How will I take action to address a civic problem?
In this lesson, students will practice analyzing a civic problem and prescribing an effective – and feasible – solution.
How can my civic solution take into account the needs and interests of stakeholders?
- Discover what a stakeholder is
- Create a list of stakeholders for their chosen problem
- Find information about the needs and interests of different stakeholder groups
- Recognize the connection between considering stakeholders’ diverse perspectives and upholding democratic principles
- Consider how conflicting stakeholder interests can and should be balanced
Who can I partner with to implement my civic solution?
- Consider the benefits of partnering with someone in the community to take civic action
- Brainstorm and research potential partners for their Solution Plan Projects
- Debate about which partnerships would work best for their projects
Which civic solution(s) would best address my chosen problem?
- Learn about how they can combine multiple civic actions to create a more effective civic solution
- Practice generating effective civic action “combos”
- Decide which civic action(s) they want to incorporate into their Solution Plan Project
Discipline: Social Studies
Sub-discipline(s): Civics
Grade level: 9-12
Summative Performance Task
Description: The students will write the first draft of their civic action plans. While they are writing, they should reference the feedback they received from their peers during a previous activity.
Assessment method(s): Essay
Assessment criteria:
- Can the students weigh the pros and cons of using different civic actions to address a given problem?
- Can the students distinguish between which civic actions are feasible and which are not given their current circumstances?
- Can the students coordinate all of the components of a civic action plan (i.e. civic actions, civic spaces, target audience, partnerships, etc.) in a logical way?
- Can the students identify all of the steps necessary for accomplishing a specific civic action?
- Can the students clearly and thoroughly describe a civic action plan in writing?
- Can the students make strong arguments (supported by evidence/reasons) for courses of civic action that they feel will be most effective in addressing a given problem?
- Can the students design a civic action plan that recognizes and accommodates the needs/interests of relevant stakeholder groups?
- Can the students identify appropriate community partners for a civic action plan?
Taking Informed Action
Description: After creating a first draft of their civic action plans, the students will share their ideas and give each other feedback.
Assessment method(s): presentation, debate, discussion
Types of activities featured in this lesson plan...
C3 Standards
- D2.Civ.5.9-12 Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
- D2.Civ.12.9-12 Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
- D3.4.9-12 Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.
- D4.1.9-12 Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
- D4.8.9-12 Apply a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school civic contexts.
Interdisciplinary Connections
Give your students a more integrated educational experience
Overlapping standards and skills
- English: This lesson contains multiple activities in which the students are required to do independent internet research. Combined with direct instruction on how to conduct internet research, these activities would fulfill English standards related to finding credible and relevant sources for writing.
- English: The summative performance task for this lesson is an argumentative essay. If the students are scheduled to write an essay in English class soon, ask their English teacher(s) if they might be allowed to use civic action as their topic. This way, they could write just one essay, and it would be graded in both classes according to discipline-specific criteria.
- Art/music/speech: Most civic action projects involve some form of creative communication. As part of their Solution Plan Projects, your students may need to employ skills like drawing, painting, sculpting, writing and/or performing music, woodworking, sewing, photography, graphic design, speech making, writing plays, acting, filmography, etc. Consider collaborating with a teacher (or multiple teachers) at your school to provide the students with the skills they need to complete their projects. You may encourage your students to choose civic actions that align with the creative classes they are already taking, or you could simply call on other teachers to give presentations during your class time.
Relevant lessons from other disciplines
English Lesson: How can we effectively communicate to promote change?
Part of the "Basics of Civic Action" collection
Civics Lesson: How do different levels of government solve problems democratically?
Civics Lesson: How do average citizens solve civic problems?
Civics Lesson: How do citizens solve problems democratically?