4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 73MichiganStateUniversityExtension4-HYouthDevelopment

UNIT 5: Taking Action

Responsiblecitizenshiprequiresanattitudeofcaringforthecommongood;itrequiresanun-derstandingofcommunityissues;anditrequiresknowledgeoflocalgovernment.Butwhydoweneedtheseattitudes,knowledgeandskills?Towhatend?Thegoaliscommunityimprovement,andtobeginworkingtoimproveourcommu-nities,wehavetomarshalalltheseattitudes,knowledgeandskillstotakeaction.

Community service or public policy?Ingeneral,therearetwowaystobeginlookingathowtotakeactiononacommunityissue:engag-ingincommunityserviceprojectsorinfluencingpublicpolicy.Communityserviceinvolvesanorga-nizedefforttoimproveanaspectofone’scom-munity.Examplesofcommunityserviceprojectsincludeworkingatasoupkitchen,cleaningupaneighborhoodparkororganizinganafter-schoolclub.Theseprojectsaredesignedtoaddressaspecificneedofthecommunityinwhichtheyarecarriedout.Today,youngpeopleareengagedinvolunteeractivitiesmorethanever;and,wheneffective,communityservicehasthepotentialtoimprovetheimageofyouthintheircommunities,broadentheperspectivesofyoungpeopleandmakerealchangesinthecommunity.

Apublicpolicyisessentiallyadecision,mostoftenmadebypublicofficials,theoutcomeofwhichaffectsthecommunitiesthattheyserve.Examplesofpublicpoliciesincludecitybusschedules,localcurfewordinancesanddecisionsofhowtospendpublicfunds.Influencingpublicpolicyisanotherwaytomakeimprovementsinthecommunity.Inthisway,youngpeoplecanadvisepublicleaderstoprovideayouthperspective.However,thisavenueofchangeiscomparativelyunderusedbyyoungpeople.Twowaystoinfluencepublicpolicyarewritingapetitionandwritingapolicybrief.Thesetwodocumentsprovideaspaceforcitizenstoinformandpersuadepublicofficialsregardingissuesofinterest.Petitionscanbeusedtoinflu-encepublicpolicybydemonstratingtodecision-makersthatthereispublicsupportforaparticularactiononanissue.Thegoalsofthepolicybriefaretoprovideanoutlineofacommunityissuetounderscoreitsimportanceandtoputforth

Principles of Citizenship:• Community-BasedService

Learning• PublicPolicy

recommendationsastohowtoapproachthisissuefromapolicystandpoint.Guidesforwritingapetitionandapolicybriefcanbefoundattheendofthisunit.

Not “either-or” but “both-and” Whileyoungpeoplearevolunteeringatahighrate–asmentionedabove–theirvoterparticipationislow;theyarelessinterestedinpublicissues;andtheirpoliticalandcivicknowledgearelacking.Thisindicatesthatcommunityservicealonemaynotbesufficientinteachingyouthtobeparticipatorycitizens.Totrulyfostergoodcitizenship,exposuretopublicpolicyissuesandthinkingaboutthe“bigpicture”shouldbeincorporatedintoyouthactivi-ties.Communityserviceisdesignedtoaddressaspecificcommunityproblem,butinordertofullyunderstandandaddressthatproblem,knowledgeofgovernmentalstructureandpublicpolicyisnecessary.Forexample,volunteeringinasoupkitchenmayhelpthehomelessintheshortterm,buttoeffectivelyexploretheissueofpovertyandhomelessnessinthecommunity,theissuemustbeexaminedatabiggerlevel–thepolicylevel.Avenuesforinfluencingpublicdecision-makingincludewritingpetitionsandpolicybriefs,publiceducationandadvocacycampaigns,nonviolentpublicdemonstrations,resourcedevelopment,attendinglocalgovernmentmeetingsandvoting.Byinfluencingpublicpolicy,weaddressthefoun-dationofpublicissuesandworktomakelastingchange.

Adult partnershipsAkeypartofconnectingyouthwiththepoliticalprocessisformingrelationshipswithadultgroupswhohaveaninterestintheirparticularcause.Thereasonsforsuchpartnershipsarethreefold.First,bysuccessfullyworkingwithadults,youthhavetheopportunitytotransformtheirimageintheeyesofadultsintooneofcapable,responsibleciti-zenswithanimportantvoicetobeheard.Second,arespectfulworkingrelationshipbetweenadultsandyouthcanservetoinstillagreaterdegreeofconfidenceinyoungpeopleregardingcivilsociety,

74 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment

Five-Step Community-Based Service Learning Model

Step 1: Assessing Needs Gatheringinformationtoassessordetermineiftheprojectisneeded.

Step 2: Planning and Preparing Usingtheinformationgathered,toplanthetasks,responsi-bilities,duedatesandother“nutsandbolts”typesofcompo-nentsinacommunity-basedservicelearningproject.

Step 3: Experiencing Meaningful Service Movingintoactiontocarryouttheprojects

Step 4: Reflection Takingwhatwaslearnedabouttheprocessofcarryingouttheprojecteitherasanindividualoragroupandreflectingonwhatwaslearnedintheexperience.Therearemanywaystodothisstep,includinggroupdiscussion,journalsandwebpages.Thinkofideasforbuildingthisinbefore,duringandattheendoftheproject.Reflectioncanbebrokendownmorespecificallytoinclude:

• Sharing: Discussingwhathappened.Sharingwhatactuallyhappenedduringtheeventwithpositiveinteractionandlearningfromgroupmembers.

• Processing: Thinkingaboutandsharingwhatwaslearnedandwhatwasimportant,includingwhatproblemsorissuesoccurred,similarexperiencesofthegroupmembersandhowtheyfeltabouttheexperience.

• Generalizing:Doingmorein-depthreflectionandhavingthegroupmembersthinkaboutwhatlifeskillstheylearnedduringtheexperience.

• Applying: Applyingwhatwaslearnedtootherexperiences.Youngpeoplethinkabouthowtheycanusethelifeskillsandknowledgetheyhavelearnedinothersituationsintheirliveswiththeirpeers,theirfamiliesandintheircommunity.Forexample,inmostgroupserviceprojects,youngpeoplelearntoworkasteammembers.Thislifeskillcanbeusedintheclassroomoronajob.However,tounderstandthistheyneedtoreflectontheirlearning.

Step 5: Celebration Takingtimetocelebratethecompletedserviceproject.

There are various models that explain the steps for community-based service learning projects; one five-step approach places a greater emphasis on the reflection component of the steps to community-based service learning.

4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 75MichiganStateUniversityExtension4-HYouthDevelopment

andtheadultswithwhomtheyworkcanbestrongpositiverolemodels.Third,thepotentialtoachieveone’sgoalsissubstantiallyincreasedbyteamingupwithlikemindedpeople,andbywork-ingwithothergroups,youthwillbemorelikelytoseeresultsandeffectchange.

Relationshipswithothergroupsshouldbeactivelycultivated.Onceweknowwhatourissueisandwhatourgoalis,itisimportanttoexplorewhatorganizationsaresimilarlyworkingtowardthatgoal.Invitingmembersofsuchorganizationstospeakatmeetingsor,likewise,attendingtheirmeetingsisaneffectivewaytoreachouttolikemindedgroups.Thefollowingisanexampleofoneyouthgroup’s–theInghamCountyYouthCommission–partnershipwiththeircountyboardofcommissioners:

The Ingham County Youth Commission was established to advise county commissioners and other county officials on youth-related matters. One area of commission involvement is recom-mending the best way to use millage money to deal with delinquent and troubled youth. Commis-sion members have gone beyond a strictly advisory role to organize a teen forum where young people can exchange ideas on world and local issues, and participate in and recruit volunteers for the Hawk Island Park playground construction project. This fall, they plan to conduct a voter registration drive and hold mock elections in their schools. The commission consists of between 12 and 15 young people aged 12 to 18 who live in Ingham County. Students apply for membership and go through an interview procedure with the board of com-missioners – the same as applicants for any other advisory board.

Thisisanexcellentexample,notonlyofadult-youthpartnerships,butalsoofthevarietyofwaysayouthgroupcantakeactiononacommunityis-sue.Indeed,byengagingyouthindecision-makingandleadershippositionsintheorganization,youtharemorelikelytofeelasenseofempowermentandcommitmenttomakechange.

Herearesomeotheradultgroupsthatmaybevaluablepartnersinworkingonyourissue:

• School and teachers’ associations —todis-cusstheimportanceofhighlightingcommunityissues,citizenshipandcivicengagementintheformalcurriculum;

• Community groups, including faith-based groups —tocollaborateonaddressingissuesandproblemsthroughlocalaction;

• Non-profit organizations —tolearnmoreaboutpublicissuesand/orengageinservice.Manylargenon-profitshaveregionalofficesthatmaybeactiveinyourarea.Non-profitscanalsobegreatresourcesforinformationregardingsocialissues.

• Local and community media (TV, radio, newspaper and other media) —toencour-agethemtogiveattentiontocommunityis-sues,ingeneral,andyourproject,inparticular.

• Government officials and elected repre-sentatives — tohelpaddresslocalissuesatapublicpolicylevel.

• The business community —tolearnhowbusinessesarecivicallyengaged,whatissuestheysupport,andhowyoumaybeabletocooperate.

ResourcesMichigan4-HYouthDe-velopment’sYEA! Youth Experiencing Action: A Com-munity Service Learning Guide(4H1553)isafreeonlineresourceguideforplanningandexecutingservicelearn-ingprojects.Downloadthecurriculumat:http://web1.msue.msu.edu/cyf/youth/ commserv/yeacurriculum.html

TheSanFranciscoDepart-mentofPublicHealth’sCommunity Action Model Curriculumisanexcellentweb-basedresourcefortakingaction.Thecontentisspecifictoissuesofpublichealth,buttheformoftheactivitiescanbeappliedtoanydomainofinterest.Thewebad-dressis:http://www.sfdph.org/chpp/cam/CAMweb-TOC.htm.SpecificactivitiesfromtheCommunityActionModelCurriculumthatarerelevanttotakingactionare:

• “SpectrumofPrevention,”whichdetailspo-tentialapproachestotakingaction:http://www.sfdph.org/chpp/cam/Step_4/spectrum%20of%20prev/Spectrum%20Prevention%20complete.pdf.

• “UsingtheMediaforAdvocacy,”whichcon-tainsinformationabouteffectingchangeviathemedia:http://www.sfdph.org/chpp/cam/Step_4/media%20advocacy/mediaadvocacy%20com-plete.pdf.

A non-profit organization is an organization whose objective is to support a public or private issue without concern for mon-etary profit. Non-profits are engaged in a wide range of areas: social issues, educa-tion, healthcare, politics, sports and others. Some examples of non-profits are the Bill and Melinda Gates Foundation, the Red Cross and Goodwill Industries.

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TheCivicsInstitutehasaweb-basedcollectionofMichigan-specific,high-schoollevellessonplansrelatingtolocalgovernment:http://www.civicsin-stitute.org/curricula/high/index.html.Trythelessonentitled“GetInvolved!”formaterialontakingaction.

ReferencesCarnegieCorporationofNewYorkandTheCenterforInformationandResearchonCivicLearningandEngagement.(2003).The Civic Mission of Schools.NewYork:CarnegieCorporation.

Flanagan,C.,&VanHorn,B.(2003).Youthcivicdevelopment:Alogicalnextstepincommunityyouthdevelopment.InF.A.Villarruel,D.F.Perkins,L.M.Borden,&J.G.Keith(Eds.),Community youth devel-opment: Programs, policies, and practices(pp.273-296).ThousandOaks,CA:Sage.

Ford,R.E.(2005).Written Criteria for Policy-Briefs.RetrievedDecember4,2006,fromhttp://resweb.llu.edu/rford/courses/ESSC500/minipapers.html.

Killian,E.,Donohue,G.,Garner,L.P.,&Henderson,D.(n.d.).Promotingyour4-HAfterschoolpro-gram.InM.Kroll(Ed.),Designing workforce preparation programs: A guide for reaching elementary and middle school youth after school(pp.44-46).ChevyChase,MD:4-HAfterschool.

Leach,H.(2004,August20).PanelofyouthsseeingresultsinInghamCounty. Lansing State Journal,p.3A.

Mohamed,I.A.,&Wheeler,W.(2001).Broadening the bounds of youth development: Youth as engaged citizens.ChevyChase,MD:TheInnovationCenterforCommunityandYouthDevelopmentandTheFordFoundation.

TheInnovationCenterforCommunityandYouthDevelopmentathttp://www.theinnovationcenter.orghasavarietyofresourcesonthesubjectofyouthandcivicactivism.Includedareprofilesofsuc-cessfulyouthactivismprojectsthatcanserveaseffectivemodelsfornewprojects.

4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 77MichiganStateUniversityExtension4-HYouthDevelopment

ACTIVITY:

Board MeetingDescription: Byattendingameetingofthelocalgoverningbodyatthecounty,city,townshiporvillagelevel,youthlearnhowthelocalgovernmentpublicpolicyprocessworks.Thisactivityshouldbeperformedafterthegrouphasdecidedwhatissue(s)itwantstofocuson.Themeetingtheyattendwillbedeterminedbywhichunitofgovernmenthasjuris-dictionoverthechosenissue(s).

Participant Age: Ages13–19

Activity Objectives:Theparticipantswill:• Attendameetingofalocalgovern-ingbody(forexample,countyboardofcommissioners).

• Learnhowpublicpolicyismadeatthelocallevel.

Learning and Life Skills: ResponsibleCitizenship;DecisionMak-ing;Cooperation

State of Michigan Social Studies Standards: StandardIII.1PurposesofGovernment;StandardIII.3DemocracyinAction;StandardIII.4AmericanGovernmentandPolitics

Materials, Equipment, Handouts:oHandout:“PublicPolicy”oHandout:“LocalGovernmentDecision-MakingProcess”

Time: Variesaccordingtolengthofmeeting.Allow20minutesbeforeandafterthemeetingforintroducingtheactivityanddebriefing.

Setting: Siteoflocalgovernmentmeeting

Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.

• Printenoughcopiesofthefollowinghandoutsforeachparticipant:“LocalGov-ernmentDecision-MakingProcess”and“PublicPolicy.”

• Determinewiththegrouptheunitofgovernmentthathasjurisdictionovertheissue(s)thattheyareinterestedin.

• Contacttheadministrator’sofficefortheunitofgovernmentthatthegrouphasselected.Thiscontactinformationcanbefoundontheinternetorinalocalphonebook.Makearrangementsforthegrouptoattendameetingofthelegis-lativebodyforthatunitofgovernment(forexample,countyboardofcommis-sioners,schoolboard).

During the meeting:1.Eitherimmediatelybeforeattendingthelegislativebodymeetingorataprevi-ousdate,gatherthegrouptogethertointroducetheactivity.

2.Explaintothegroupthattheywillbeattendingameetingofthelegislativebodyoftheunitoflocalgovernmentthatdealswiththeissue(s)theyhaveidentified.Explaintothegroupthatonewaytotakeactiononanissueistoinfluencepub-licpolicy.Distributethehandout,“PublicPolicy,”andgivethegroupamomenttoreaditover.Askthegrouptogiveexamplesofpublicpolicy.Ifthegroupisprimarilyspeakingoffederalandstatepolicies,askthemtothinkaboutsomeexamplesoflocalpolicies,too.

3.Askthegroupwhattheyknowabouthowdecisionsaremadeinthefederalandstategovernments(forexample,howbillsbecomelaws).Tellthemthatoneofthepurposesofattendingthelegislativemeetingistoseehowdecisionsaremadeinlocalgovernmentunits.

4.Distributethehandout,“LocalGovernmentDecision-MakingProcess.”Ex-plaintothegroupthatthishandoutcanbeusedtohelpthemunderstandthedecision-makingprocessofthelegislativebody.Askthemtotakenotesatthemeeting,focusingon(a)howideasareintroducedandwhointroducesthem,(b)howideasarediscussedordebated,(c)howdecisionsaremadeonissuesandwhomakesthemand(d)howdecisionsareimplementedorputintoac-tion.Askparticipantstofillinthehandoutandkeepitforfuturereference.

5.Attendthelegislativebodymeetingofthechosenlocalgovernmentunit.

Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:

1.Whatareyourthoughtsonhowdecisionsaremadeinthisgovernmentunit?

2.Howcanacitizenadvocateforchangethroughthisgovernmentunit?

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3.Whatconcretestepsmustacitizentaketoinfluencedecisionmaking?

4.Whyisitimportantforacitizentounderstandthepolicy-makingprocessinhisorhercommunity?

5.Howisinfluencingpolicydifferentfromdoingcommunityservice?

Try This, Too:• Askalocalgovernmentofficialtojoinyourgrouptoexplainhowdecisionsaremadeatthelocallevel(steps3and4intheaboveprocedure).Thisofficialcanalsogiveexamplesofspecificpoliciesthathavebeenenacted.

• Arecommendedextensionofthisactivityistoengagethegroupinwritingpolicyproposals–eitherindividuallyorasawhole–usingtheknowledgeandexperiencethattheygainedfromattendingthelegislativemeetingtoinformthewritingprocess.Ifpossible,givethegrouptheopportunitytoadvocatefortheirdraftedproposalstothelegislativebodyoftheappropriateunitoflocalgovernment.Thiscanbeaccomplishedeitherbyarrangingforthegroup(orselectmembers)toattendanotherlegislativemeetingorbyarrangingforlocalgovernmentofficialstomeetwiththegroupinanunofficialcontext.

• Ifthegroupwritespolicyproposalsaroundidentifiedissues,organizetheproposalsintoaprofessional-lookingpublication.Ideasofwhattoincludeinthepublicationare:informationaboutthegroupandgroupmembers,activitiesinwhichthegrouphasparticipated,theprocessbywhichthegroupidentifiedkeyissuesandproblemsintheircommunity,thegroup’svisionfortheircommunity,researchthegrouphasdoneonkeyissuesandrecommendationsthegrouphasforhowtoapproachkeyissuesandproblemsinthecommunity.

Adaptedwithpermissionfrom“What’sYourOpinion?”byElizabethMoore,inDeveloping Community Leadership,EastLansing:MichiganStateUniversityExtension,2005.

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HANDOUT:

Public Policy

pol•i•cy – noun - a definite course or method of action selected from among alternatives and in light of given conditions to guide and determine present and future decisions.

-Merriam-Webster’sOn-lineDictionary

“Public policy is a combination of basic decisions, commitments, and actions made by those who hold authority or affect government decisions. The policy-making process weighs and balances public values.”

“Formally adopted policy generally takes the form of a governing principle, plan, or course of action. In the public sector it generally evolves from a deliberative process, and is adopted by an ordinance or resolution. Legislative bodies make public policy decisions; oth-ers perform the administrative task of implementing those policies. The decisions could be the adoption of a vision for the community, a comprehensive plan, a budget, or a policy relating to a specific issue, such as allowing or prohibiting local gambling activities.”-MunicipalResearch&ServicesCenterofWashington.(1999).Local

government policy-making process.Seattle,WA:Author.RetrievedJuly9,2007,fromhttp://mrsc.org/Publications/polmakpro.pdf

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HANDOUT:

Local Government Decision-Making ProcessHow are ideas introduced and who introduces them?

How are ideas discussed or debated?

How are decisions made on issues and who decides?

How are decisions implemented and put into action?

4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 81MichiganStateUniversityExtension4-HYouthDevelopment

GUIDE:

Writing a Petition

(The following sample petition form can be used as a guide for writing petitions concerning the issues in which a group is interested.)

Sample Petition Form

_________________________________________________________________________________________(TITLEOFPETITION)

Apetitionof______________________________________________________________________________(Name of group or individual sponsor of the petition)

Addressedto_____________________________________________________________________________(Name of official or group for whom the petition is intended)

We,theundersignedwouldliketobringtoyourattentionthefollowingissue,withrecommendations:

_________________________________________________________________________________________(Statement of the petition: Briefly state the issue and your group’s recommendations for addressing the issue.)

_________________________________________________________________________________________

Agreeduponbythefollowingindividuals:

Name Address Signature

1._______________________________________________________________________________________

2._______________________________________________________________________________________

3._______________________________________________________________________________________

4._______________________________________________________________________________________

5._______________________________________________________________________________________

(Addasmanylinesasnecessary)

Petitionscanbeusedtoinfluencepublicpolicybydemonstratingtodecision-makersthatthereispublicsupportforaparticularactiononanissue.TherighttopetitionisoneofthefivefreedomsguaranteedintheFirstAmendmentoftheBillofRights.Apetitionincludesastatementofpurpose,orwhatthepetitionhopestoachieve.Thisincludesacleardescriptionoftheissueathand,aswellaswhatyouwouldliketoseedoneabouttheissue.Thesecondpartofthepetitionisalistofnames,addressesandsignaturesofpeopleinthecommunitywhosupportthepurposeofthepetition.Thisisawayofcommunicatingtopublicofficialsthe

wantsandneedsofthecommunitiesthattheyserve.Naturally,themoresignaturesonthepetition(andthenumberofsignersofvotingage),themorelikelyitistoinfluencethedecision-makingofpublicofficials.

Theprocessofgettingsignaturesmustbearesource-fulone.Signaturescancomefrommembersofthegroupsponsoringthepetition,membersofcommunityorganizationsthathaveamissionsimilartoyourgroup,membersofyourschoolorfamilyorevenpassers-byonthestreet.Becreativeaboutfindingsignersforyourpetition,andremember–themore,thebetter.

John Doe 123 Main St., Anytown John Doe

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GUIDE:

Writing a Policy Brief

well.Heretheideaistoshowthatyouareawareofvarious perspectives, and that you have consideredtheseperspectivesinthinkingabouthowtodealwiththeproblem.

6.Present recommendations. Thisisyourchancetopresent your ideas for how the issue shouldbe ad-dressed.Whatchangesinactionorstrategyshouldthedecisionmakers consider? “Should” is thekeywordhere;theserecommendationsshouldbepersuasiveandsupportedwithreasonsforwhythisisthebestcourseof action. Provide specific, practical steps for howyoursolutioncanbeachieved.Beconfident.Standupforwhatyoubelievein,andmakeyourpointconvinc-ingly!

7.References and further reading.Addanextrapagethatcitesthesourcesthatyouconsultedinresearch-ingtheissue.Youcanalsoprovidecitationstobooks,articles,websites,etc.thatyouwouldrecommendforfindingfurtherinformationontheissue.

PresentingTwomeans for sharing a policy proposalwithdecisionmakersaretoscheduleanappointmentwithalocalgov-ernmentofficialortoattendalocalgovernmentmeeting.The first step is to determinewhichofficials orwhichgovernmental bodies have jurisdictionover your issue,thatis,figureoutwhohasthepowertomakethechangesthatyouareseeking.

Ifyouelecttomakeanappointmentwithanofficial,lookforhisorhercontactinformationeitheronlineorinthephonebook,andscheduleanappointment;itmaybeeasierifmultiplemembersofyourgroupattend.Duringtheap-pointment,politelypresentyourpolicyproposalandbepreparedtoansweranyquestionstheofficialmayhave.Attheconclusionofthemeeting,askforacommitmentfromtheofficialtosupportyourproposal.

If youelect to attend a local governmentmeeting, calltheadministrator’sofficeofthelocalgovernmentunittodeterminethedateofthenextmeetingandtogetyourgroupontheagendaforthemeeting.Atthemeeting,pres-ent–individuallyorasagroup–yourpolicybriefandbepreparedtoanswerquestionsfromtheaudience.

Thepolicybriefshouldbewrittenwithlocaldecisionmak-ersastheintendedaudience.Thegoalsofthebriefaretoprovideanoutlineofacommunityissuetounderscoreitsimportanceandtoputforthrecommendationsastohowtoapproachthisissuefromapolicystandpoint.Thatis,thebriefshouldtrytoconvincedecisionmakerstoreevaluatehow theirunitof government is addressing aproblem.Writingthebriefwilldrawonknowledge,attitudesandskillsdevelopedduringthepreviousunits.

Thebriefshouldbeshort,concise,practicalandpersuasive.Youprobablyhavealottosayabouttheissue,butyouwillhavetomakeyourcommentsto-the-point.Rememberthatyouarenotdebating,butrathereducatingdecisionmakerssothattheymightmakeaninformeddecisiononthisissueandtakeactiononit.

Use the following format when writing a policy brief: 1.Title of the paper.The titleof thebrief shouldbecatchyandcompelthereadertocontinuereading.

2.What is the issue or the problem?Thefirstpartofthebriefistoclearlystatetheissuetobeaddressed.Beclearandconcise.

3.Why is it important? Thisisanopportunitytoexplainwhyyouhavechosentheissueathand.Whatmakesitimportant?Itishelpfulheretoincludespecificinforma-tionandstatisticsabouttheissuetosupportyourcase.Testimonialsfromthecommunityarealsovaluable.Youneedtoshowherethatyouhavedoneyourresearch.ItwillhelptorevisitconceptsfromUnit2,“DiversityandInclusion”andUnit3,“IssuesIdentification.”

4.How did the problem get this way?Includeback-ground information about theproblem.Give a briefhistory of how the issue has evolved.This requiresresearchandinterviewingofpeoplefamiliarwiththeissue.Again,activitiesfromthe“IssuesIdentification”unitcanhelptoprovidethisinformation.

5.What are the different views on this issue?Presentallsidesoftheissuehere,anddon’tbeone-sided.Usewhatyouhavelearnedfromresearchingtheissueandwhatyouhaveheardfrompeopleinthecommunity.Brainstormotherpossibleviewpointsontheissue,as

(The following handout can be used by the group as a guide for writing and presenting policy proposals – or “briefs” – concerning the issues in which they are interested.)

4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 83MichiganStateUniversityExtension4-HYouthDevelopment

GUIDE: Writing a Policy Brief, continued

Sample Policy BriefHEALTH IS WORTH MORE THAN LEARNING:

RESTRICTING VENDING MACHINES IN DISTRICT SCHOOLSChildhoodandadolescentobesityareseriouspublichealthconcernsbothinournationandinourcommunity.Obesityisassociatedwithheartdisease,highbloodpressure,diabetesandarthritis.Vendingmachinesinschoolsprovideyoungpeopleeasyaccesstounhealthy,high-caloriefoodsanddrinks;andtheysendthemessagethattheschoolapprovesoftheseeatinghabits.

Thevendingmachinesattheschoolsinourdistrictcontaincandy,chips,cookies,softdrinksandothersugaryandfattyfoods.Therearefewhealthyalternativesforstudents.Indeed,arecentnationalstudyshowedthat71%ofpurchasesthatstudentsmakeatschoolvendingmachinesaresodasandothersugar-sweeteneddrinks.Thisisconsistentwithourschooldistrict,too.Inonedistricthighschool,80%ofthedrinksinvendingmachinesaresugarydrinks(soda,juicewithlessthan50%juice,sportsdrinks)and90%ofthefoodsarecandy,cookies,chips,snackcakesorpastries.Thisishavinganegativeeffectonstudents’health.Onelocalpediatriciansaid:“Weseeanalarmingnumberofyoungpeopleherewithweightproblemsandthenegativehealthconsequencesthatcomewithit.”Studentstakehealthclassesaspartoftheircurriculuminwhichtheylearnabouthealthydiets,butinschooltheyaresurroundedbyunhealthyfoodoptions.

Districtschoolsbeganinstallingvendingmachinesinthelate1980s.Sincethenchildhoodobesityhasbecomeabiggerandbiggerissue.Presently,20%to30%ofAmericanchildrenareoverweightoratriskofbecomingso.Theschoolshaveacontractwithcommercialvendors;inexchangeforlettingthevendorssetupvendingmachinesintheschools,thevendorspayafixedfeetotheschoolforusingthespace.Alocalhighschoolofficialclaimedthatthisyearhisschoolreceivedapproximately$10,000incontractswithvendors.

Schoolsnaturallyvaluethisadditionalmoney,particularlyinthesetimesoffinancialhardshipforareaschools.Everylittlebitcounts,and$10,000,forexample,goesalongwaytowardtakingsomepressureoffofschooladminis-trators.Students,too,valuetheirautonomy.Fewteenagerswanttobetoldthattheycannoteatjunkfood.Onedistricthighschoolstudentremarked,“We’reoldenoughtodecideforourselvesifwewanttoeatcandyanddrinksoda;takingvendingmachinesoutofschoolswon’tstopusfromgettingthesethings.”Butthereisadifferencebetweenactivelyblockingstudents’accesstojunkfoodversuspromotingitbysettingupvendingmachinesintheirlearningenvironment.Itistheschool’sresponsibilitytoteachyoungpeopleabouthealthylifestyles,includinghealthyeatinghabits.Aschoolcan’tstopyoungpeoplefrombuyingunhealthyfoodsintheircommunities,butitcantakecareofbusinessintheirownbuilding,bypromotingfoodsthatareconsistentwiththeirhealthcurricula.Thissendsamessagetoyoungpeoplethatschoolsareseriousaboutstudents’health.

Itisimperativethattheschooldistrictriseuptomeetthechallengeofchildhoodandadolescentobesitybyeliminat-ingunhealthyfooditemsfromschoolvendingmachines.Manystateshavetakenactiontoprovidehealthyvendingmachinealternativestostudents.California,forexample,haslimitedthesaleofsoftdrinksinschools.Ifourdistrictisseriousaboutthehealthofitsstudents,itneedstotakesimilarmeasures.Abanonsoftdrinksandhighsugar-andfat-contentfoodsshouldbeinstated.Also,healthierfoodoptionsshouldbegiventostudentsinschoolvendingmachines,suchasbakedchips,trailmix,fruitandcerealbars,water,100%juiceandsoymilk.Theaddedfundsfromvendorcontractsarenotworthourstudents’health.Besides,takingapreventativeapproachtostudenthealthwouldsavesignificantmoneyinhealthcarecostsforareafamilies.Withthismoneysaved,thedistrictcouldcon-sideramillagetoraisefundsdepletedbylossofvendorcontracts.Inanysense,ourschoolsneedtotakeleadershipinensuringahealthyfutureforouryouth.Eliminatejunkfood;providehealthyalternatives.

References and further reading:Hellmich,N.(2004,May12).Schoolvendingratedasjunk.USA Today.RetrievedAugust28,2007,fromhttp://www.

usatoday.com/news/health/2004-05-11-vending-machines_x.htm

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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 85MichiganStateUniversityExtension4-HYouthDevelopment

UNIT 6: Finishing Strong

Reflectionattheconclusionofacivicengagementprojectisavitalpartofthelearningexperienceforyoungpeople.Itisalsooneofthemostforgot-tenpartsoftheexperience!Byreflectingontheirparticipationinacitizenshipandcivicengagementprogram,youngpeoplearemorelikelytotrulyincorporatethecompetenciesandlessonstheyhavelearned.

Last but not leastThispost-programreflectionandsharingprocessalsoservesasanevaluationtomeasurewhathasbeenlearnedthroughtheexperienceofbeinganactiveandengagedcitizen.Havingyoungpeoplesharetheirconceptionsofcitizenshipbeforeandafterparticipatingincitizenshipandcivicengage-mentactivitieshelpsreinforcetheirlearning.Inthiscurriculum,theactivity“WhatIsCitizenship?”inunit1isagreatopportunitytoassessyouthparticipants’ideasofcitizenshippriortoengaginginintentionallearningexperiences;thedefinitionsofcitizenshipthatparticipantsproducecanbesavedandusedasacomparisonforpost-programdefinitions.Thefollowingaresomewaystoevalu-atepost-programlearning,providedbythePointsofLightFoundation:

• Journals – Thisisamongthemosttraditionalformsofreflection.Askparticipantstokeepajournaloftheirexperiencesintheprogram,writingentriesatintervals(forexample,aftereverygroupmeeting).Tryusingpromptsforjournalentriestowhichparticipantscanrespond,suchasspecificquestions,hotissuesortopics,readingsorquotations.Anothervariationontheindividualjournalisa“teamjournal,”inwhichparticipantsrespondtooneanother’sentries.

• Discussion groups –Assemblealltheyouththatparticipatedintheprogramintoalargecircle.Prepareaseriesofreflectionquestionstofacilitateadiscussionbetweenmembers.Otherideasincludeinvitingagovernment,non-profitorcommunityrepresentativetojoinand/orfacilitatethediscussion;havingyouthpartici-pantstaketurnsleadingthediscussionandus-ingmediaarticlesaboutthebroaderissuethat

thegroupaddressedtostimulate“big-picture”discussion.Considervideotapingthediscussiontosharewithothers.

• Skits –Splittheparticipantsintogroupsofthreeorfourandaskeachgrouptoportraytheirexperiencethroughaskit.Giveeachgroup10minutestoplanwhattheywilldoanduptofiveminutestosharetheirskitwiththerestofthegroup.Aftereachgroup’sskithavethewholegroupprocessreactions,givesug-gestionsforeffectivefutureprojectsandgivepositivefeedbacktotheactors.

• Photographic journal or poster –Individu-allyoringroups,haveparticipantstakepho-tographsdocumentingwhattheylearnedandaccomplished.Theycanmakeaposterwiththephotostorepresentandsharewhattheyhavelearnedandaccomplishedthroughoutthecourseoftheprogram.

• Documentary –Ifyouhaveaccesstovideoequipment,havethegroupcreateadocumen-tarythatcapturessomeoftheiractivitiesdur-ingtheprogramandalsoincludesinterviewswithparticipantsandcommunitymembersinwhichtheyreflectontheirexperience.

• Web site –Haveparticipantscreateawebsiteonwhichtheycandisplayinformationandthingslearnedfromtheprogram.Manyyoungpeoplehavetheskillstoputinformationuponline,andthereareavarietyofservicesthathelpwithwebsitecreation.

Spreading the wordJustasitisimportantforyoungpeopletore-flectontheirexperiencesinbecomingengagedcitizens,itisequallyimportantforthemtosharewhattheyhavelearnedandaccomplishedwithothers.Promotingagroup’sactivitiesandexperi-encesisasourceofprideforyouthparticipants,anditcanhelpattractsupportfromthegov-ernment,academicandbusinesscommunities.Furthermore,educatingothersaboutactivitiesrelatedtocivicengagementisaformofcivicen-gagementinitself.Lettingotheryoungpeopleandtheirparentsknowhowtogetinvolvedcanstart

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apositivecycleofcontinuedciviclearningandpractice.Ademocracyisonlyasstrongastheciti-zensthatmakeitup,sothemoreyoungpeoplelearningtobeengagedcitizens,thebrighterourfuture.Sharingtheproductsofthegroup’sreflec-tionprocessisagreatwaytospreadtheword.Herearesomeotherideas:

• Draft a news releasedocumentingyouractivitiesandaccomplishmentsandsendittolocalnewspaper,newslettersandcommunitywebsites.Smallerpublications,suchasschool,communityandbusinessnewslettersaregoodtargetsthatmaybelookingforstories.

• Participate in community eventssuchasartshows,foodfestivals,farmersmarketsorparades.Thesearegoodvenuesforyouthtosharetheirexperienceswithothers.

• Contact radio and television stationstopitchthegroup’sprogramasanewsstory.

• Give presentationsatcommunity,school,governmentandbusinessgroupmeetings.Thisisalsoanexcellentwaytoreachouttothesegroupsaspartners.

CelebrationAfterallthehardworkisdone,celebrationisinorder.Organizingasocialeventoraceremonytorecognizeandcelebratetheaccomplishmentsofresponsibleyoungcitizensisawaytoconcludeaprojectorprogramonahighnoteandreinforcepositivefeelingsaboutbeingengagedinthecom-munity.Wheneverpossible,youthparticipantsthemselvesshouldbeinvolvedinplanningsuchacelebration–theyaretheexperts!Providingmu-sicandfoodaretypicallygoodwaystoaddtotheambiance.Anothergreatwaytorecognizeyoungpeopleistofurnishcertificatesforthecomple-tionoftheprojectorprogram.Thiscreatesasourceofprideandunderlinesthevalueofbeingaresponsiblecitizen.

ReferencesKillian,E.,Donohue,G.,Garner,L.P.,&Henderson,D.(2007).Promotingyour4-HAfter-

schoolprogram.InKroll,M.(Ed.),Designing workforce preparation programs: A guide for reaching elementary and middle school youth after school(pp.44-46).ChevyChase,MD:4-HAfterschool.

PointsofLightFoundation.(2002,December3).Communities as places of learning: Develop-ing effective community-based service learning programs. PaperpresentedatPointsofLightFoundationTraining,TraverseCity,MI.

4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 87MichiganStateUniversityExtension4-HYouthDevelopment

ACTIVITY:

Put on Your Reflecting CapDescription: Attheconclusionofthegroup’sactivi-ties,participantscarryoutareflectionproject–eitheringroupsorindi-vidually–toreinforcewhattheyhavelearnedandaccomplishedinthecourseoftheirexperienceinlearningandpracticingcitizenshipandcivicengage-ment.

Participant Age:Ages13–19

Activity Objectives:Theparticipantswill:• Planareflectionactivitytodocu-mentandsharetheirexperiences.

• Presenttheirreflectionstothegroupand/orthepublic.

Learning and Life Skills: CriticalThinking;ServiceLearning;Planning/Organizing

State of Michigan Social Studies Standards: StandardVII.1ResponsiblePersonalConduct

Materials, Equipment, Handouts:oHandout:“ReflectiveQuestions”oHandout:“ReflectiveActivities”

Time: 30minutes.Extraout-of-meetingtimeforparticipantstocompletetheirevaluationactivities.

Setting: Indoors

Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.• Printoutonecopyofthehandout,“ReflectiveQuestions”andonecopyofthehandout,“ReflectiveActivities”foreachparticipant.

During the meeting:1. Introducetheconceptofreflectionwiththefollowingstatements:

We have used reflection in this group to process each activity that we have done together. It’s important, too, to reflect back on what was learned at the conclusion of a civic engagement project or program. This helps reinforce the skills, knowledge and attitudes that we gain, and it also helps us gauge the effectiveness of our work in the community. What have you learned throughout this experience? What have you accomplished? What would you do differently? Thinking about the answers to these questions is a way of learning from your experience.

2.Askthegroupthefollowingquestionsandallowseveralminutesforconversa-tion:• Whathaveyoulearnedfromthis?• Willanyofyourattitudes,thoughtsorbehaviorschangeasaresultofthisprogram?

3.Next,breakparticipantsupintoteamsofthreeandgiveeachteamacopyofthe“ReflectiveQuestions”handout.Eitherhaveeachteamdiscussandfilloutthehandouttogetherorsimplydiscussthequestionstogether.Allowabouttenminutesforthisstep.

4.Distributethehandout“ReflectiveActivities.”Haveparticipants–workinginteamsorindividually–chooseareflectionactivitytocarryoutontheirowntime.Giveparticipantstheoptionofcreatingtheirownreflectionactivity,aswell.

Try This, Too:• Usingsomeoftheideasprovidedintheunitintroduction,findorcreateaforumforparticipantstosharetheirreflectionswiththepublic.

Adaptedwithpermissionfrom“YEAProjectReflectionForm,”developedby4-HYouthDevelopment,inYEA! Youth Experiencing Action: A Community Service Learning Guide(4H1553),EastLansing:MichiganStateUniversityExtension,2000.

88 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment

HANDOUT:

Reflective QuestionsGroupname:_____________________________________ Programdates:______________________________

County:_________________________________________ Numberofparticipants:_______________________

Personfillingoutreport:_________________________________________________________________________

1. Whatdidyouexpecttogetoutofthisexperience?

2. Howdidyourdefinitionof“citizenship”changeasaresultofthisexperience?

3. Haveyoubecomeabettercitizenasaresultofthisexperience?Whyorwhynot?

4. Whathaveyoulearnedaboutissuesinyourcommunity?

5. Whathaveyoulearnedaboutwaystoaddressissuesinyourcommunity?

6. Whatissuesdidyourgroupfocuson?Whydidyouchoosethoseissues?

7. Whoisaffectedbytheissuesyouaddressed?Whobenefitedfromtheactionyourgrouptook?

8. Whatwerethechallengestotakingaction?

9. Ifyouweretohavethisexperienceagain,whatwouldyoudodifferently?

10. Whatareyourthoughtsandfeelingsaboutgovernment?Howdotheycomparetoyourthoughts andfeelingsbeforethisexperience?

11. Ifyouweretodrawapictureof“government,”whatwoulditlooklike?

12. Whatmakesagoodcitizen?

Adaptedwithpermissionfrom“YEAProjectReflectionForm,”developedby4-HYouthDevelopmentinYEA! Youth Experiencing Action: A Com-munity Service Learning Guide(4H1553),EastLansing:MichiganStateUniversityExtension,2000.

4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 89MichiganStateUniversityExtension4-HYouthDevelopment

HANDOUT:

Reflective Activities

•Discussion Groups – Prepareaseriesofreflectionquestionstofacilitateadiscussionbetweengroupmembers.Additionalideasincludeinvitingagovernment,non-profitorcommunityrepresentativetojoinand/orfacilitatethediscussion;havingyouthparticipantstaketurnsleadingthediscussionandusingmediaarticlesaboutthebroaderissuethatthegroupaddressedtostimulate“big-picture”discussion.Considervideotapingthediscussiontosharewithothers.

• Skits –Inagroup,portrayyourexperiencethroughaskit.Planwhatyouwilldo,andperformtheskitfortherestofthegroup.After,havethewholegroupprocessreactionsandgivesuggestionsforeffec-tivefutureprojects.

•Photographic journal or poster –Individuallyoringroups,takephotographsdocumentingwhatyoulearnedandaccomplished.Youcanmakeaposterwiththephotostorepresentandsharewhatyouhavelearnedandaccomplishedthroughoutthecourseoftheprogram.

•Documentary –Ifyouhaveaccesstovideoequipment,createadocumentarythatcapturessomeofyouractivitiesduringtheprogramandalsoincludesinterviewswithparticipantsandcommunitymem-bersinwhichtheyreflectontheirexperience.

•Web site –Createawebsiteonwhichyoucandisplayinformationandthingslearnedfromtheprogram.Manyyoungpeoplehavetheskillstoputinformationuponline,andthereareavarietyofservicesthathelpwithwebsitecreation.

•Be creative!–Comeupwithyourownideaofhowtoreflectonandsharewhatyou’velearnedandaccomplished!

Whatactivitywillyouusetoreflectonandshareyourexperiences?______________________________

ReferencePointsofLightFoundation.(2002,December3).Communities as places of learning: Developing effective

community-based service learning programs. PaperpresentedatPointsofLightFoundationTraining,TraverseCity,MI.

90 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment

4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 91MichiganStateUniversityExtension4-HYouthDevelopment

A CivicEngagementCurriculum forYouth Groups