Civil Rights/Civic Engagement Curriculum Development

Pedagogy for Civic Engagement Designed for the educators and young people of the Mississippi Delta

Dedicated to the memory of Ms. Fannie Lou Hamer and the pioneers of the civil rights movement, whose actions

provide us all with an exemplary model for civic engagement.

Prepared by Shane R. Brady and MeShon Watkins

Michigan Youth and Community Program

University of Michigan in Partnership with Delta State University’s School of Education

Acknowledgements:

We would like to acknowledge the following individuals for their support and work in the development of this curriculum guide.

Dr. Leslie Griffin, Dean of Education, Delta State University, for assistance with editing and curriculum development.

Dr. Sondra Rakes-Pederson, Professor of Education, Delta State University, for assistance with editing and curriculum development.

Dr. Barry Checkoway, Professor of Social Work and Urban Planning, University of Michigan, for assistance with editing and curriculum development.

Mr. Charles McLaurin for his guidance and insight into the life of Ms. Fannie Lou Hamer as well as for his continued dedication to civic engagement and civil rights.

Ms. Jean Walker Rawlings, Director of the Fannie Lou Hamer Culture and Learning Center, for providing insight and resources on Fannie Lou Hamer.

Civic Engagement Curriculum Guide

Introduction

The United States is a democratic society that values the diversity of its citizens and

depends upon their participation in civic life. This curriculum guide is designed to help

educators instruct young people on the importance of participating in civic life, while providing

methods and strategies to facilitate and promote civic engagement. The methods and

strategies for civic engagement provided in this guide draw from Mississippi civil rights history,

specifically the life of Mississippian Fannie Lou Hamer. Ms. Hamer’s work in the civil rights

movement provides vivid examples of how average citizens can create change through civic

engagement.

This curriculum guide can be utilized in classrooms with a minimal level of additional

material or resources. The guide is focused at the secondary and high school levels but can be

altered to fit a slightly younger audience or adjusted to fit the specific needs of a classroom.

The Mississippi Curriculum Framework is designed for Mississippi Delta school districts; the

curricular guide is aligned with the Mississippi social studies curriculum framework.. The

competencies that were most often utilized in the design of this curriculum are democratic

participation, civic life, and citizenship, as they relate to social studies courses.

An important feature of this curriculum guide is the utilization of the civil rights movement

as a vehicle to teach civic engagement. The civil rights movement provides exemplary

strategies for civic engagement and illustrates the importance of democratic participation. The

civil rights component of this guide is not intended to be a comprehensive reference for history

classes but, rather, is meant to provide a relevant context for civic engagement.

This curriculum guide utilizes the work of Mississippi civil rights activist Fannie Lou

Hamer as a model and teaching tool for civic engagement. Fannie Lou Hamer was chosen

because of her commitment to civic participation and the strategies that she utilized, which are

still applicable today. Fannie Lou Hamer is but one of many past and current civil rights leaders

who can be utilized in lesson plans and curriculum. Every classroom, in theory, could use a

different local figure or event that has relevance to their community, when following this

curriculum.

The components of this curriculum include a glossary of terms that each student will

need to know in order to complete the proposed lesson and a brief background on Fannie Lou

Hamer, including the civic engagement strategies that she utilized during the civil rights

movement. The example of Fannie Lou Hamer’s actions will prove a relevant context for the

curriculum. Finally, there are several lesson plan ideas that are intended to facilitate student

learning through promoting critical thinking, reflection, in-depth analysis, practical application,

and skills and processes consistent with democratic participation. Links to additional web-

based resources may, provide additional ideas for curriculum development. We hope that this

curriculum proves beneficial to both teachers and young people of the Mississippi Delta.

Glossary of Relevant Terms:

Advocacy. Advocacy is any attempt to influence public opinion and attitudes that directly affect people's lives. An individual can act on his or her own to advocate for a particular cause or belief, or may be part of a highly organized network of individuals joined by a common cause.

Blogging. Blogging utilizes electronic means for advocacy-based communication about a specific issue, event, or person. A popular tool for advocacy in recent years, blogging usually involves the design of a web page devoted to a certain issue or cause and provides relevant information to others and allows people to post comments, commonly referred to as threads, which other members and the blog host can respond.

Civic Engagement. Civic engagement means working to make a difference in the civic life of

our communities and developing the combination of knowledge, skills, values and motivation to

make that difference. It means promoting the quality of life in a community, through both political

and non-political processes.

Civic Life. The values, processes, structures, and ideas that comprise and influence an

individual’s actions and participation in a community or society.

Civic Responsibility. An individual’s level of commitment and responsibility to participate in

civic life.

Citizenship. Citizenship can be literally defined as a person’s status as a citizen of a nation, but

for the purpose of this guide it refers to an individual’s contributions and responsibilities to the

creation of a democratic way of life through values and public actions.

Coalition. A temporary alliance of distinct parties, persons, or states for joint action

Community Map. A strategy or process for identifying assets, strengths, issues, and

relationships, within a community, in order to increase understanding and plan civic action.

Democracy. Democracy is most commonly understood as a political system; however, this is a

limited use of the term. We tend to use democracy in its fuller sense as a broad social idea that

means a society where people share equally the freedom, power, and wherewithal to engage in

meaningful forms of association with others.

Diversity. The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, income level, age, physical abilities, religious beliefs, political beliefs, or other values and beliefs. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual.

Oral History. An oral history is a collection of written and/or recorded testimony about a person,

time period, event, or issue that is provided by an individual with first-hand knowledge of the

topic. Oral histories are an excellent way for young people to learn more about the issues that

affect their communities from a historical perspective and learn about strategies that people

have utilized in the past to create change.

Tolerance. Tolerance is respect, acceptance and appreciation of the rich diversity of our

world's cultures, our forms of expression and ways of being human. Tolerance is harmony in

difference. Tolerance is a way of thinking and feeling — but most importantly, of acting — that

gives us peace in our individuality, respect for those unlike us, the wisdom to discern humane

values and the courage to act upon them.

Strategies that Lead to Community Change:

Education: Through organizing educational trainings and forums with other young people and adults, It is possible to provide knowledge to the community.

Oral Histories: Through conducting oral history projects one can learn more about specific issues, events, people, and places that can be utilized to inform civic engagement strategies.

Legislative advocacy: Through writing letters or sending e-mails to congressional representatives at the state and federal level it is possible to let policy makers know about issues important to the community.

Town Hall Meetings: Through organizing town hall meetings it is possible to engage community residents about local issues and develop collective strategies to address local needs.

Speak at a Public Meeting: Speaking at public meetings such as City Council or school board meetings, one can advocate opinions to policy makers and change the system.

Petitions: Through gathering signatures from community residents on a certain issue, it is possible to advocate to political leaders for change.

Registering Voters: Through participating in voter registration efforts one can become directly involved with increasing democratic participation through promoting civic responsibility.

Blogging: Through starting an internet blog page or contributing to others, it is possible to share ideas with larger populations of people and increase public awareness. The blogging method was a powerful tool used recently in advocacy efforts surrounding the Jenna 6 trial in Louisiana and the Megan Williams case in West Virginia.

Newsletters: Through writing regular newsletters it is possible to reach community members to discuss issues, help promote your cause, and keep people within the movement connected. Newsletters may be mailed, handed out, or sent electronically.

Join a Board of an Organization: Through joining the board of an organization it is possible to have the opportunity to influence an agency’s policies, a city’s planning, and help advocate on behalf of young people and the community.

Join a Civic Group: Through joining a church, school, or community group, it is possible to impact civic life.

Background on Fannie Lou Hamer

Ms. Fannie Lou Hamer was a native Mississippian dedicated to attaining civil rights and

citizenship for African-Americans. Through the activism and actions of Ms. Hamer, it is possible

to increase knowledge of civic engagement strategies. Fannie Lou Hamer, born on October 6,

1917, in Montgomery County, Mississippi, learned at the age of 44 years old about her

constitutional right to vote. At a 1962 meeting, organized by the Student Nonviolence

Coordinating Committee, known as SNCC, she became interested in helping African-Americans

in Mississippi become registered voters. African-Americans were deterred from voting and

exercising their constitutional right to be a part of the decision-making process that determines

who will represent them, their family, and their neighbors at the local, state, and federal levels.

Deterrence methods were strategies that some white leaders utilized to keep African-Americans

from voting and included; citizen tests, poll taxes, intimidation, and physical violence.

Nonetheless, Fannie Lou Hamer became the face of voter registration efforts in the Mississippi

Delta. She and other volunteers traveled to Indianola, Mississippi to register to vote and as a

result were jailed, beaten, and intimidated. After numerous attempts, Fannie Lou Hamer

became a registered voter in 1963.

Teachable Moment:

Discuss with your

classroom the issues that

drove Fannie Lou Hamer

and others to take action.

Ask your students what

issues impact them.

Discuss with students the

citizenship rights of

young people in a

democratic society and

how do they vary from

those of adults?

Ask students to provide

examples of how they

have created change or

exercised civic action to

try and create change.

A Lesson in Civic Engagement Taught by Ms. Fannie Lou Hamer

Fannie Lou Hamer had a desire to participate as a citizen of the United

States but was denied this right of citizenship because of policies and

practices that hindered the ability of African-Americans to participate in

democratic processes and civic life. Ms. Hamer, along with others, identified

the need to take civic action in order to change the current system and be

able to fully participate as citizens of a democratic society. Ms. Hamer

worked fervently from 1962 through 1964 at registering African-Americans in

the Delta to vote. Through registering voters, Ms. Hamer and others were

increasing the citizenship opportunities of African-Americans and creating

more chances for them to participate in civic life. Fannie Lou Hamer along,

with countless other civil rights leaders and residents of Mississippi, formed

the Mississippi Freedom Democratic Party, an alternative political party

instituted for the purpose of challenging the power of the regular Democratic

Party and advocating for full citizenship rights for all African-Americans in

Mississippi. The Freedom Party held mock elections where tens of

thousands of African-Americans took part in and elected representatives for

political offices. The Freedom Party elections were not recognized by the

state or federal government as legitimate; however they still sent a

delegation of officials to the National Democratic Convention of 1964,

although they were not able to unseat the regular Democratic delegation,

their efforts brought much needed national exposure to the issue of

citizenship in Mississippi, which eventually led to civil rights laws that

prohibited states from denying African-Americans and other minorities their

rights as citizens of the United States.

Fannie Lou Hamer is but one figure in the civil rights movement. Encourage students to conduct oral history

projects with local leaders in their own communities. Parents and relatives can also provide useful knowledge

about local history, issues, and events, which may be a good starting point for formulating civic engagement

strategies. For further information on how to conduct oral history projects with young people including a

downloadable guide to oral histories, visit http://www.winterinstitute.org/documents/oral-hx.htm

Further Exploration:

http://www.winterinstitute.org/documents/oral-hx.htm

The Civic Life of Fannie Lou Hamer:

While Fannie Lou Hamer was a strong force in voter registration efforts during the civil

rights movement, this was only one component of her civic life. Before Ms. Hamer settled in

Ruleville to begin voter registration efforts she went on a speaking tour to universities outside

the south. The Student Non-Violent Coordinating Committee (SNCC), a civil rights advocacy

group composed of college students, had Ms. Hamer tour universities outside the south, in

order to increase support for the civil rights movement. Through Ms. Hamer’s advocacy

campaigns she was able to increase awareness about the civil rights violations occurring in the

south. She was also able to attain much needed resources from philanthropists, individuals

who have a strong value of giving to social causes, which further fueled civil rights efforts in the

south. Later on, many of the college students that heard Ms. Hamer speak volunteered during

the ―Freedom Summer‖ of 1964.

Fannie Lou Hamer had a complex civic life that not only included advocacy but also

community development. Ms. Hamer helped to start several local businesses in Ruleville,

including a Head Start program, which still operates today. Ms. Hamer worked diligently in her

later years to develop a residential neighborhood in Ruleville for former sharecroppers. She

worked with local government, many of whom had previously opposed her community work, and

the government officials, in order to help individuals apply and receive mortgages through the

Federal Housing Administration’s programs. When local organizations and government

agencies cut off food assistance in the Delta, to deter African-Americans from registering to

vote, Ms. Hamer helped organize food drives that were supported by high profile African-

American entertainers of the day such as, Sidney Poitier and Harry Belafonte. Through Ms.

Hamer’s community development efforts African-American’s increased self-sufficiency, while

local communities were strengthened through capacity building.

Teachable Moment:

The Freedom Summer of 1964 was a pinnacle of success for the civil rights movement and

also a model for civic engagement. Through the mobilization efforts of several

organizations, along with the help of college students from the north, large numbers of

African-Americans in Mississippi were registered to vote. For further information on

Freedom Summer visit http://www.core-online.org/History/freedom_summer.htm

sponsored by the Congress for Racial Equality.

Have students go to the website if possible and answer the following questions:

1. Discuss why Freedom Summer was so successful from a civic engagement

perspective.

2. Do you think that a similar strategy would work today? Why or why not?

3. Can you think of other issues that have brought large numbers of people from

different communities together, for collective action?

4. What can we learn from the Freedom Summer of 1964 in regards to citizenship?

Fannie Lou Hamer History Lesson Plan #1

As Provided by Karla Smith of Biloxi Mississippi

OVERVIEW

Fannie Lou Hamer was a native Mississippian who emerged as a state and national leader

during the civil rights era of the 1950s and 1960s. In 1962, after attempting to register to vote,

Hamer was fired from her job. Despite being subjected to arrest and a brutal beating, Hamer

continued to lead a struggle for civil rights on the state and national levels. Until her death,

Hamer remained politically active. Fannie Lou Hamer was laid to rest on March 14, 1977, in

Ruleville, Mississippi. She was inducted into the National Women’s Hall of Fame in 1993, for her

courageous leadership and accomplishments.

CURRICULAR CONNECTIONS

Mississippi Studies Framework: Competencies 3 and 4.

TEACHING LEVELS

Grades 7 through 12

MATERIALS AND EQUIPMENT

• Mississippi History Now article on Fannie Lou Hamer

• Chalk and chalkboard

• Overhead projector, transparencies and pens

• Pens/pencils

• Unlined paper

• Poster board

• Colored pencils and markers

• Notebook paper

• Various reference books

OBJECTIVES

The student will:

• Determine the leadership characteristics of Mississippi civil rights leader Mrs.

Fannie Lou Hamer.

• Create a Women’s History Month program honoring native Mississippian Mrs.

Fannie Lou Hamer.

OPENING THE LESSON

The teacher will ask the students to name Mississippi women who have made contributions to

not only state history, but to national history. The teacher will record student responses on the

board. The teacher will ask the students which Mississippi women have been inducted into the

National Women’s History Hall of Fame (Order of induction - Ida B. Wells, Fannie Lou Hamer,

Oprah Winfrey, and Eudora Welty). Students may or may not be able to suggest these names

during the opener. If not, the teacher will guide the students to generate this list in the class

discussion. The teacher will tell the students that they are going to have an opportunity to study

Mississippian Fannie Lou Hamer in class over the next several days. Also, in honor of Women’s

History Month they will create a program to honor Mrs. Hamer.

DEVELOPING THE LESSON

1. Instruct students to read the article provided or another about Fannie Lou Hamer.

As students read the article, have them list what they feel are Hamer’s six strongest

leadership characteristics. The characteristics should be listed on a chart. Students

can also be creative in the type of format they use to chart Fannie Lou Hamer’s

leadership qualities. Students should list one example from Hamer’s life where she

displayed each characteristic. Students can work individually or with a partner for

this portion of the lesson. Some examples of Ms. Hamer’s Leadership qualities

include; charisma, dedication, integrity, humility, openness, kindness, responsible,

courageous, spiritual, ambitious, and hardworking. Students may also provide

statements such as, Ms. Hamer connected to people.

2. Once the students complete the leadership chart, ask for student volunteers to

share examples from their charts with the class. The teacher can place a chart on

an overhead transparency or the chalkboard in order to record student responses. A

class discussion can be led as the responses are shared with the class.

3. After the class discussion, the teacher will inform students that they will be in charge

of planning a Women’s History Month celebration for their class (this program can

be planned for the entire grade-level or school as well). The celebration can focus

on native Mississippian Mrs. Fannie Lou Hamer.

4. The teacher will place the students into groups of four for the Women’s History

Month program. Each group can complete the following tasks or each group can be

assigned one of the following tasks. If each group completes the following tasks, a

contest can be conducted to determine which item from each category will be used

for the celebration. The students can use the Mississippi History Now article as well

as other resources to create the assignments listed below.

a.

An invitation to the Women’s History Month celebration honoring Mrs. Fannie

Lou Hamer

b. A poster commemorating Mrs. Fannie Lou Hamer’s contributions to history

c.

A speech about Mrs. Hamer contributions to history that will be read at the

program

d.

Song selections that will be performed at the event that honor Mrs. Hamer’s

musical talent and love of music

e. Decorations for the event

f. A poem to be read in honor of Mrs. Hamer

5. Allow the students to carry out this Women’s History Month program.

CONCLUDING THE LESSON

1. Ask the students to write a paragraph describing what they feel was the greatest

contribution Fannie Lou Hamer made to Mississippi as well as to United States

history. Allow student volunteers to read their paragraphs to the class.

EXTENDING THE LESSON

1. Invite a guest speaker to the class to talk about voter registration and the

importance of voting.

2. Conduct a collection of oral histories of citizens in the local area that experienced

the civil rights era of the mid-20th century.

3. Show segment entitled ―Mississippi: Is this America?‖ from the series Eyes on the

Prize‖. Teachers can order this video from Mississippi History on Loan, a program

at the Mississippi Department of Archives and History. Call the audiovisual

coordinator at

601-961-4724.

4. Students can write an essay that responds to Hamer’s statement, ―All of this is on

account we want to register, to become first class citizens, and if the Freedom

Democratic Party is not seated now, I question America.‖ The essay should address

why Hamer questioned America.

Civic Engagement Lesson #2

Understanding Citizenship

Goal:

To increase student knowledge and comprehension about citizenship.

Objective (s):

To discuss the meaning of citizenship through classroom dialogue in order to increase student

understanding of the term. Students will also explore what citizenship means to them.

Expected Outcomes:

Increased understanding of citizenship.

Deeper personal connection to citizenship and associated responsibilities and privileges.

Rationale for the Lesson:

The term citizenship has many different definitions but for the purpose of this lesson is defined

as, an individual’s contributions and responsibilities to the creation of a democratic way of life

through values and public actions. The U.S. democratic system of government depends on the

contributions of its citizens in order to ensure that a socially just system of governance exists. It

is important for young people to understand the importance of citizenship and to define what

that means to them. Citizenship is not defined by simply voting or participating in political

processes but is also defined by the work that people do in their communities, as well as the

values that they possess in relation to civic responsibility. This lesson will help young people

begin to think critically about how they define citizenship and how they see their own roles as

citizens in a democratic society. Through analyzing the civil rights movement and the work of

Fannie Lou Hamer, young people can begin to understand the importance of citizenship and the

conflicts that arise when citizens are denied equal rights. This lesson is an integral component

of this curriculum because subsequent lessons will build upon the concepts of citizenship, civic

responsibility, and civic engagement.

Teacher Preparation:

Make sure that you read the vignette about Fannie Lou Hamer provided in this

curriculum guide to students first, or replace it with a relevant story that relates to

citizenship.

This activity can be done with the entire class or with smaller groups.

If smaller groups are utilized make sure that groups are as diverse as possible.

To complete this activity at least one hour is recommended.

Time Investment:

This lesson may be done in one or two days depending on the depth of analysis and discussion.

The teacher may decide to have groups answer questions in the first session and present on

the second day.

Resources and Materials:

Large sheets of paper for each group

Sharpie or other markers

Newspaper articles or copies of the Fannie Lou Hamer vignette provided in this guide

Introducing the Lesson:

Explain to students that the purpose of this lesson is to familiarize them with the concept

of citizenship.

Provide a very general definition of citizenship and have students write it on a piece of

paper. The definition is provided in the glossary of this guide.

Provide an overview of Fannie Lou Hamer and the voter registration efforts.

Ask students to talk about the issues and causes that started the voter registration

efforts. Ask the class how this event relates to citizenship.

Teaching the Lesson:

Divide the class into smaller diverse groups of 4-6 students.

Provide each group with a large sheet of paper and several markers.

Instruct each group to consider Fannie Lou Hamer’s views of citizenship as they create

their own definition.

Have each group discuss and write on their sheet of paper the answers to the following

questions:

1. What are the responsibilities of a citizen in a democratic society?

2. What are some reasons that people may choose not to participate as citizens? Is a

person’s decision to not participate in civic life a right of citizenship, Explain briefly?

3. Does everyone in the U.S. have the same rights, responsibilities, and privileges, as

citizens of the United States, please explain.

4. As a group, please develop your own definition of citizenship; describe who should

have citizenship rights? What are the responsibilities of citizens? What privileges

should citizenship provide to people? Record your answers.

Concluding the Lesson:

Have each group come to the front of the room and tape their sheet of paper so the

class can see it.

Have each group discuss their findings

Ask if there was any disagreement among group members about any of the questions.

Have the reporter share the differing viewpoints.

After each group has presented, ask if anyone has questions and address each

question.

Summarize the lesson with the class and ask each student individually to write a half

page to one page summary of what they learned.


Community Mapping Exercise

Goal (s):

To increase student awareness of community strengths, resources, and challenges.

Objective (s):

Students will complete a map of the community illustrating important assets, resources, and

issues. Students will identify community assets or strengths as well as the issues affecting

community life. Students will discuss the relationships that occur between people and places in

the community (ex. The relationship between the police and the school).

Expected Outcomes:

Students will demonstrate an increased understanding of their community.

Students will understand relationships between community institutions.

Students will identify resources and challenges in their communities

Rationale for Lesson:

This lesson provides students with the opportunity to think critically about their community.

Through utilizing critical thinking skills students will develop community maps that represent the

community from their perspectives. Through identifying community resources, issues, and

relationships, students will begin preparing for their own civic engagement projects.


Review the lesson fully along with the additional mapping resources located in Appendix

B of the guide and the sample map in Appendix C.

Have supplies ready at each station

Have student groups pre-determined


Chamber of Commerce materials, phone books, other community literature.

Flip Chart

Sharpies, colored pencils, markers

Copies of community map guide for students

Time Involvement:

60-90 minutes

10-minute review of previous lesson

10-minute introduction of lesson

30-minutes for each group to do mapping

20-minute presentation from groups

20-minute discussion of lesson

Introducing Lesson:

Provide summary of previous lessons focusing on the community work of Fannie Lou

Hamer and tying it in to civic engagement.

Remind students that before an individual can become civically active it is important to

understand the community.

Provide each student with the ―Map Your Communities Assets & Resources‖ handout.

Have students read the handout and then ask the following questions:

1. What is a community asset?

2. How do assets help a community?

3. Now that we know what assets are, what do you think would be considered

community issues?

Write on the board the following directions:

1. Identify important people, places, institutions, and organizations in the

community.

2. Indicate important people on your map by drawing stick figures and labeling them

by name or by title, for ex. My teacher.

3. Label important places on your map, such as your neighborhood, by drawing a

circle or other shape and labeling the place.

4. Draw and label the important organizations in your community, such as the local

youth group or civic group.

5. Draw and label the important institutions in your community, such as schools,

churches, and police departments.

6. Draw on the very outside perimeter of your map label outside resources or

institutions that impact your community, for example the state or federal

government.

7. Discuss and label the issues that are affecting the community, by writing the

issue next to the appropriate places on the map.

8. Rank the issues on the map in order of importance.

Divide students into groups


(A sample community map has been provided and may be passed around to groups, however

to promote critical thinking and creativity, students should attempt to draw maps without the

assistance of the sample map)

Have students work on community maps together

Have students think about the people, institutions, buildings, and places that are

important in their community. Examples could be schools, churches, parks, stores, and

restaurants. Provide students with chamber of commerce literature, web resources, and

phone books, to help inspire maps.

Instruct students to draw places that are the most important in the community, larger

than the ones that are of lesser importance.

Label each place on the map

Have students think about these places and draw lines between people, places, and

institutions that may interact with each other.

Have students think about the issues in their communities.

Have students write community issues next to the most relevant place on the map,

issues may be written next to more than one place.

After they complete the map have them go back and rank the issues by degree of

importance to them and place numbers next to each issue.


Have each group present their community map to the class.

Ask each group to briefly talk about why they chose the places on their maps

Ask groups to talk about the relationship patterns between places

Ask students to discuss the issues that are affecting their community

After all groups have gone ask the class to discuss common issues or differences in

community maps.

Conclude by talking to class about the importance of knowing the resources and issues

in the community, in order to target a civic engagement strategy on a specific issue.

Civic Engagement Lesson # 4

Learning the Strategies

Goal:

To increase student competency in purposes and strategies for civic engagement

Objectives:

Instruct students about the historical importance and uses of civic engagement strategies by

U.S. citizens. Promote critical thinking of students through in-depth analysis of civic

engagement strategies both past and present.

Expected Outcomes:

Students will have an increased understanding of civic engagement. Students will be able to

understand the relationships between citizenship and civic engagement. Students will be able

to identify the strengths and weaknesses of civic engagement strategies.


This civic engagement lesson builds upon the previous lesson relating to citizenship. Based on

their understanding of the nature of citizenship and democratic participation, they can begin to

analyze civic engagement strategies and how they are utilized by citizens to impact civic

processes and create change. This lesson can also utilize the existing vignette on Fannie Lou

Hamer provided in this guide or utilize alternative examples that students previously came up

with during the lesson. Through identifying methods of civic engagement, students will explore

various methods of civic engagement and identify reasons that each succeeded or failed. They

will also be able to compare and contrast past strategies for civic engagement with current

methods. This new knowledge will assist young people with the final lesson plan of designing

and implementing a civic engagement strategy.


Ensure that every student has a copy of the Fannie Lou Hamer vignette or another

example previously utilized.

Visit some of the websites provided in this guide in order to gain understanding of civic

engagement.

Identify grouping strategies and whether to utilize previous groups or redefined groups.


Copy of vignette

Large sheets of flipchart paper

Different colored note cards

Sharpie or other markers

Scotch or masking tape

Computer Access

Time Involvement:

This lesson will take from 1 1/2 to 2 hours depending on the classroom size and level for

analysis. One or two class periods are recommended for this lesson. The first day could have

groups prepare their civic engagement strategies and the second day could be utilized for

presentation and follow-up discussion.


Please provide students with a review of the previous lesson on citizenship and ensure

that students are still able to recall the key elements of citizenship and democratic

participation along with some of the issues that sparked the voter registration drive in

Mississippi.

Provide a definition of civic engagement, such as the one provided in the glossary of this

guide.


Discuss with students the role of civic engagement in the civil rights movement, in

particular the strategies that Fannie Lou Hamer and others used in voter registration

efforts.

Place students into groups of 4-6 persons.

Have students visit the following websites to research different civic engagement

strategies:

1. Research a legislative bill that could impact the community and solicit petition

signatures of community members. Follow up by e-mailing, calling, and meeting

with political leaders. To research state policy initiatives visit

http://billstatus.ls.state.ms.us/ for federal legislative bills visit

http://thomas.loc.gov/

2. Discuss an issue of importance that is affecting the community. Research more

about the causes of the issue by looking online and talking with community

leaders and residents. Start a blog page that provides detailed information about

the issue, who it affects, and what action should be taken. Monitor the blog

every day by adding discussion topics and answering questions from other

people. Send out invitations to participate in the blog to a wide audience. For

more information on starting a blog page for free visit

http://www.blogger.com/home A good example of an effective blog can be found

at http://tvfoh.wordpress.com/2007/10/19/some-thoughts-on-the-jenna-6/ The

blog located here has links to many different issues including the Jenna 6 court

case in Louisiana. The Jenna 6 case was widely brought to the national

audience through blogs similar to this one.

3. Voter registration is another civic engagement strategy. Organize a voter

registration effort in the community, forms and instructions are available at

http://www.sos.state.ms.us/elections/VoterRegistration/

4. Research an issue impacting the school and speak at a school board meeting.

Students can learn more about education related issues and locate contact

information about board meetings by visiting http://www.mde.k12.ms.us/

5. Students may decide to join a civic group in the community or start one of their

own. The Cleveland Youth Council http://www.blueshighway.org/CYC.htm and

the Sunflower Freedom Project http://www.sunflowerfreedom.org/ are two

examples of civic groups facilitated by young people. The contact numbers and

e-mail addresses for these groups are also listed so students can correspond or

possibly meet with members to learn more about civic engagement.

6. Organize a town hall meeting to discuss a specific issue affecting the community.

To better understand how to go about organizing a town hall meeting visit

http://www.rwjf.org/files/newsroom/townhall.pdf to download a comprehensive

guide to planning a town hall forum.

7. Learn how increasing community awareness through education can be utilized

as a civic engagement strategy by visiting www.southernecho.org

Provide each group with a large sheet of paper and 4-6 index cards of different colors,

along with markers

Have each group place four to six types of civic engagement strategies on the index

cards provided. They may use strategies that have been discussed or new ones.

Have students tape index cards to the larger sheet of paper

Students will discuss the strengths and challenges of each chosen civic engagement

strategy in the group/

Underneath each index card have students put the strengths and weaknesses of each

civic engagement strategy, as they see them.

Have each group come up with one question relating to civic engagement to pose to the

class


Have each group bring their paper with attached index cards to the front of the class and

present each civic engagement strategy along with the strengths and weaknesses that

they have identified.

The teacher should make three columns on the chalkboard. One column for the type of

strategy, the second for the strengths associated with the strategy, and the third for the

challenges given for each strategy. The teacher will be adding to the list as students are

presenting to the class or can elect a student to record the information on the

chalkboard.

Have each group pose their question to the class and allow time for feedback

After each group has presented, ask the class to explain the relationship between

citizenship and civic engagement. Ask other questions in order to ensure that students

understand the relationships between the different topics and terms discussed in the

lessons.

Sample Questions:

1. What do all the civic engagement strategies have in common?

2. Do you think civic engagement strategies have changed over time? If so how?

3. What is the relationship of civic engagement to citizenship?


Action Plans

Goal:

To increase the civic responsibility and competency of students through experiential learning.

Objectives:

To have students create their own civic engagement project.

To have students practice civic engagement

To analyze the success and challenges of their civic engagement projects

Expected Outcomes:

Students will increase their competency in civic engagement through direct practice

Students will increase their understanding of citizenship

Students will be able to understand the connection between citizenship and civic engagement

Students will have an increased connection to civic life


This lesson provides an opportunity for students to take newly attained knowledge about

citizenship, civic processes, and civic engagement, and apply it to a real issue that they are

interested in. This lesson takes an experiential learning approach to allow students to learn

through direct application of civic skills. The intent of this lesson is that students will begin to

understand how civic engagement can create change and provide an opportunity for students to

analyze these experiences in the classroom environment, in order to develop a deeper

understanding of civic life and processes. This lesson should help to connect students more

closely with civic life and promote the values associated with citizenship.


Please provide a review and summary of the previous two lessons and ensuring that

students have an understanding of civic engagement, associated strategies, and

citizenship.

Decide how much class time can be devoted to this project. It is recommended that

teachers allow students to work in small groups and allow class time for creating their

civic engagement plan.

Teachers also should decide on a timeline for students to implement their plans. Some

plans may be easier to implement than others.

Decide how much influence you want to have in the design of the project. Too much

may make students less invested and too little may not allow students with enough

opportunity for success and learning.

If you allow these projects to occur over a semester, you may want to encourage student

progress by allowing some class time to meet and strategize and also require weekly

progress updates.


Civic Engagement Template (1 per student) provided in Appendix D.

Copies of the Ten Commandments for Changing the World provided in Appendix E.

Pencils (Encourage students to write their plans in pencil as they may change)

Spiral Notebook and/or log sheets for progress reporting. The log sheet template in

located in appendix E.

Time Investment:

The length of time for this project will be up to the individual teacher. The best projects usually

occur over a semester and include classroom time to develop a civic engagement strategy

proposal, regular weekly meeting time, and one or two days at the end of the semester to

analyze and discuss the projects as a class.


Provide a brief overview of the previous lessons with students

Have students provide a summary of the web based learning from the previous lesson.

Explain to students that they will be working in groups throughout the semester to

organize their own civic action.

Provide a brief explanation of the purpose and expectations of the project.

Explain clearly the classroom time that will be provided and the expected outside the

classroom work that will be needed. Make sure to also state how you want them to

provide progress updates (Will you have them discuss progress verbally with the class

each week, or keep progress notes that they will turn into you each week)


Hand out copies of the Ten Commandments for Changing the World

Instruct students to use the Ten Commandments hand out and the previous web

research for this lesson.

Have students brainstorm individually or in groups, different issues that they are

concerned with, they can be school, community, or societal, in nature.

Have students or groups write on an index cards three issues that they are most

concerned with based off the brainstormed ideas.

Have students or groups rank the issues in order of personal importance.

If students are not already in groups, separate students into groups by issue of concern.

Try and have even numbers in each group

Have each group meet and brainstorm a project

Every group will fill out a civic engagement project sheet that is supplied in the back of

this guide.

Provide ample time for groups to report out on projects

Provide regular weekly meeting and reporting time for each group.

Meet with each group and provide some consultation as you see fit


At the end of the assigned period of time have each group provide a detailed overview of

their project to the class. The presentations should answer the following questions:

1. What is the issue of concern?

2. What were the reasons that your group chose their specific strategy for civic

engagement?

3. Provide an overview of the project, including the planning and roles of each

member.

4. What did you hope to change through the project, what was the actual change?

5. What were the strengths and challenges of the project?

6. What did you learn from this experience?

Have each student turn in an individual reflection paper answering the following

questions:

1. Discuss your understanding of citizenship and civic engagement prior to this

project. How has your views changed as a result of this experience.

2. Describe in a paragraph or two how you define your civic life. How do you think

your civic life will change as you get older?

3. How does civic engagement lead to social change and personal change?

4. Describe what citizenship means to you.

5. Discuss the citizenship roles of young people in society.

6. Whose responsibility is it, to teach people in the United States about the

importance of citizenship?

7. Although the United States is a democratic society, many people do not

participate in civic life. How would you increase their civic participation?

Appendix B

Map Your Community’s Assets & Resources

Community Asset-Map Worksheets

Community organizers have witnessed a shift recently, from a focus on the needs of a particular

community to a focus on its assets. The process of identifying local assets, or resources, is

sometimes referred to as ―asset-mapping.‖

Every community contains a wealth of resources, and a good leader will identify all of those

resources, and connect as many of them as possible to the project. Resources (or assets) come

in two kinds: people or material. People are probably a community’s best asset. By ―people

resources,‖ we include ―individual resources,‖ those skills and talents that individual people

possess. Also, people can be grouped into different organizations and even businesses …and

still be considered people resources. Material resources are usually controlled by people, and

may be the result of the talents of individuals. Unlike people resources, however, material

resources include tangible, touchable things. Physical structures (like buildings) or public

spaces (like parks) can also be considered material assets. For example, a ―people‖ resource is

your next-door neighbor, who is a fantastic cook, with experience preparing food for large

groups of people. A related, but separate, ―material‖ resource might be the huge bowls of pasta

salad that are his specialty.

A great tool to use for identifying these resources is called a community asset map. Asset-

mapping can take different forms, from a simple inventory list to a real community map that

shows the location of people and materials. You will decide what style works best for you.

Important considerations will be the time available to conduct this ―study‖ and the number of

people working on it. As you think about mapping assets, also think about how you will use the

map when it’s complete. The short-term objective is to identify a number and variety of local

resources. You may even consider sharing it with other local organizations and community

groups!

Where Can You Find The Information To Develop Your Community’s Asset Map?

Friends Chamber of Commerce Family Community Bulletin Boards School Community Newspapers Yellow Pages Local Events

Here’s one way to break down the resources for your asset map:

1) Individuals

First, think of the people you are close to in your community, and then ask for their help

in connecting you with others they know. Make an effort to be ultra-inclusive and reach

out to everyone: children, teenagers, and seniors can all contribute. Finally, target the

wider community by soliciting help through advertisements/flyers/signs.

2) Organizations

People can bring different skills to the project when they are part of an organization.

Associations are like athletic teams—each player has something special to offer.

Together they create a whole new set of talents and skills. After you map out the assets

of individuals, also consider the opportunities that organizations can bring to your play

space project:

3) Institutions

The next level of resources we would like you to consider are local institutions.

Obviously, institutions vary widely in their organization and operations. Yet, every

community should consider calling upon neighborhood institutions and businesses.

Some may be able to provide skilled manpower or tools, other may be able to offer free

meeting space, and other may be able to provide technical advice.

Individual Skills

First Aid Fundraising Office Skills Leadership

Construction/Repair Writing

Food Preparation/Service Organizing

Child Care Telephone Skills

Transportation (cars, trucks, machinery) Cleaning

Music/Art Business Skills

Organizations/Associations To Consider

Service Organizations Business Associations Fraternal Organizations Local Financial Institutions

Women’s Groups Youth Organizations

Athletic Organizations Cultural Organizations

Neighborhood Organizations Religious Organizations

4) The last ―rim‖ of your asset map will include resources that are located and controlled

outside of the community. Just as you have probably discovered many resources in your

community, there are lots of resources outside …think of city and state government,

national foundations, or relevant nonprofits. While these ―outside‖ organizations can

sometimes add substantial value to your goal, their assistance is not usually of the

same, sustainable kind that can only come from within. Use outside resources sparingly

…your community built project will be stronger if it is truly community built!

Local Institutions To Consider

Churches Universities Parks Hospitals

Libraries Social Service Agencies

Fire/Police Departments Schools

Appendix C: Community Engagement Sample Map

An Identification of Community Assets and Issues

Federal

Government State Government

Mayor

Smith Local Shelter

Dress Code

Policy Lincoln High school

Coach

Jackson

Need a

Youth

Center

Ms. Riley

Local

leader

Homelessness

Pastor

Johnson

Poor Monkey

Lounge

My Neighborhood in South

Cleveland

New Beginnings

Baptist Church

My

teacher

Johnson Police Department

Police

Harassment

East Park

Blue Plate Special

Restaurant

Youth Council

Drugs and

Violence

Huddle House

Need

Medical Ins.

Cleveland Hospital

University

Map Legend:

People Assets

Institutions and Orgs.

Community Issue

Positive Relations

Strained Relations

Appendix D

Civic Engagement Project Proposal

Group Name:

___________________________________________________________________________

Group Members:

____________________________________________________________________________

Issue Focus:

____________________________________________________________________________

Project Goal (s):

____________________________________________________________________________

Civic Engagement Strategy (s):

____________________________________________________________________________

Describe your plan of action:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Describe the roles of group members:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Appendix E

Project Log Sheet:

Project Task: Group Members

Involved

Start Date Intermediate Steps

Finish Date Expected Outcome

Appendix F

Ten Commandants for changing the world by Angela Bischoff and Tooker Gomberg

1. You Gotta Believe - Have hope, passion and confidence that valuable change can and does

happen because individuals take bold initiative.

2. Challenge Authority - Don't be afraid to question authority. Authority should be earned, not

appointed. The "experts" are often proven wrong — they used to believe that the earth was

flat!. You don't have to be an expert to have a valuable opinion or to speak out on an issue.

3. Know the System - The system perpetuates itself. Use the tools you have — the telephone

is the most underrated. The internet can be of great value for research as well. Learn how

decisions are made. How is the bureaucracy structured? Who are the key players? What do

they look like? Where do they eat lunch? Go there and talk with them. Get to know their

executive assistants. Attend public meetings.

4. Take Action - Do something — anything is better than nothing. Bounce your idea around

with friends, and then act. Start small, but think big. Organize public events. Distribute

handbills. Involve youth. It's easier to ask for forgiveness after the fact rather than to ask for

permission. Just do it! Be flexible. Roll with the punches and allow yourself to change tactics

mid-stream. Think laterally. Don't get hung-up on money matters; some of the best actions

have no budget.

5. Use the media - Letters to the Editor of your local newspaper are read by thousands. Stage

a dramatic event and invite the media — they love an event that gives them an interesting

angle or good photo. Bypass the mainstream media with email and the world wide web to

get the word out about your issue and to network.

6. Build Alliances - Seek out your common allies such as other community associations,

seniors, youth groups, labor, businesses, etc. and work with them to establish support. The

system wins through Divide and Conquer, so do the opposite! Network ideas, expertise and

issues through email lists. Celebrate your successes with others.

7. Apply Constant Pressure – Persevere, it drives those in power crazy. Be as creative as

possible in getting your perspective heard. Use the media, phone your politicians, send

letters and faxes with graphics and images. Be concise. Bend the Administration's ear when

you attend public meetings. Take notes. Ask specific questions, and give a deadline for

when you expect a response. Stay in their faces.

8. Teach Alternatives

Propose and articulate intelligent alternatives to the status quo. Inspire people with well

thought out, attractive visions of how things can be better. Use actual examples, what's

been tried, where and how it works. Do your homework, get the word out, and create visual

representations. Be positive and hopeful.

9. Learn From your Mistakes - You're going to make mistakes; we all do. Critique – yourself in a positive way, the movement, and the opposition. What works, and why? What isn't working? What do people really enjoy doing, and do more of that.

10. Take Care of Yourself and Each Other - Maintain balance. Eat well and get regular exercise.

Avoid burn-out by delegating tasks, sharing responsibility, and maintaining an open process.

Be sensitive to your comrades. Have fun. As much as possible, surround yourself with

others who share your vision.

Resource websites for further knowledge development: 1. Southern Echo of Mississippi is an advocacy based organization that places emphasis on

developing leadership and organizing skills among African-American youth. Their

website provides many tools and resources to assist your effort.

www.southernecho.org

2. The William Winters Institute for Racial Reconciliation, situated on the campus of the

University of Mississippi, is focused on providing ways to reconcile past and current

injustices that have occurred as a result of racial discrimination and/or alienation. The

website has excellent resources for conducting your own oral history projects, tools for

civil rights resources and reading, and free materials for students and educators.

www.winterinstitute.org

3. The Mississippi American Civil Liberties Union (ACLU) provides advocacy resources, legal

representation, and education for the purposes of protecting civil liberties. The ACLU

website has resources that help young people keep track of current legislation,

community issues, and provides strategies for taking action. www.msaclu.org

4. Tolerance.org is a web based project developed by the Southern Poverty Law Center

and focuses on providing resources and tools for dealing with racism, discrimination,

and biases. This website has some great materials that young people can use to begin

forming projects that focus on discussing issues of gender, race, and sexuality.

www.Tolerance.org

5. The Congress on Racial Equality (CORE) has been active since 1942 and focuses its

efforts on racial justice. Their website provides some helpful history about the

organization and provides up to date summaries of current issues that are affecting

their mission.

www.core.org

6. Idealist.org provides educators and young people with additional lessons and activities

focused on civic engagement.

http://www.idealist.org/if/ioc/en/StaticFile/Viewer/default?url=/ioc/learn/curriculum/index.ht

ml

7. The National Women's History Project recognizes the achievements of women in all

facets of life – science, community, government, literature, art, sports, medicine – an d

its huge impact on the development of self-respect and new opportunities for girls and

young women.

http://www.legacy98.org/

8. The Ageism In America project aims to transform the experience and culture of aging in

this country, and ultimately improve the human rights of older Americans.

http://www.ilcusa.org/pages/projects/ageism.php

9. The Student Nonviolent Coordinating Committee, or SNCC (pronounced "snick"), was

created on the campus of Shaw University in Raleigh to coordinate these sit-ins, support

their leaders, and publicize their activities. SNCC is a clear example of a civil rights

youth organization and during their organizational life, a youth movement.

http://www.ibiblio.org/sncc/index.html and

http://www.aavw.org/protest/carmichael_sncc_abstract06_full.html

References:

Checkoway, B., & Richards-Schuster, K. (2003). Youth Participation in Community Evaluation

Research. American Evaluation Research , 24 (1), 21-33.

Checkoway, B., Allison, T., & Montoya, C. (2005). Youth Participation in Public Policy at the

Municipal Level. Children and Youth Services Review , 27, 1149-1162.

Driskell, D. (2002). Creating Better Cities with Children and Youth: A Manual for Participation.

Paris/London: Earthscan/Unesco Publishing.

Kieffer, C. (1981). The Emergence of Empowerment: The Development of Participatory

Competence Among Individuals in Citizen Organizations. Ann Arbor: University of Michigan.

Levine, P. (2006). The Future of Democracy: Developing the Next Generation of American

Citizens. Medford: Tufts University Press, Passim.

New York Times. (2000). Civic Responsibility and Higher Education. (T. Ehrlich, Ed.) New York:

Oryx Press.

Southern Echo. (n.d.). Southern Echo Home Page. Retrieved July 2, 2008, from

http://www.southernecho.org

Southern Poverty Law Center. (n.d.). Fight Hate and Promote Tolerance. Retrieved June 15,

2008, from Teaching Tolerance: http://www.tolerance.org

State of Mississippi. (n.d.). Social Studies Framework. Retrieved July 12, 2008, from Michigan

Department of Education: http://www.mde.k12.ms.us/acad/id/curriculum/ss/frame.html

Student Action for Change. (N.D.). Glossary of Higer Education. Retrieved June 29, 2008, from

Get Informed: http://www.actionforchange.org/getinformed/glossary.html#citizenship

Syvertsen, A., Flanagan, C. A., & Stout, M. D. (2007). Best Practices in Civic Education:

Changes in Students' Civic Outcomes. College Park: University of Maryland: Center for

Information and Research on Civic Learning and Engagement.

University of Mississippi. (n.d.). William Winters Institute for Racial Reconciliation. Retrieved

June 6, 2008, from http://www.winterinstitute.org

University of Oregon. (N.D.). Definitions of Diversity. Retrieved June 29, 2008, from ASUO-

Multicultural Advocate Home Page:

http://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html

Webster, Merriam. (2008). Merriam Webster Online Dictionary. Retrieved June 29, 2008, from

http://www.merriam-webster.com/dictionary/coalition

Civil Rights/Civic Engagement Curriculum Development

Documents