Civic Seal Units · Unit 7
The Student-Led Civics Project
Middle School Capstone and Universal Format
Civic Seal Units · Unit 7
The Student-Led Civics Project
Find a real problem. Prove it. Ask the right person to fix it.
Grades 6 to 8 as written, with a 9 to 12 version · 6 weeks, one 45-minute class or program session per week plus short homework
Teacher note. Built for a middle school Youth and Government delegation, a classroom or a YMCA after-school group, with minimal materials: handouts, placards, a gavel or substitute, chart paper. Students work in pairs, but each keeps an individual Evidence Triangle and writes an individual reflection. Before Week 1, let likely decision makers know that student letters are coming.
You will be able to
- Choose a real problem in your school or community and explain who it affects.
- Gather three kinds of evidence and tell which level of government is responsible.
- Write a resolution with evidence-based whereas clauses and one doable resolved clause.
- Present and defend your resolution, then deliver it to a decision maker.
- Reflect on how decisions get made.
About Seal credit
This project may count toward a civics seal or requirement. Your school or district decides.
Teacher note. New York: it may count toward the Middle School Capstone Project (grades 7 and 8 only) if the school's committee accepts it; keep the complete file, because the School Civic Readiness Committee at the high school decides when the student applies for the seal. Rhode Island: it may serve as the Civic Literacy Act student-led civics project if the district accepts it. Connecticut: it can be documented as portfolio evidence; the State Department of Education sets the criteria and districts decide whether to offer the seal.
Week 1 · 45 min
Find a Real Problem
- Real means local10 min
- Problem Finder25 min
- Share and choose10 min
Real means local
What problem can you see or count right here?
- The crosswalk with no signal
- The lunch line
- The park with broken equipment
- The bus stop with no shelter
- The rule about phones
Problem Finder
With your partner, complete the Problem Finder.
- The problem, in one sentence
- Who it affects (be specific)
- How we know it is real
- Who we think decides about it
- What we would like to see happen
Share and choose
Present your problem in 30 seconds.
Teacher note. After each pair, the group gives one piece of advice.
Week 2 · 45 min
Gather Evidence
- Evidence Triangle15 min
- Collect the first two25 min
- Homework5 min
The Evidence Triangle
We observed or counted
- How many students use the crosswalk at 7:45
- How long the lunch line takes
A person told us
- A student, parent, crossing guard or custodian
- Their words, the date, permission to quote
A document or rule
- School handbook, town code, state law or news story
- Quote one sentence
Teacher note. 15 minutes. For the person, record their role rather than their name if they prefer.
Collect the first two
Plan a count and two short interviews for this week.
- Count: what, when, where, the number, who counted
- Interview: role, date, their words, permission to quote
Teacher note. Homework (5 minutes to set up): find the document or rule, with help from the advisor or librarian.
Week 3 · 45 min
Who Decides?
- The Ladder15 min
- Place your problem20 min
- Check the triangle10 min
Who Decides? Ladder
- Federal government
- State: legislature, governor, agencies
- County
- Town or city: council, mayor, departments
- School district: board, superintendent
- School: principal, student council, teachers
One problem, many rungs
- The crosswalk belongs to the town
- The state sets the rules for school zone speed limits
- The federal government funds safe routes to school
Teacher note. Walk through two examples showing how one problem can sit on more than one rung.
Place your problem
- Which rung is it on?
- Who is the actual person or body at that rung?
- What is the one rule or policy that rung has about it?
- Which higher rung also shapes it, and why?
Check the triangle
Do you have all three kinds of evidence? If not, what is missing?
Week 4 · 45 min
Write the Resolution
- Whereas and Resolved10 min
- Draft25 min
- Partner practice10 min
Whereas and Resolved
Each whereas holds one piece of evidence. The resolved clause names the action, who does it, and by when.
Supporting Document 4
Resolution Template
A Resolution of the [delegation or class] concerning [problem]
Whereas, [what we counted];
Whereas, [what a person told us];
Whereas, [what the rule or document says];
Therefore, be it Resolved, that [decision maker] [specific action] by [date], and that [who] will report back to [us] on [date].
Sponsors. Adopted or not adopted, by a vote of __ to __. Sent to __ on __. Response: __
Draft
Draft your resolution on the template.
Teacher note. Check that each resolved clause is something the named decision maker can actually do.
Partner practice
Decide who reads which part. Rehearse until it fits in 2 minutes.
Week 5 · 45 min
The Chamber
- Hear every resolution40 min
- Revise5 min
Chamber order
- Sponsors present (2 minutes)
- Two questions
- One speaker against, one for (30 seconds each)
- Summation sentence
- Vote by placard
- Two gavel taps
Teacher note. A student chair runs it and a clerk records results. Use the Chamber Script for Resource Team Chairs from Storybook County Lesson 11.
Hear every resolution
Write down the best question you were asked.
Revise
Change one thing in response to the questions.
Week 6 · 45 min
Deliver and Reflect
- Deliver20 min
- Reflection20 min
- Celebrate and file5 min
Deliver
Send or hand your resolution to the decision maker it names.
- Write a short cover note
- Present it in person where possible
- Record the date and the response
Teacher note. In person could be the student council, the principal's office, a PTA meeting, or a council public comment period with an adult.
Reflection
Each of you: write 200 to 300 words.
- What the problem was and what evidence convinced us
- Who decides and how we found out
- What the chamber asked
- What we sent, to whom, and what happened
- What we would do next
Celebrate and file the project
- Problem Finder
- Evidence Triangle
- Who Decides? Ladder
- Resolution
- Chamber record
- Cover note and response
- Reflection
Teacher note. 5 minutes. Keep the complete file for each student; the high school Seal Committee will need it.
Project Rubric (100 points)
- Student led: 15
- Evidence: 25
- Who decides: 15
- Resolution: 20
- Chamber and delivery: 15
- Reflection: 10
Teacher note. Support: give five local problems with the decision maker identified, do the count as a class, offer whereas starters. Challenge: present at a public meeting and add state or town data. High school version: write a bill at the state rung (see Unit 2), use five sources, and deliver in person or as public testimony; it can be submitted as a New York High School Civics Project only if the Seal Committee accepts it.
Your resolution is on its way
Record the response. Keep the file.
Eyes up here
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