Part 2: Modern Civics in Action

Action Civics in Action

So, what does action civics actually look like in action? In this section, we explore student projects from various action civics programs representing students from diverse demographics and geographic locations.

Generation Citizen Projects

As discussed previously, Generation Citizen engages students in impactful learning experiences that transcend traditional civics curricula and can lead to meaningful action and change in students’ local communities. For example, Willard Middle Schools’ eighth-grade class sought to address the homelessness crisis in its community of Berkeley, California, by advocating for funding of a youth shelter (Generation Citizen, n.d.c). The students reached out to city officials and advocated to pass a resolution funding youth homeless shelters. After several rounds of advocacy, a key city official visited the class to hear the students’ proposal directly and engage in a conversation with them. He agreed with the students but informed them that he alone could not make the decision. Instead, they would need to persuade a majority of city council members. The proposal was eventually introduced to the full city council, as students published correspondence to all council members in support of the policy proposal (Generation Citizen, n.d.c).

In another powerful example, a class at Lowell High School in Massachusetts sought to address the gun violence issue by advocating for a local gun buyback program (Generation Citizen, n.d.e). Students conducted further research on the issue and also petitioned local leaders to pass a red flag bill, a type of legislation that “temporarily remove[s] firearms from those who may be a harm to themselves or others” (Vasilogambros, 2021). Reflecting on the experience, one of the students, a refugee from Iraq, proclaimed that:

When I have an idea or care deeply about an issue, I can speak up. . . . We . . . have the opportunity and responsibility to act—to speak up about the issues that affect our communities, to raise our voice, to become leaders. . . . I am only a student, but if I see an issue that needs fixing, I can work on it, indeed it is my responsibility to help fix it. (Generation Citizen, n.d.e)

The following interview with Jeff Grifka, social studies department chair at Kickemuit Middle School in Rhode Island and advocate for action civics programs, provides insight regarding how action civics programs can get up and running in K–12 schools.

Generation Citizen: Story From the Field

Q: Why did you decide to adopt the Generation Citizen action civics curriculum? A: We saw significant gaps in civic education at the middle school level. What we did [was] seek out a program that would not only teach civic education, but have students get more engaged in it. Generation Citizen [helps students] get a background of civics, apply what they have learned by investigating issues in the community, and put ideas together to address it and enact change. Q: What impact have you seen as a result of the past two years of action civics implementation? A: The kids have done fantastic work. The voting group with the least turnout is [people] 18–25 [years old], since many don’t feel like they can make a difference. This program helps them see that they can make change, as their voice is heard by the community. It is a powerful experience for kids to problem solve in a different way and even petition at the local and state levels. We had a number of state legislators come in to speak, hear from the students, and provide them with feedback. We also focus on the time and effort that they put into the project. The practice is valuable, and they have opportunities to investigate an issue. For instance, a student at the high school brought up the issue of having EpiPens on the bus. She pushed for state legislation, and it got traction and was eventually passed into law. Q: Can you provide a few more examples of student projects? A: Sure thing. One project focused on funding research for biodegradable fishing nets. One group led the charge for a local paper straw ban ordinance. Another group had a similar project that advocated for the removal of Styrofoam lunch trays and replacing them with paper trays. Q: What are the major challenges of implementing action civics? A: It is a shift for the teachers, since they are encouraged not to guide students in any particular direction regarding the public policy solution. You need to give students an opportunity to think outside the box and guide themselves. Also, student projects tend to be more liberal, but we should not limit students’ opportunities to think freely. Q: Any final thoughts to share? A: Action civics gets students actively involved—what better way to learn it than getting involved in it? We need to learn by doing. (J. Grifka, personal communication, January 23, 2020)