Project Citizen: Empowering Community Change Through Public Policy
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as emerging leaders, design and advocate for a public policy that addresses a systemic community challenge and demonstrates the necessity of active civic participation in our democracy?Essential Questions
Supporting questions that break down major concepts.- Why is public policy the most effective tool for addressing systemic issues compared to individual or private actions?
- How can we distinguish between a personal grievance and a community problem that requires a public policy solution?
- What criteria should be used to prioritize which community problems deserve immediate legislative attention?
- How do we evaluate the credibility and bias of various information sources when researching complex social issues?
- How can we use the power of rhetoric, evidence, and storytelling to persuade government officials to adopt a proposed policy?
- In what ways does the process of developing a public policy portfolio mirror the professional research and writing standards of a democratic society?
- How does participating in a simulated public hearing prepare a citizen to navigate real-world political systems?
- To what extent is an individual’s participation in the democratic process necessary for the survival of a representative government?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Analyze community issues to distinguish between private matters and public policy problems requiring government intervention.
- Evaluate the credibility, bias, and relevance of diverse information sources to build an evidence-based case for a specific policy change.
- Develop a comprehensive public policy portfolio that includes a problem definition, evaluation of existing policies, and a proposed solution with an implementation plan.
- Deliver a persuasive oral presentation using rhetoric and evidence to advocate for a policy proposal in a simulated public hearing.
- Reflect on the collaborative process and the personal impact of civic engagement on the democratic health of the community.
C3 Framework for Social Studies State Standards
Common Core State Standards (ELA)
Entry Events
Events that will be used to introduce the project to studentsThe Empty Chair Assembly
Students are shown a powerful video montage of youth-led movements throughout history (from the Civil Rights Movement to climate strikes) and then walk into a gallery of 'The Empty Seats of Power.' Each seat represents a local board or committee where student voices are legally allowed but currently absent, prompting the driving question: 'If you aren't at the table, are you on the menu?'Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.The Community Pulse Audit
In this opening activity, students transition from observing personal grievances to identifying systemic community issues that require public policy intervention. Students will act as investigative journalists, scouting their local neighborhoods to find problems that impact the collective good rather than just individuals.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Problem Definition Brief' that includes a description of the issue, evidence of its impact, and a justification for why it requires a government (public policy) solution rather than a private one.Alignment
How this activity aligns with the learning objectives & standardsAligns with C3.D2.Civ.2.9-12 by analyzing the role and responsibilities of citizens in identifying community needs, and CCSS.ELA-LITERACY.W.9-10.7 by initiating a research project to solve a self-generated community problem.The Policy Detective Lab
Students become researchers, digging into the history and current status of policies related to their chosen problem. They must determine what laws or regulations currently exist, why they are failing or insufficient, and evaluate the credibility of the sources providing this information.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityAn 'Evidence & Policy Map'—a graphic organizer or digital document that cites at least four different types of sources (interviews, government documents, news articles, etc.) and analyzes existing policy failures.Alignment
How this activity aligns with the learning objectives & standardsAligns with C3.D2.Civ.13.9-12 by evaluating current public policies in terms of their intended and unintended outcomes. Also aligns with CCSS.ELA-LITERACY.W.9-10.7 through the synthesis of multiple information sources.Blueprint for Change: Designing the Solution
Having identified the gap in current policy, students now design their own legislative or regulatory solution. They must brainstorm multiple alternatives, weigh the pros and cons of each, and ultimately select the most effective policy to advocate for.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityThe 'Blueprint for Change'—a formal policy proposal that outlines the new rule or law, explains how it will be funded, and identifies which branch of government has the authority to implement it.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.9-10.1 by writing arguments to support a specific policy claim with valid reasoning and relevant evidence. Aligns with C3.D2.Civ.13.9-12 by considering the consequences of the proposed policy.The Master Portfolio Assembly
Students assemble their research, analysis, and proposals into a professional-grade portfolio. This activity focuses on the organization and visual representation of complex information, ensuring that their argument is logical, evidence-based, and compelling for a public audience.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA four-section Project Citizen Portfolio (can be a physical display board or a digital presentation) covering: 1) Explaining the Problem, 2) Evaluating Alternative Policies, 3) Our Proposed Public Policy, and 4) Our Action Plan.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.9-10.1 and W.9-10.7 by synthesizing sustained research into a formal, structured argument. This activity builds the core of the Project Citizen requirement.The 'In the Room' Hearing
The project culminates in a high-stakes simulation. Students present their portfolios to a panel of 'judges' (acting as a city council, school board, or legislative committee). They must deliver their arguments orally and respond to challenging questions from the panel, mirroring the actual public hearing process.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Public Testimony Performance' and a digital or physical 'Hearing Log' that records the feedback and questions received from the panel.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.9-10.4 by presenting findings clearly, concisely, and logically. It also meets C3.D2.Civ.2.9-12 by demonstrating the active role of citizens in the political system.The Civic Mirror: Reflection on Power
In the final stage, students step back from the specific policy to reflect on their power as citizens. They evaluate what they learned about the democratic process, the challenges of creating change, and how this experience has shaped their identity as emerging leaders.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityThe 'Citizen’s Manifesto'—a reflective essay or video blog that connects their personal experience in the project to the broader necessity of civic participation in a democracy.Alignment
How this activity aligns with the learning objectives & standardsAligns with C3.D2.His.3.9-12 by helping students analyze their own contribution to the tradition of reform movements and individual impact on democracy.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioProject Citizen: Public Policy and Civic Power Rubric
Civic Identification & Analysis
Focuses on the initial identification and categorization of community challenges as matters of public policy.Problem Definition & Civic Scoping
Evaluates the student's ability to distinguish between private grievances and systemic public policy issues, as well as the clarity of their problem statement.
Exemplary
4 PointsProvides a sophisticated analysis of a systemic issue, clearly articulating the distinction between private and public domains with compelling evidence of community impact. The problem statement is precise, professional, and identifies specific stakeholders.
Proficient
3 PointsProvides a thorough analysis of a community issue and correctly identifies it as a public policy matter. The problem statement clearly explains who is affected and why the current situation is unacceptable.
Developing
2 PointsShows emerging understanding of public policy; identifies a community problem but the distinction between private and public policy needs more clarity. The problem statement is basic or missing evidence of impact.
Beginning
1 PointsIdentifies a personal grievance rather than a systemic policy issue. The problem statement is incomplete, vague, or lacks a justification for government intervention.
Evidence-Based Investigation
Focuses on the investigative process of understanding existing laws and the 'policy gap.'Information Literacy & Policy Research
Evaluates the depth of research, the ability to synthesize multiple source types, and the critical evaluation of source reliability and bias.
Exemplary
4 PointsSynthesizes a wide range of highly credible, diverse sources (interviews, legal docs, data). Demonstrates advanced critical thinking by identifying nuanced biases and complex gaps in current policy.
Proficient
3 PointsSynthesizes multiple sources (at least 4 types) to identify current policy gaps. Evaluates source reliability and bias accurately using a rubric or framework.
Developing
2 PointsGathers information from limited sources. Shows basic understanding of the 'policy gap' but lacks depth in analyzing source bias or the complexity of existing laws.
Beginning
1 PointsProvides insufficient evidence or relies on unreliable/singular sources. Fails to clearly identify existing policies or explain why they are failing.
Legislative Design & Strategy
Focuses on the design and justification of the student-led policy solution.Policy Logic & Argumentation
Evaluates the logic, feasibility, and argumentative strength of the proposed policy solution.
Exemplary
4 PointsProposes an innovative, highly feasible solution with a sophisticated plan of action. Argument is masterfully supported by evidence, addressing potential counter-arguments and complex funding/legality issues.
Proficient
3 PointsDevelops a clear policy proposal with valid reasoning and relevant evidence. Includes a logical plan of action that identifies the correct branch of government and potential funding/legality.
Developing
2 PointsProposes a solution that is somewhat clear but lacks detail in implementation (funding, authority, or legality). Argumentation is basic and doesn't fully address alternative solutions.
Beginning
1 PointsSolution is unrealistic or lacks a logical connection to the identified problem. Plan of action is missing or does not follow formal policy-writing standards.
Communication & Professional Presentation
Focuses on the professional assembly of the research and proposal for public consumption.Portfolio Synthesis & Visual Rhetoric
Evaluates the organization, visual clarity, and professional tone of the final four-section Project Citizen portfolio.
Exemplary
4 PointsPortfolio is professional-grade with seamless integration of narrative and high-quality visual data (infographics, charts). Flow is exceptionally logical and compelling for a public audience.
Proficient
3 PointsPortfolio is well-organized into four distinct sections. Narrative text is clear and supported by appropriate visual aids that illustrate the data and impact. Tone is professional.
Developing
2 PointsPortfolio contains all sections but lacks consistency in tone or visual quality. Some data may be poorly represented or the logical flow between sections is weak.
Beginning
1 PointsPortfolio is incomplete, disorganized, or lacks visual aids. Tone is inappropriate for a formal policy document and fails to present a structured argument.
Public Hearing Performance
Focuses on the simulated public hearing and the defense of the policy proposal.Oral Advocacy & Performance
Evaluates the student's ability to present findings orally and defend the proposal during a simulated public hearing.
Exemplary
4 PointsDelivers a powerful, rhetorically sophisticated testimony. Handles complex Q&A with poise, using evidence from the portfolio to defend the policy against high-level challenges.
Proficient
3 PointsPresents information clearly and logically. Uses appropriate style for a public hearing. Responds to panel questions effectively with relevant evidence and reasoning.
Developing
2 PointsDelivery is clear but may lack engagement or persuasive rhetoric. Responses to Q&A are basic or rely on notes rather than a deep understanding of the research.
Beginning
1 PointsPresentation is disorganized or difficult to follow. Struggles to answer questions about the proposal or shows limited understanding of the hearing's purpose.
Reflective Growth Mindset
Focuses on the final reflective stage of the project and the growth of the student as a citizen.Metacognitive Reflection & Civic Identity
Evaluates the student's ability to reflect on their civic identity, the collaborative process, and their personal power in a democracy.
Exemplary
4 PointsProvides a transformative reflection that deeply connects personal growth to the survival of democracy. Demonstrates high metacognition regarding team dynamics and future civic commitment.
Proficient
3 PointsReflects clearly on the challenges of the policy process and identifies specific skill improvements. Connects the project experience to their identity as a citizen.
Developing
2 PointsReflection is primarily descriptive of the project's steps rather than analytical about personal growth or civic power. Basic identification of skills learned.
Beginning
1 PointsReflection is brief, superficial, or fails to address the driving question regarding personal power to create change. Minimal evidence of metacognition.