unit 3: issues identification
TRANSCRIPT
4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 41MichiganStateUniversityExtension4-HYouthDevelopment
UNIT 3: Issues Identification
Itcanbedifficulttodevelopandmaintainaninterestinthingslikegovernment,communityser-viceandcitizenshipjustforthesakeofknowingaboutthem.Somepeopleenjoymemorizingthestructureofgovernmentandthenamesofvariousgovernmentofficials.Thisisanimportantpartofbeinganactivecitizen,initsownright,butformanypeopleitoftentakesmoretosparkaninitialinterest.Whenwebegintothinkaboutcitizen-shipinthecontextofissuesandproblemsthataffectourlivesandthelivesofpeoplearoundus,theideasofgovernment,communityserviceandcitizenshipbecomemorerealandmeaningful.
Keep it focused on the issuesUnderstandingandawarenessofpublicandcommunityissuesisakeycomponentofcitizen-ship.Inordertostandupfortherightsofoneselfandothers,itisfirstnecessarytolookatwheretheserightsarenotbeingfullyrespected.Itisalsoimportanttolookathowthingscanbeimproveduponevenininstanceswheretherearenorightsviolations.Whenwecomeacrossapointormatterinourcommunitiesoverwhichthereisadesireforchange,thenwearepresentedwithanissue.Issuesrangefromminorconcerns(forexample,whetherornottoinstallastreetlight)toproblemsandconcernsofgreaterconsequence(forexample,whattodoaboutpoverty).Ifadeci-sioncanbemadetoaffectthematter,thenthematterbecomesanissue.
Issuesofpublicimportanceaffectallofus,tovaryingdegreesofsignificance.Everybodyinacommunityhasaninterestinhowanissueisde-cided–whethertheyknowitornot.Thisinterestoftentakestheformoftaxesthatpeoplepayto
financepublicspending.Taketheexampleofacitydecidingwhetherornottoinstallanotherstreetlight.Theoutcomeofthisdeci-sionmaymeanverylittletoeachindividualcityresident,buttothepeoplewholiveinthevicinityofthestreetlight,itmaybeveryimportantfortheirsenseofsafety.Butallcityresidentshaveaninterest,too,iftheyaretaxpayers.It’stheirmoneythatwillpayforthestreetlight.Or,themoneyusedforbuyingandinstallingthestreet-lightcouldhavebeenspentonabasketballhooptobeinstalledinapopularcitypark.Publicandcommunityissuesareoftenamatterofmoneyandaquestionofwhopaysforwhat.
Becoming informedIssuesgrabus.Someofusbecomeinterestedbe-causeofthepersonalconsequencesdecisionmak-ingcanhave;someofusbecomeinterestedoutofcompassionforothers;andsometimesthesetwomotivationsoverlap.Inordertounderstandwhatissuesourcommunitiesarefacedwith,wehavetoresearch,askquestions,exploreandthinkcritically.Evenifweareunawareofanissue,itcanstillhaveanimpactonus.Thereareavarietyofwaystoinformourselvesaboutcommunityissues,andtheactivitiesinthisunitofferanumberofapproaches.
Afterwehaveanunderstandingofsomeofthekeyissuesinourcommunities,thenextstepistoidentifywhichissueswewanttoworkon.Theseshouldbeissuesthatwedeemimportant,butalsoissuesthatwearepassionateabout.Theprob-lemsthatwefocusonwillserveasthevehicleforlearningabouthowlocalgovernmentworks,aswellashowcommunityactionhappens.
Principles of Citizenship:• Character• Issues
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Resources for issues identification• BuildingCommunitiesfromtheInsideOut:APathTowardFindingandMobilizingaCom-munity’sAssetsbyJohnKretzmannandJohnMcKnight.http://gearup.ous.edu/gusaccess/documents/pdf/BuildingCommunitiesInsideOut.pdfTheintroductiontothisbookprovidesanumberofusefulhandoutsforidentifyingcom-munityproblemsandassets.
• “OurCommunities,OurLives,”fromYEA!YouthExperiencingAction:ACommunityServiceLearningGuide(4H1553),Michigan4-HYouthDevelopmenthttp://web1.msue.msu.edu/cyf/youth/cls/documents/YEA_Community_book.pdfThisonlinecurriculumhasavarietyofexperientialactivitiestoaidintheissuesidentifica-tionprocess.
• “SocialIssues,”MultnomahCountyLibrary;MultnomahCounty,Oregon http://www.multcolib.org/homework/sochc.html Thisisahighlyusefulandcomprehensivesiteforresearchingspecificsocialissues.
• WalkingNeighborhoodSurveys,Junior Citizen Planner,MichiganStateUniversityExtensionhttp://web1.msue.msu.edu/cplanner/jcp/walksurvey.pdf Thisactivityguidesyoungpeopleinexploringtheirneighborhoodsandidentifyingissues.
“Where, after all, do univer-sal human rights begin? In small places, close to home – so close and so small that they cannot be seen on any maps of the world. Unless these rights have meaning there, they have little mean-ing anywhere.”
—EleanorRoosevelt
4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 43MichiganStateUniversityExtension4-HYouthDevelopment
ACTIVITY:
It’s My Right!Description: Throughbrainstorming anddiscussion,thisactivityleadsyouthtodefinewhatitmeanstobehumanandtorelatehumanrightstohumanneeds.After,youthworktogethertocreateamapoftheircom-munityandidentifytherightsassociatedwitheachmajorinstitution.
Participant Age: 13–19Activity Objectives:Theparticipantswill:• Discussanddefinehumanrights.• Applyhumanrightstotheircommunity.
• Explorewherehumanrightsareandarenotbeingupheldintheircommunity.
Learning and Life Skills: CriticalThinking;ConcernforOthersState of Michigan Social Studies Standards: StandardII.3Location,Movement,andConnections;StandardIII.2IdealsofAmericanDemocracy;StandardVI.1IdentifyingandAnalyzingIssues
Materials, Equipment, Handouts:oNewsprintoEaselortapeforrecordingonnews-print
oMarkers,pencils,otherdrawingutensils
oWritingordrawingutensils,foreachparticipant
oHandout:“UniversalDeclarationofHumanRights,inBrief”;foracompleteversionofthe“UniversalDeclarationofHumanRights,”gotohttp://www.un.org/Overview/rights.html
Time: 120minutes,brokenupintotwoparts
Setting: Indoors,tablesandchairsforallpartici-pants
Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.• Setupeaselfornewsprintortapenewsprinttowall.Onasheetofnewsprint,write“HumanRights”atthetopanddrawalargeoutlineofaperson,largeenoughtoaccommodatewriting.
• Readoverthe“Universal Declaration of Human Rights, in Brief;”ifyouprefertousethefullversionofthe“UniversalDeclarationofHumanRights,”gototheUnitedNationswebsiteathttp://www.un.org/Overview/rights.html.Ifyouareun-familiarwiththeUniversalDeclarationofHumanRights,gototheFranklinandEleanorRooseveltInstitute’swebsitefortheUniversalDeclarationofHumanRightsathttp://www.udhr.orgforinformationonthedocument’shistory.
• Printonecopyofthehandout,“UniversalDeclarationofHumanRights(UDHR),inBrief,”foreachparticipant.
During the meeting:Part I1.Giveeachparticipantasheetofpaper,andhavethemwritethewords“Hu-man”and“Rights”atthetop.Belowtheword“Human,”instructthegrouptodrawacircleortheoutlineofapersonsothatthereisenoughroomtowriteinside.Askthegrouptobrainstormwhatqualitiesdefineahumanbeing(forexample,intelligence,sympathy)andtowritethewordsorsymbolsinsidetheoutlineorcircle.Thisshouldbedoneindividually.
2.Thenaskthegrouptowritewhattheythinkisneededinordertoprotect,enhanceandfullydevelopthepositive and desirable qualitiesofahumanbeing.Askthemtowritetheiranswersoutsidetheoutlineorcircleundertheword“Rights.”Forexample,“education,”“friendship,”“lovingfamily.”
3.Aftereveryonehasfinished,displaythesheetofnewsprintthatwasmadebeforethemeetingwith“HumanRights”atthetopandtheoutlineofaperson.Askthegrouptosharetheirresponsestothequestion,“Whatqualitiesdefineahumanbeing?”andrecordresponsesinsidethepersonoutline.Next,askthegroupfortheirresponsestothequestion,“Whatisneededinordertoprotect,enhance,andfullydevelopthepositiveanddesirablequalities?”Writedownresponsesoutsidetheoutlineorcircleonthenewsprintorundertheword“Rights.”
Reflection Activities and Ideas:Askthefollowingquestionstothegrouptostimulatediscussion:• Basedonthislist,whatdopeopleneedtoachievetheirfullpotential?• Whatisthedifferencebetweenachievingone’sfullpotentialandmerelysurviv-ing?
• Foritemsrecordedoutsideofthehumanoutline,whichwouldyouconsiderrightsandwhichwouldyouconsiderluxuries?Whatisthedifference?
• Whathappenswhenapersonorgovernmentattemptstodeprivesomeoneof
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somethingthatisnecessarytohumandignity?• Whatwouldhappenifyouhadtogiveuponeofthesehumannecessities?• Canapersonrealizehisorherfullpotentialwithoutanyofthesenecessities?
Part II1.RefertothenewsprintdepictingthehumanoutlinefromPartI.Explainthateverythinginsidethehumanoutlinerelatestohumandignity,thewholenessofbeinghuman.Everythingwrittenoutsidethehumanoutlinerepresentswhatisnecessaryforpeopletoachievetheirpotentialashumanbeings.Humanrightsarebasedonthesenecessities(forexample,education,healthcare,freedomofspeech).(Makeclearthatnothavingaccesstobasichumanrightsdoesnotmakeapersonlesshuman–weareallhumandespiteourdifferences.)
2.Distributethehandout,“UniversalDeclarationofHumanRights,inBrief,”toeachparticipant.ExplainthattheUnitedNationscreatedthe Universal Declara-tion of Human Rights (UDHR)inordertoclarifytherightsthateverypersonineverycountryshouldenjoy–humanrights.Either(a)readovertheUDHRarticlesasagroupor(b)giveeveryonesufficienttimetoreadoverthearticlesindividually.AfterreadingovertheUDHRarticles,askthegroupwhattheythinkofthehumanrightsrepresentedhere.Provideclarificationifthereismisunderstanding.“Isanythingmissing?Shouldanythingberemoved?”
3.Divideparticipantsintoteamsoftwoorthree,giveeachteamasheetofnews-print,andaskthemtodrawamapoftheirtown(orneighborhoodinthecaseoflargercommunities).Theyshouldincludetheirhomes,majorpublicspacesandbuildings(forexample,parks,postoffice,cityhall,schools,placesofwor-ship)andpublicservices(forexample,hospitals,firedepartment,policesta-tion)andanyotherplacesthatareimportanttothecommunity(forexample,grocerystores,cemetery,cinemas,gasstations).
4.Whenthemapsarecomplete,askeachteamtoanalyzetheirmapsfromahumanrightsperspective.Whathumanrightsdotheyassociatewithdiffer-entplacesontheirmaps?Forexample,aplaceofworshipwithfreedomofthought,conscienceandreligion;theschoolwiththerighttoeducation;thepostofficewiththerighttoinformation,toprivacyandtoself-expression.Astheyidentifytheserights,theycanusetheUDHRasaguide.
Reflection Activities and Ideas:Haveeachteampresentitsmaptothewholegroupandsummarizeitsanalysisofhumanrightsexercisedinthecommunity.Askeachteamthefollowingquestions:• Whyisitimportanttoprotectaperson’sorgroup’shumanrights?• ArethereanyrightsorarticlesoftheUDHRthatseemtobeespeciallyexer-cisedinthiscommunity?Howcanthisbeexplained?ArethereanyrightsorarticlesoftheUDHRthatnogroupincludedontheirmap?Howcanthisbeexplained?
• Afterdiscussioncananyoneseenewwaystoaddrightstotheirmap,especiallythosethatwerenotincludedinthefirstversion?
• Arethereanyplacesinthiscommunitywherepeople’srightsareviolated?Arethereanypeopleinthiscommunitywhoserightsareviolated?
• Whathappensinthiscommunitywhenaperson’soragroup’shumanrightsareviolated?Howcanwedeterminewhenthereisaviolation?
• Arethereanyplacesinthiscommunitywherepeopletakeactiontoprotecthumanrightsorpreventviolationsfromoccurring?
• Whatcanagoodcitizendotoprotectpeople’srights?
Try This, Too:• Itmaybenecessaryforparticipantstodrawtheircommunitymapsindependently,iftheyarenotfromthesameareas.
• VisittheUniversityofMinnesotaHumanRightsResourceCenterwebsiteathttp://www.hrusa.orgformoreresourcesandactivitiesonhumanrights.
• Withthepermissionoflocalofficials,createpostersrepresentingarticlesoftheUDHRandposttheminthecommunity.
AdaptedwithpermissionfromUniversityofMin-nesotaHumanRightsResourceCenter,Human Rights Here and Now,editedbyNancyFlowers,1998,p54-55.
RetrievedJuly10,2007,fromhttp://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-3/Activity7.htm
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HANDOUT:
Universal Declaration of Human Rights (UDHR), in BriefArticle 1 RighttoEquality
Article 2 FreedomfromDiscrimination
Article 3 RighttoLife,Liberty,PersonalSecu-rity
Article 4 FreedomfromSlavery
Article 5 FreedomfromTortureandDegradingTreatment
Article 6 RighttoRecognitionasaPersonbeforetheLaw
Article 7 RighttoEqualitybeforetheLaw
Article 8 RighttoRemedybyCompetentTribunal
Article 9 FreedomfromArbitraryArrestandExile
Article 10 RighttoFairPublicHearing
Article 11 RighttobeConsideredInnocentuntilProvenGuilty
Article 12 FreedomfromInterferencewithPrivacy,Family,HomeandCorre-spondence
Article 13 RighttoFreeMovementinandoutoftheCountry
Article 14RighttoAsyluminotherCountriesfromPersecution
Article 15 RighttoaNationalityandtheFree-domtoChangeIt
Article 16 RighttoMarriageandFamily
Article 17 RighttoOwnProperty
Article 18 FreedomofBeliefandReligion
Article 19 FreedomofOpinionandInforma-tion
Article 20 RightofPeacefulAssemblyandAs-sociation
Article 21RighttoParticipateinGovernmentandinFreeElections
Article 22RighttoSocialSecurity
Article 23 RighttoDesirableWorkandtoJoinTradeUnions
Article 24 RighttoRestandLeisure
Article 25 RighttoAdequateLivingStandard
Article 26 RighttoEducation
Article 27 RighttoParticipateintheCulturalLifeofCommunity
Article 28 RighttoaSocialOrderthatArticu-latesthisDocument
Article 29 CommunityDutiesEssentialtoFreeandFullDevelopment
Article 30 FreedomfromStateorPersonalInterferenceintheaboveRights
AdaptedwithpermissionfromUniversityofMinnesotaHumanRightsResourceCenter,Human Rights Here and Now,editedbyNancyFlowers,1998,p141.RetrievedJuly10,2007,from http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-5/8_udhr-abbr.htm
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ACTIVITY:
Agree to DisagreeDescription: Youthexpresstheiropinionsoncurrentpublicpolicyissuesinordertodemon-stratethecomplexityofissuesandtherangeofpossiblepositionsregardingthem.
Participant Age:13–19
Activity Objectives:Theparticipantswill:• Identifytheiropiniononcurrentpolicyissues.
• Sharetheirviewsoncontentiousissues.
• Seethattherearemultipleperspec-tivesoncontroversialpolicyissues.
Learning and Life Skills: Communication;AcceptingDiffer-ences;DecisionMaking
Michigan Curriculum Framework: StandardVI.1IdentifyingandAnalyzingIssues
State of Michigan Social Studies Standards:oNewsprintandmarkersoHandout:“CurrentPublicPolicyIs-sues”
oTapefordisplayingnewsprint
Time: 30–60minutes(variesaccordingtonumberofissuesaddressed)
Setting:Indoors,enoughopenspaceforallparticipantstomovearound
Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.
• Createfivesignsusingthenewsprintandmarkersthatread:“stronglyagree,”“agree,”“noopinion,”“disagree”and“stronglydisagree.”
• Postthefivesignsonthewallfromlefttorightinthisorder:“stronglyagree,”“agree,”“noopinion,”“disagree”and“stronglydisagree.”
During the meeting:1.Tellthegroupthattheywillbepresentedwithaseriesofstatementsandthattheymustdecidewhetherornottheyagreewithit.Directthemtothewallonwhichthefivesignsareposted.Tellthegroupthattheyshouldstandinfrontofthesignthatindicatestheiropiniononthestatement.Explainthattheyshouldconsidereachstatementindividuallyandnotbeinfluencedbytheopinionsofothersinthegroup.
2.Beforebeginning,tellthegroupthatsomestatementsmayhavepersonalsignificanceforsomemembers;itisthereforeimportanttocreateguidelinestofollowthroughouttheactivitytoensurethateveryonefeelssafetosharetheirideas.Askthegrouptobrainstormguidelines,andwritedowntheirresponsesonasheetofnewsprint.Someexamplesofguidelinesare:• Berespectful.• Listentoeachother.• Remainopenandnon-judgmental.• Besensitivetogroupmembers’personalsignificanceregardingsomeissues.• Honortheseriousnessofthelearningandconversation.
3.Readthefirststatementonthe“CurrentPublicPolicyIssues”handout,andal-lowparticipantstomovetothesignthatbestrepresentstheiropinion.Remainobjectiveanddonotmakecommentsaboutwhereindividualsarestandingunderthesigns.Afterallparticipantshavedecidedwheretheystand,askforvolunteerstoexplainwhytheychosethepositionthattheydid.Encourageallparticipantstosharetheiropinions.Trytohearcommentsfromboththe“agree”and“disagree”side.Itisimportanttoeffectivelymediatethissharing;makesurethatconversationfocusesontheissue,nottheperson,andthatonepersontalksatatime.
4.Repeatstep3foreachstatementonthehandout.
Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:
1.Whatdidyouthinkaboutasyoudecidedwheretomove?
2.Howdiditfeeltobepartofthemajorityopiniongroup?Howdiditfeeltobepartoftheminoritygroup?
4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 47MichiganStateUniversityExtension4-HYouthDevelopment
3.Wereyouwiththesamepeopleoneveryissue?Howdiditchange?
4.Werethereanyissuesforwhicheveryonehadthesameopinion?Whomighthaveaviewdifferentfromthegroupontheseissues?
5.Whyisunderstandingthattherearedifferentsidestoanissueanimportantpartofcitizenship?
Try This, Too:• Itisstronglyrecommendedtodevelopalistofissuesmorerelevanttoyourcommunity.Itisbestifthepolicyissuesrelatetotheissuesthatthegroupmaybeinterestedinexploringlateron.
• Ifyoubelievethatthegroupmayhavedifficultiesdefendingtheirpositionsontheseissues,orifyouthinkthatthenatureoftheissuesmaycausetoomuchdisruption,trythis.Prepareahandoutwithalloftheissuestatementslistedinorder,andhaveparticipantsprivatelywrite“A”or“D”nexttothestatement(addSAfor“StronglyAgree”andSDfor“StronglyDisagree”categories,ifyoulike).After,shuffletheresponsesandredistributethemtoallparticipants,Asyoureadthroughtheissuestatementsthistime,haveparticipantsgotothesignthatrepresentstheopinionsgivenbythehandoutthattheyreceived.Oncethere,haveparticipantstrytoargueinfavorofthepositionstatedinthehand-outtheyreceived,evenifthisisnottheirpersonalstanceontheissue.Addthereflectionquestion:“Whatdiditfeelliketohavetoargueapositionthatyoudon’tagreewith?”
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HANDOUT:
Current Public Policy Issues
Consideryouropiniononeachoftheissuesbelowandmovearoundtheroomtothesignthatreflectsyourview:
1.Vendingmachineswithpopshouldbebannedinpublicschools.
2.Astudentwhomissesmorethanthenormalnumberofschooldaysshouldbedeniedadriver’slicense.
3.Schooldistrictsshouldberequiredtodevelopanti-bullyingpolicies.
4.Policeofficersshouldbeabletopulladriveroverfornotwearingaseatbelt.
5.Thereshouldbealawthatrequiresbicyclistsunderage16towearahelmet.
6.Anystudentfoundcarryingaweapononschoolgroundsorataschoolfunctionshouldbepermanentlyexpelled.
7.Forsafetypurposes,thereshouldbealimittothenumberofpassengersinacardrivenbyateenager.
8.PublicschoolsshouldhavetherighttoposttheTenCommandmentsonschoolproperty.
9.Affirmativeactionshouldapplytocollegeadmissionsdecisions.
10.Thegovernmentshouldgivesubsidies–contributionsofmoney–tofarmers.
11.ThegovernmentshouldallowpeoplefromothercountriestofreelyimmigrateintotheU.S.
4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 49MichiganStateUniversityExtension4-HYouthDevelopment
ACTIVITY:
We Have IssuesDescription: Throughresearchandbrainstorming,youthbeginexploringimportantissuesintheircommunity.Afteridentifyingissues,theydecidewhicharemostpertinentfortheirgrouptoaddress.
Participant Age: 13–19Activity Objectives:Theparticipantswill:• Analyzedifferentmediaresources.• Identifyissuesintheircommunity.
Learning and Life Skills: WiseUseofResources;ConcernforOthersState of Michigan Social Studies Standards: StandardVI.1IdentifyingandAnalyz-ingIssues;StandardV.1InformationProcessing
Materials, Equipment, Handouts:oNewsarticlesconcerninglocalissuesinthecommunity;thesecanbecompiled(a)bythefacilitatoror(b)asa“homework”activityforpartici-pantspriortothemeeting
oHandouts:U.S.CensusBureaufactsheet(ifcomputersareavailable,itispreferableforparticipantstolocatethesematerialsthemselves)
oCountyProfileforeachparticipant(availableonlinefromMichiganStateUniversityExtensionathttp://web1.msue.msu.edu/countyprofiles)
oHandout:“CommonCommunityIssues”
oNewsprintandmarkersoEaselortapeforrecordingonnews-print
Time: 120minutes,brokenupintotwoparts
Setting:Indoors,tablesandchairsforallpartici-pants
Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.• Iffacilitatoriscompilingnewsarticles,browselocalmediasourcesforstoriesaboutlocalissues.Cutoutthearticlesandmakecopiesequaltothenumberofparticipants.
• GototheMichiganStateUniversityExtensionwebsiteathttp://web1.msue.msu.edu/countyprofiles.Chooseacountyfromthedropdownmenu.Clickontheiconontherighttopofthepagetoviewaprofileor“PortraitofthisCounty”inPDFformatandprintonecopyofyourcounty’sprofileforeachparticipant.
• GototheU.S.CensusBureauwebsiteathttp://factfinder.census.govtofindstatisticalinformationonyourcommunity.Typeinthenameofthecounty,city,townshiporzipcodeareatogetdetailedsocial,economicandhousinginfor-mation.Itisgoodtogetinformationforabroaderregion(suchasacounty)andalsomorespecificlocalities(suchaszipcodes)withinthecountytohighlightcontrasts.Printonecopyofthecountycensusinformationforeachparticipant.
During the meeting:
Part I1.Explaintothegroupthatthismeetingwillbespentidentifyingissuesandprob-lemsinthecommunity.
2.Onasheetofnewsprint,write“strengths”and“problems.”Askthegroup,“Whatarethestrengthsofyourcommunity?”Recordresponsesonthenews-print.Aftereveryonehashadachancetorespond,ask,“Whataretheprob-lemsinyourcommunity?”Recordresponses.
3.Explainthatanissueisapoint,matterordispute,thedecisionofwhichisofspecialorpublicimportance.Forexample,anissuecouldbetheconditionofpublicparks.Therearegenerallytwoormoresidestoanissue.Forexample,onepersonmaybelievethatthepublicparksareenjoyable,whileanothermaybelievethattheyaretoofewandindisrepair.
4.Distributethehandout“CommonCommunityIssues.”Allowtimetoreadoverthelisttogetherorindividually.
Reflection Activities and Ideas:Askthegroupwhattheythinkaboutthelists.• Whichoftheseissuesisapplicabletotheircommunity?Whicharenot?Whatwouldtheyaddtothislist?
• Whyisitimportanttoconsiderbothstrengthsandweaknessesofthecommu-nity?
Part II1.Dividethegroupintoteamsofthreeorfour.i. Ifcomputersareavailable,assigneachgrouptoacomputerandhavethemvisittheU.S.CensusBureauwebsiteathttp://factfinder.census.gov.First,
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askthegroupstotypeinthenameoftheircounty.Instructthemtonoteinterestingstatistics(forexample,povertyrate,unemployment).Givethemtimetoexplorethesiteandassistparticipantswithquestionsregardingthestatistics.After,havethegroupssearchfortheirspecificzipcodesandaskthemtonotethedifferencesbetweentheseandthecounty.
ii. Ifthereisnocomputeraccess,distributethehandoutsofthecountycensusinformationtoeachgroup.Instructthemtonoteinterestingstatistics(forexample,povertyrate,unemployment).Assistparticipantswithquestionsregardingthestatistics.After,givethegroupsthehandoutsonspecificzipcodecensusinformationandaskthemtonotethedifferencesbetweentheseandthecounty.
2.Aftereachteamhashadthechancetolookoverthecensusinformation,distributethenewsarticles,theCountyProfilesandthe“CommonCommunityIssues”handoutandhavetheindividualsreadthemover.Whentheyhavefin-ished,askeachteamtothinkaboutthecensusinformation,thenewsarticles,theCountyProfilesandthe“CommonCommunityIssues”handouttodiscusswhattheyfeelarethemostimportantissuesinthecommunity;giveampletimefordiscussion.
3.Haveeachgrouprecordonasheetofnewsprinttheissuestheyconsidermostimportant.Postthislistonthewall,orotherwisekeepitforfutureactivities.
Reflection Activities and Ideas:Reconvenethegroupandaskeachteamtosharetheirthoughtsoncommunityissues.Askeachteamthefollowingquestionsandrecordtheiranswers:• Whatdidyoulearnaboutyourcommunityfromthecensusinformation?• Whatdidyoulearnaboutyourcommunityfromthenewsarticles?• Whatdidyourgroupdecidearethemostpressingissuesinthecommunity?• Asawholegroup,whatissuesdowewanttofocusoninthecommunity?
Try This, Too:• ForPartII,haveeachsmallgroupdrawamapoftheircommunitytoincludeimportantlandmarksandinstitutions(schools,hospitals,parksandothers).Oncecompleted,haveeachgroupmakeadditionsorchangestothemaptorepresentwhattheywouldliketheircommunitytolooklikeideally.After,askeachgrouptoexplainthechangestheymadeanddiscusswhatproblemorneedthesechangesaddressed.
• Asanotherwayofresearchingcommunityissues,giveeachparticipantadisposablecameraseveralweekspriortothemeetingwiththeinstructionstotakepicturesthatrepresenttheircommunity(instructionscanbemorespe-cific,forexample,takepicturesthatcapturelocalissues).Thesephotographscanthenbeusedasanothermediumfortheissuesidentificationprocess.
• Haveparticipantsintervieworsurveyadultsandyouthintheircommunitiesinordertogetanotherperspectiveonlocalissuesofimportance.Lookatthedifferencesinopinionaccordingtoage,gender,race/ethnicity,class,etc.
• Afterthemeeting,havethegrouporganizeanopenforumforareateenstodiscussissuesandvoicetheiropinionsaboutwhatissuesinthecommunitymostconcernthem.Thisfeedbackcanhelpguidethegroup’sfocus.
4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 51MichiganStateUniversityExtension4-HYouthDevelopment
HANDOUT:
Common Community Issues
RecreationLackofparksParksindisrepairNeedforrecreationcentersNeedforsportsfacilitiesLackofrecreationprogramsLackofwalking/bikingpaths
Education and HealthSchoolviolenceLackoftextbooksDrop-outratesTruancyOvercrowdedschoolsPoortestscoresChildabuseLackofchild-carecentersChildhoodillnessTeenparentsPollution(airorwater)
Crime and SafetyViolentcrimeGangsDrugsandalcoholTheftPolice-communityrelationsTrafficaccidentsVandalismLitter
EconomyYouthunemploymentLackofjobtrainingPovertyHomelessness
DiversityHatecrimesRacerelationsGenderissuesAgediscriminationAffirmativeactionissues
AdministrationPublictransportationLackofsidewalksSidewalksindisrepairPoorlightingonstreetsZoningproblemsAbandonedbuildingsVacantlotsTaxorbudgetissues
Other (addyouownideas)
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ACTIVITY:
Cause and EffectDescrption: Usingidentifiedcommunityissues,youthwillanalyzethecauseandeffectoftheissues.Theywillthenbrainstormgroupsinthecommunitythatinfluencetheseissues.
Participant Age: Ages16–19
Activity Objectives:Theparticipantswill:• Brainstormcausesandeffectsofcommunityissues.
• Identifyinterestgroupsforcommu-nityissues.
Learning and Life Skills: CriticalThinking;Planning/Organizing
State of Michigan Social Studies Standards:StandardVI.1IdentifyingandAnalyz-ingIssues;StandardV.1InformationProcessing
Materials, Equipment, Handouts:oNewsprintandmarkersoTapetodisplaynewsprinto Stickynotes(three[3]differentcolors,andatleastfive[5]notesofeachcolorperparticipant)
Time: 30–60minutes,dependingondiscus-siontime
Setting: Indoors,tablesandchairsforallpartici-pants
Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.• Makesurethegrouphasalreadyidentifiedanissueorissuesthatitwouldliketofocuson.Iftheypreviouslycreatedalistofissues,havethisavailablefortheactivity.
• Tapeasheetofnewsprinttothewall.
During the meeting:1. Ifthegrouphasnotyetnarrowedtheirfocustooneortwocommunityissues,usethelistofissuesthattheyhavegenerated,andhavethemselectoneortwoissuestofocuson.Thiscanbedonebyvotingorusingdialoguetobuildconsensus.
2.Writetheissueatthetopofthesheetofnewsprintonthewall.Drawaverticallinedownthemiddleofthenewsprintdividingitintotwocolumns.Labelthefirstcolumn“Causes”andthesecond“Effects.”
3.Giveeachparticipantfivesame-colorstickynotes,andaskthemtobrainstormandwritedowncausesofthechosenissue.Providemorestickynotes,ifneeded.Whenparticipantsarefinished,havethempostthestickynotesonthenewsprintunder“Causes.”
4.Askwhateffectsonthecommunitythisissuehas,andrepeatStep3for“Ef-fects,”usingstickynotesofasecondcolor.
5.Readthroughtheresponsesfor“Causes”and“Effects.”Relatedresponsesshouldbegroupedtogether.Oncethisisdone,drawarrowsconnectingcor-relatedcausesandeffects.
6.Passoutmorestickynotesofathirdcolortoparticipants,andaskwhatpeopleorgroupsinthecommunityinfluencethesecausesandeffects?Whohasthepowerandinteresttodoso?Writedownpeopleandgroupsonthestickynotesandpostthemnexttothecause/effectthattheyinfluence.Forguidance,suggestthatparticipantsthinkaboutcommunityorganizations,non-profitorga-nizations,governmentofficials,businesses,schoolgroupsandothergroups.
Reflection Activities and Ideas:Haveagroupdiscussionandaskthefollowingquestions:• Whathavewelearnedaboutthisissue?• Howcouldwelearnmoreaboutthisissue?• Whatcanwedotoaddressthesecauses?• Whoelseinthecommunitydoweneedtoworkwithinordertoeffectivelyaddressthisissue?(seeUnit5,“TakingAction”foralistofpotentialpartners)
Try This, Too:• Inviteagovernmentofficial,employeeofanon-profitorganization,memberofacommunityorganizationormemberofthebusinesscommunitytoattendthemeetinganddiscussissuesandtheircausesandeffects.
• Haveparticipantsdoindividualorgroupresearchprojectsontheissueandpres-enttheirfindingsatthenextgroupmeeting.Theseresearchprojectscouldalsobeusedinpresentationstogovernmentofficialsorcommunityorganizations.
Adaptedwithpermissionfrom“Cause-EffectMapping,”byElizabethMoore,inDeveloping Community Leadership,EastLansing:MichiganStateUniversityExtension,2005.