Now create a classroom contract. Acknowledging that these complicated feelings are in the room and considering what Jay Smooth said, ask students: What do we as a community of learners need from each other to have a safe yet courageous conversation about race in this unit? You can use our contracting guidelines for creating a classroom contract or another procedure you have used in the past.

4. Review the Events of Ferguson
The Know-Heard-Learned Chart will ground students in the basic timeline of events in Ferguson and provide a place to take notes as they gain more information throughout the unit.

Invite students to begin your exploration of Ferguson by establishing a basic understanding of the events, which students will add to throughout the unit. Students should plan to bring this graphic organizer with them to each class.

Distribute the timeline. Have students take ten minutes to fill in what they can in the "What I Know" column for each event on the timeline, identifying the source of that knowledge if possible (they can add to the "What I Learned" column at any time; the timeline is for their reference only). When their initial timelines are complete, have students spend five minutes reflecting in their journals on what revisiting these events makes them feel. What do they feel confused or uncomfortable about?

As a final discussion, invite students who feel comfortable doing so to share what they remembered, wrote, thought, and felt.

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Preparing Students for Difficult Conversations

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How can teachers and students create a safe and supportive classroom space in which to discuss difficult issues? What are the different ways that people receive information about current events? Students will be able to establish a safe space for holding difficult conversations. Students will be able to acknowledge one another's complicated feelings about race.