In July 2007, Classroom Law Project undertook Expanding Civics: A Professional Development Initiative in Oregon Schools. Funding for Expanding Civics was appropriated by the Oregon Legislature and administered by the Oregon Department of Education. The professional development provided through Expanding Civics was designed to increase the capacity of teachers to impart the knowledge, skills, and attitudes necessary for civic engagement.
Professional development sites were selected in an effort to serve both rural and urban schools in geographically distinct communities across the state. During the 2007-08 and 2008-09 school years, CLP delivered nine professional development seminars in partnership with education service districts, and provided continuing support to more than 200 participating teachers. By targeting professional development for teachers, Expanding Civics will continue to improve the civic education of an estimated 6,500 new students each year.
Each participating teacher was also eligible for a grant of $500 to further civic learning in his or her classroom. In return, teachers agreed to provide evidence of classroom implementation of best practices in civic education through written reflections and samples of student work.
A sampling of grant activities, reflections, and student work is included below.
Southern Oregon ESD
samples from Eagle Rock Elementary School
Teacher(s): Lori Evans
Description: Students learned about the justice system by participating in several mock trials of popular fairy tale characters including the Three Little Pigs, The Boy Who Cried Wolf, and Goldilocks. Students presented arguments, testified as witnesses, and weighed the evidence to determine innocence or guilt. As a culminating event, students visited the Jackson County Courthouse to observe trials and talk with judges, attorneys and staff. Students also toured the Native American exhibit at the Jacksonville Museum to learn more about how tribal governments interact with local, state and national systems.
Evidence: Student reflections, photos
Teacher(s): Linda Saling
Description: Students participated in the mock trial of Goldilocks v. The Three Bears in preparation for a visit to the Jackson County Courthouse. While at the courthouse, students observed the trial process and met with judges, attorneys and courtroom personnel.
Evidence: Student reflections (courthouse), student reflections (mock trial), year-long plan, photos, Upper Rogue Independent newspaper article
sample from Redwood Elementary School
Teacher(s): Michelle Kunst
Description: Using the We the People curriculum, students studied the U.S. Constitution and its protections of basic rights, including freedom of expression, equal protection of the laws, and voting. Students also participated in scripted mock trials based on childrens’ fairy tales and visited the Josephine County Courthouse.
Evidence: Student reflections (example 1, example 2, example 3)
sample from Rogue River Elementary School
Teacher(s): Janielle Mitchell
Description: Students learned about the legislative process and the role of citizens using the We the People curriculum. Working in groups, students created posters representing each of Oregon’s 2008 ballot measures and presented the issues and their opinions to the class. Students also participated in a mock election. As a culminating event, students toured the State Capitol and met with State Representative Kevin Cameron.
Evidence: Student thank-you letters to representative (example 1, example 2), photo story of Capitol visit, Rogue River Press newspaper article
sample from North Middle School
Teacher(s): Rita Phillips
Description: Students participated in a mock criminal trial involving a student accused of harassing a classmate. Students took on the roles of prosecutors, defense attorneys, witnesses, reporters, photographers, and jurors.
Evidence: Student essays, newspaper reports, photos, powerpoint presentation
sample from Crater School
Teacher(s): Frank Bertrand, Karilu James
Description: Students participated in a mock criminal trial of the captain of the high school cheerleading squad who stands accused of “hazing” new cheerleading recruits. Students made their case before a jury of their peers using the Oregon Criminal Code, witness statements, stipulated facts, and physical evidence.
Evidence: Student reflections, crime scene photos, mock trial case materials
sample from Eagle Point High School
Teacher(s): Pamela Long
Description: Using Project Citizen as a framework, students resolved to address the rising problem of homelessness among teens in their community. Efforts included raising awareness at an Open House meeting, partnering with local businesses to coordinate a donation campaign, and urging local government leaders to increase support for struggling teens and their families.
Evidence: Lesson plans, powerpoint presentation, photos of student projects
Umatilla-Morrow ESD
sample from Pendleton High School
Teacher(s): Paul Nolan
Description: Students participated in the High School Mock Trial Competition, sponsored by CLP. Students competed with 67 teams of attorneys and witnesses in the case of Simon v. Swift and Eastside High School.
Evidence: Student reflections, teacher reflection, trial materials, photos
Lane ESD
sample from Briggs Middle School
Teacher(s): Deanna Bellin
Description: Using the We the People curriculum, students were introduced to the founding dialogues and documents of American government, including the Declaration of Independence, the Articles of Confederation, and the Constitutional Convention. Each students created a comprehensive “foldable” Guide to American Government to demonstrate their understanding of key concepts and vocabulary.
Evidence: Unit test, study guide, vocabulary activity, “Birth of America” timeline activity, lesson plan, student “foldable” guide to American Government
Portland Metro
sample from Rigler Elementary School
Teacher(s): Tessalie Schulte, Holly Wilson
Description: Teachers developed a comprehensive plan to implement the We the People curriculum in the 2008-09 academic year, including detailed lesson plans and student assessment templates. Additional time was spent examining Project Citizen and mock trials for implementation in the 2009-10 academic year.
Evidence: Unit/lesson plans (Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6), year-long plan, student assessment templates (pre-test, post-test), teacher reflection
sample from Sunnyside Environmental School
Teacher(s): Monica Eckrich, Sarah Wagner
Description: Students learned about the importance of the community garden to early American civic life. Motivated to build a garden of their own, students used the Project Citizen curriculum to convince Portland Parks & Recreation and Portland Public School District to approve their plans. Students then constructed and planted the garden in the tradition of early America.
Evidence: Student garden designs, student letters (example 1, example 2), photos
sample from Sam Barlow High School
Teacher(s):Meredith Larson
Description: Motivated by the loss of a student from a drug overdose, classmates presented a Project Citizen portfolio urging the school district to distribute an anti-drug parental awareness pamphlet to all parents. Students conducted research, interviewed experts and proposed public policies for addressing the rise in teen drug use.
Evidence: Student Open House photos, anti-drug pamphlet, teacher reflection
Northwest Regional ESD
sample from Broadway Middle School
Teacher(s): Jeremy Hirsch
Description: Students were introduced to the Project Citizen curriculum as a means to effect change in government despite being too young to vote. Students worked to convince elected officials through a letter writing campaign to dedicate funds to rebuilding their school in a tsunami safe zone.
Evidence: Student letters to public officials
sample from Evergreen Middle School
Teacher(s): Beth Pettis
Description: Students studied the rights and responsibilities of citizens in a representative democracy. Each student surveyed three adults on various questions related to citizenship, then interpreted, summarized, and shared the results with classmates.
Evidence: Student essays, survey questions, newspaper reports
sample from Fernwood Middle School
Teacher(s): Lisa O’Brien
Description: Students learned about the justice system by putting Goldilocks on trial for crimes against The Three Bears. Using witness statements and Oregon law, students worked with volunteer attorneys to write opening and closing statements, question witnesses and give testimony. Students performed the mock trial in a courtroom at the Gus Solomon Courthouse.
Evidence: Student work (student-written newspaper articles, drawings, photos, lesson materials), case materials
sample from Forest Grove Community School
Teacher(s): Shannon Perry
Description: Students used the Project Citizen curriculum to address problems in their community that could be solved through public policy. After deciding on three topics (graffiti, small businesses, and school funding), students conducted reseach, contacted local experts and government officials, and proposed alternative public policies. As a culminating event, students traveled to the State Capitol to present their portfolios at the Project Citizen Showcase, sponsored by CLP.
Evidence: Class portfolios, photos
sample from Colton High School
Teacher(s): Tori Hazelton
Description: Students studied the justice system and the ways the law applies to their lives. Students reviewed landmark Supreme Court cases and learned firsthand as attorneys, witnesses, and jurors in a mock trial.
Evidence: Student reflections (example 1, example 2)
High Desert ESD
samples from Obsidian Middle School
Teacher(s): Cynthia Murphy
Description: Students learned about the positive impacts individuals can have on their communities by researching American civic leaders. Each student profiled a unique individual, created a timeline of key events in their life, and presented their findings to a nearby elementary school class.
Evidence: Profiles of civic leaders (example 1, example 2), unit plan
Teacher(s): Jaimie Roderick
Description: Students investigated the themes of industrialization and immigration through readings, discussions, and viewing of art, photography and film. As a culminating activity, students testified in a mock congressional hearing on the question, “How does social justice lead to reform?”
Evidence: Student essays, teacher reflection, activities (primary source photo activity) lesson plans (immigration lesson), drawings
sample from Sisters High School
Teacher(s): Mary Thomas
Description: Students participated in the High School Mock Trial Competition, sponsored by CLP. Student prosecutors and defenders argued three rounds in the case of Kelley Simon v. Terry Swift and Eastside High School.
Evidence: Student reflections, The Nugget Newspaper article