UNIT 3: Issues Identification...money used for buying and installing the street-light could have been spent on a basketball hoop to be installed in a popular city park. Public and

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

42 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment

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


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


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


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


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?


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?”


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.


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,


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.


HANDOUT:

Common Community Issues

RecreationLackofparksParksindisrepairNeedforrecreationcentersNeedforsportsfacilitiesLackofrecreationprogramsLackofwalking/bikingpaths

Education and HealthSchoolviolenceLackoftextbooksDrop-outratesTruancyOvercrowdedschoolsPoortestscoresChildabuseLackofchild-carecentersChildhoodillnessTeenparentsPollution(airorwater)

Crime and SafetyViolentcrimeGangsDrugsandalcoholTheftPolice-communityrelationsTrafficaccidentsVandalismLitter

EconomyYouthunemploymentLackofjobtrainingPovertyHomelessness

DiversityHatecrimesRacerelationsGenderissuesAgediscriminationAffirmativeactionissues

AdministrationPublictransportationLackofsidewalksSidewalksindisrepairPoorlightingonstreetsZoningproblemsAbandonedbuildingsVacantlotsTaxorbudgetissues

Other (addyouownideas)


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.

Documents

UNIT 3: Issues Identification...money used for buying and installing the street-light could have been spent on a basketball hoop to be installed in a popular city park. Public and