Helps Foster Civic Responsibility
(Note: Academic content standards adopted by the State Board of Education are shown in italics.)
Students will understand and demonstrate civic responsibility through their participation in a service-learning activity that meets a real community need and improves the quality of life in the community.
Example: In an urban high school, ninth-grade science classes for English learners study geology, including lessons on plate tectonic theory and earthquakes. (Science Content Standards, Grades Nine Through Twelve, Earth Sciences 3.a—Students know features of the ocean floor [magnetic patterns, age, and sea-floor topography] provide evidence of plate tectonics; 3.d—Students know why and how earthquakes occur and the scales used to measure their intensity and magnitude.) The classes visit a natural disaster relief office to understand the scale of natural disasters. The students decide to work with agency staff to raise an awareness of the importance of preparedness in their community, which has been historically unprepared for natural disasters. Students also identify civic policy issues that may impede the community's ability to prepare for natural disasters. (Science Content Standards, Grades Nine Through Twelve, Investigation and Experimentation 1.m—Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings.)
In English classes, the students work with their teachers and community members to compile information and instructions about earthquake preparedness in the various languages to be found in their community. This experience provides an excellent opportunity for students to use their knowledge of computers and their publication production skills while reinforcing skills in English-language literacy, science, and business technology. (English-Language Arts Content Standards, Grades Nine and Ten, Writing 2.6—Write technical documents [e.g., a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, minutes of a meeting]: 2.6a—Report information and convey ideas logically and correctly. See also 2.6b, 2.6c, and 2.6d.) Students gather materials for earthquake preparedness kits and then travel in teams with representatives from the natural disaster relief office to distribute kits to residents in their neighborhood. Students prepare and make presentations to the faculty, school board, and local civic organizations. (English-Language Arts Content Standards, Grades Nine and Ten, Listening and Speaking 2.6—Deliver descriptive presentations: 2.6c—Use effective, factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and sensory details.) These activities provide youths with an opportunity to demonstrate their knowledge about earthquakes, to promote awareness about the importance of preparedness, and to raise and provide proposed solutions to unresolved issues.
