How-To Guide to Effective Citizenship for Young People

Objective:

The book “America – The Owner’s Manual: You Can Fight City Hill – and Win,” a how-to
guide by Sen. Bob Graham and Chris Hand, is designed for adult activism. In this curriculum
guide we have adapted the Graham Hand book for classroom use to help make civics more
central to the lives of young people and to better equip them for the complexities of governing
when they become adults.

Time: 5 hours

Getting Settled/Norms/Introductions: 30 minutes

Overview: (5-10 Minutes)

Trainer will give a brief introduction and go over the various steps to “Influence Public Policy”

* defining the problem

* conducting research on an issue
* identifying the official who has the power to address the issue
* measuring community opinion
* persuading the decision-maker(s)
* building a coalition
* engaging the media
* learning from either victory or defeat

+Briefly Introduce the school site issue “School Uniforms” and conclude with segway to
EESAC.

EESAC Component and Activity

(20 -30 Minutes)
Maury will give a brief overview of EESAC and we will teach participants how to access the bylaws
of their EESAC committee.

Lesson Plan Sequence and Activities

1. Defining the Problem (“The Cross Walk” / Broader Issues) (10 minutes)

Benchmark: Students will be able to identify a local (state or Federal) issue that affects their
community.

● Brainstorming and discussion

● Identify 3 school-site problems that may be concerned about.
o Examples: Uniforms, cafeteria food, homework Policy
● Targeted groups based on topics, identify teacher leaders for each group

2. Conducting Research on an Issue (Figuring it Out and Gathering the

Facts) (20 minutes)

BenchMark: Students will conduct research on the Public Policy Issue they have “defined”.

 In small groups, participants will have a discussion on the importance of teaching students how
to identify fact, opinion and bias. Volunteers will share out different techniques they use in their
classrooms to teach this concept.

Each group should find 5 facts that are important to their issue. These facts can be about the
problem or possible solutions.

Each group will share out their facts.

3. Identifying the Official Who has the Power to Address the Issue
(Identifying the Decision Makers) (15-20 Minutes)

Trainer will briefly discuss the concept of Federalism and how to cover it with students in
the classroom

Have students identify which powers belong to which level of government via a game.
● Small group activity. Once small groups are finished, each will share out.
● ***Materials Needed*** Chart Paper, Markers/Pens
 ● Groups will work to identify who in government (or administration) can solve their
issue.

4. Measuring Community Opinion (What Others Think Matters) (20

minutes)

Groups will create a survey online

● Introduce “Near Pod, conduct sample survey, and participants will
create a survey.

5. Persuading the Decision-Maker(s) (Meeting the Decision Makers)

(15 Minutes)

Teachers should cover persuasive verbal and written skills with students. Possible activities
include: students write an op-ed or a speech they would give at a local meeting (school
board, city council, EESAC, etc.). Students must have a narrative and facts when
presenting their issues to others.

Briefly cover guidelines for engaging with public officials:

* Be respectful. Students are visiting public officials as their guests, even if they’re
passionate about their cause. Stay calm, even if the person you’re meeting with shows little
or no interest in your cause.

* Dress professionally. Jeans and related casual clothing won’t cut it in a formal setting.

* Do not bring gifts. Public officials do not expect to be compensated beyond their regular
pay, and even a faint whiff of bribery should be avoided.

* Write a thank you note after your meeting.

Role-play activity

Scenario 1-
● You have convinced Principal Soehnso to have a meeting concerning your
issue. How would you present your issue in a one-to-one setting? Practice in
small groups.

Scenario 2-
● You have signed up to speak at your EESAC Public Meeting, how would
you present your issue in a public setting? Practice in small groups; present in
large groups.

6. Building a Coalition (Getting the Gang Together) (15 minutes)

Trainer will show participants how to create a petition (Maury’s form)

Identify other community organizations that would support each group’s

position using https://nonprofits.miamifoundation.org/

7. Engaging the Media (Media Cooperation)

Identify 3 local news reporters (one from radio, one from print and one from
TV) who cover Education issues. Find out how to contact these reporters.
Each group will share out the names they found and trainers will compile a
list to send out to all participants.
When engaging the media, students must be able to present facts and a
narrative. Why is this important? Why should others care?

8. Learning from Either Victory or Defeat (Victory and Defeat / Lessons

Learned)

As a follow up, teachers will share out how this curriculum is working in their
classrooms.

Conclusions/Questions/Concerns/Recap: 30 minutes