Human-Centered Civics: Project Citizen

This solution aims to address the lack of social-emotional learning (SEL) competencies and literacy skills in middle and high school students by designing and implementing a human-centered civics curriculum that utilizes the Center for Civic Education's Project Citizen and aligns with the Common Core State Standards for Literacy in History/Social Studies. The curriculum aims to promote social awareness, critical thinking, collaboration, responsible decision-making, and self-awareness competencies, as well as reading, writing, speaking, and listening skills within the context of history and social studies content. The curriculum will also encourage students to engage in civic development projects that address issues facing their community, thereby fostering civic engagement and active citizenship.

The solution is to design and implement a human-centered civics curriculum that utilizes the Center for Civic Education's Project Citizen and aligns with the Common Core State Standards for Literacy in History/Social Studies. The curriculum will incorporate social-emotional learning (SEL) competencies building activities, civic development projects, and digital portfolios to promote students' social awareness, critical thinking, collaboration, responsible decision-making, and self-awareness competencies, as well as reading, writing, speaking, and listening skills. The curriculum will be evaluated to assess its effectiveness in promoting civic development, including civic content knowledge, civic skills (including SEL competencies), and attention to issues, among middle and high school students.

The proposed human-centered civics curriculum in this project has the potential to positively impact the lives of middle and high school students, as well as those from historically oppressed communities. Firstly, by focusing on social-emotional learning (SEL) competencies and literacy skills development, the curriculum promotes personal growth and self-awareness, which can help program participants better understand themselves and others. This, in turn, can lead to better communication, more positive relationships, and increased overall well-being.

Secondly, the civic development projects included in the curriculum provide program participants with the opportunity to identify and analyze issues facing their community, propose public policies to address these issues, and develop action plans to have these policies adopted by appropriate authorities. Such engagement empowers Project Citizen Program participants to become active and engaged citizens, making a positive impact in their communities and beyond.

Thirdly, the curriculum's alignment with Common Core State Standards for Literacy in History/Social Studies helps to build students' reading, writing, speaking, and listening skills within the context of history and social studies content, which can improve their academic performance and increase their future opportunities.

Overall, the human-centered civics curriculum proposed in this project has the potential to positively impact program participants' personal growth, civic engagement, academic achievement, and future opportunities.

The Oklahoma Center for Civic Education is a non-profit educational organization founded by Black individuals with several years of experience working alongside the communities it aims to serve. Additionally, the Oklahoma Center for Civic Education team will be working in conjunction with the Center for Civic Education Program Team, utilizing their expertise as advisors and consultants.

The Team Lead served with City Year Americorps for a year in an Underresourced/Underfunded Middle & High School, where he gained firsthand experience of the challenges students face. Another team member is an Army Veteran and longtime K-12 & Higher Education Professional with over 10 years of experience working with underserved communities. We also have a team member with 7+ years of experience in Higher Education, where she serves the most underserved groups.

Together, the OKCCE team has a wealth of experience and knowledge that can be leveraged to develop and implement effective civic education programs that serve the needs of underrepresented communities.

Our team is applying to Solve with the belief that inclusive innovation begins with increasing participation and providing opportunities. We recognize that the Center for Civic Education's curriculum and programming are high-quality, evidence-backed programs that have been in existence for several years, and have continually improved educational outcomes for both students and teachers. Therefore, we believe that positive outcomes for program participants can be achieved if the Center's curriculum and programs are widely adopted on a large scale.

Our team's solution tackles the Learning for Civic Action Challenge innovatively and in a culturally responsive manner by empowering students, teachers, and community members with the knowledge, guidance, and support they require to become active participants in their communities. The Center for Civic Education's, Project Citizen Curriculum & Program facilitate civic learning across a diverse array of communities and organizational contexts. In addition to this, we have started incorporating Social and Emotional Learning competencies, as well as an anti-racism praxis that encompasses culturally responsive pedagogy and school leadership.

Additional:

• Project Citizen is aligned with the Common Core State Standards for Literacy in History/Social Studies (5th-12th Grade).

• Outside the traditional classroom, Project Citizen is used by after school programs, youth organizations, home school consortiums, and the Juvenile Justice system. Project Citizen is also used in post-secondary classrooms, such as in community college and university courses, and with adult groups, such as Families in Schools. Project Citizen students also work on projects together using distance learning tools. 

Project Citizen Adapted to Several Different Context 

• After School and Youth Organizations

  • From 4H Clubs in Georgia to Girl Scout Troops in Washington state, youth organizations have embraced Project Citizen.

• Incarcerated Youth & Adults

  • Offices of the Juvenile Justice System have used Project Citizen with the youth in these facilitates. Empowered, these students have presented their work to government officials. California and Wisconsin are examples of states that worked with both youth and adult incarcerated inmates with great success.

• Post Secondary

  • Project Citizen has been used in community colleges and universities (i.e. San Jose State by Dr. Larry Gerston; and with other adult populations such as parents in Library programs nationwide)

• Collaborative Projects

  • Using current and emerging technologies, Project Citizen has connected universities and middle schools in collaborative Project Citizen work. Home School Consortiums have also used Project Citizen.

Civic Technology Additional Component: Center for Neighborhood Technology - Urban Opportunity Agenda Tool 

• The Urban Opportunity Agenda Tool created by CNT (Center for Neighborhood Technology) aligns with the Project Citizen Curriculum and Program in several ways. Both initiatives aim to empower communities and promote civic engagement through research, education, and advocacy. 
• The Urban Opportunity Agenda Tool provides a comprehensive framework for assessing and improving urban neighborhoods by focusing on key factors such as economic development, housing, transportation, and environmental sustainability. Similarly, the Project Citizen Curriculum and Program teaches students how to identify public policy issues, conduct research, and propose solutions to address them.
• By incorporating the Urban Opportunity Agenda Tool into the Project Citizen Curriculum and Program, students can develop a deeper understanding of how urban policies and planning affect their communities. 
• They can use the tool to assess the strengths and weaknesses of their neighborhoods, identify areas for improvement, and propose policy solutions that align with the values of sustainability, equity, and social justice. 

Overall, the Urban Opportunity Agenda Tool and the Project Citizen Curriculum and Program share a common goal of promoting civic engagement, community development, and social change through education and action.

Next year (Year 1):

• Reach 10 schools and implement the curriculum in at least 50 classrooms.
• Train 50 teachers on the implementation of the curriculum.
• Reach and impact at least 1,000 students with the curriculum.
• To achieve these goals, the following steps will be taken:
• Develop and finalize the human-centered civics curriculum in collaboration with experts in civic education, SEL, and literacy.
• Identify and establish partnerships with at least 10 schools to implement the curriculum.
• Train at least 50 teachers on the implementation of the curriculum through workshops, webinars, and other professional development opportunities.
• Monitor and evaluate the implementation of the curriculum in each school to ensure fidelity and effectiveness.

Next five years (Years 2-5):

• Expand implementation of the curriculum to at least 50 schools and 250 classrooms.
• Train at least 500 teachers on the implementation of the curriculum.
• Reach and impact at least 10,000 students with the curriculum.
• Establish a professional learning community for teachers to share best practices, lessons learned, and other resources related to the implementation of the curriculum.

To achieve these goals, the following steps will be taken:

• Develop and refine the human-centered civics curriculum based on feedback and evaluation results.
• Expand partnerships with schools and districts to reach at least 50 schools and 250 classrooms.
• Increase the scale of teacher training and professional development efforts to reach at least 500 teachers.
• Leverage technology and distance learning tools to reach more students and schools.
• Continue to monitor and evaluate the implementation of the curriculum in each school to ensure fidelity and effectiveness.

To measure progress toward our impact goals, we will use a combination of quantitative and qualitative methods.

• Quantitative data will be collected through pre- and post-tests administered to students to assess changes in their social-emotional learning competencies and literacy skills within the context of history/social studies content. Teacher and student surveys will also be used to collect feedback on the curriculum's effectiveness and relevance, as well as to identify areas for improvement. Additionally, we will track the number of schools, classrooms, teachers, and students reached and impacted by the curriculum.

• Qualitative data will be collected through observations, interviews, and focus groups with teachers and students to gain insight into the implementation process, including barriers and facilitators to adoption, teacher and student engagement, and the overall effectiveness of the curriculum. Digital portfolios created by students will also be used to assess the quality and impact of their civic development projects.

• Overall, the combination of quantitative and qualitative data will provide us with a comprehensive picture of the impact of the curriculum, allowing us to make data-driven decisions and adjust our implementation strategy as needed to achieve our impact goals.

Theory of Change for Human-Centered Civics Curriculum:

Goal: To develop a human-centered civics curriculum that builds social-emotional learning (SEL) competencies and literacy skills in middle and high school students, promoting responsible, informed, and active citizenship.

Inputs:

• Experts in civic education, SEL, and literacy
• Curriculum development team
• Funding for curriculum development and implementation
• Partnerships with schools and districts
• Teachers and students

Activities:

• Develop and refine the human-centered civics curriculum, incorporating Project Citizen and other evidence-based practices in civic education, SEL, and literacy.
• Establish partnerships with schools and districts to implement the curriculum.
• Train teachers on the implementation of the curriculum through workshops, webinars, and other professional development opportunities.
• Implement the curriculum in classrooms, providing ongoing support and resources to teachers.
• Monitor and evaluate the implementation of the curriculum in each school to ensure fidelity and effectiveness.

Outputs:

• A high-quality human-centered civics curriculum
• Trained teachers who are equipped to implement the curriculum effectively
• Increased student engagement in civic development projects
• Improved social-emotional learning competencies and literacy skills among students
• Increased student participation in local, state, and national government affairs

Outcomes:

• Increased social awareness and empathy among students, reducing inequalities and promoting social justice
• Improved critical thinking, collaboration, and responsible decision-making skills among students
• Increased civic content knowledge and civic skills (including SEL competencies) among students
• Increased attention to issues and engagement in STEM fields
• Increased participation in democratic processes and actions that promote positive change in communities

Impact:

• A generation of responsible, informed, and active citizens who are equipped with the necessary skills, knowledge, and dispositions to participate in civic life, promote social justice, and make a positive impact in their communities and beyond.

The core technology that powers this solution is digital portfolio software. The curriculum proposed in this project utilizes digital portfolios to document students' civic development projects, reflect on their learning, and showcase their literacy and SEL development accomplishments. Digital portfolio software allows students to create and organize their portfolios electronically, and share their work with teachers, peers, and other stakeholders.

• Digital portfolio software is an important tool for implementing the proposed human-centered civics curriculum, as it allows students to document and reflect on their learning, as well as showcase their accomplishments in a tangible and accessible format. Additionally, digital portfolio software provides teachers with a way to monitor and evaluate student progress, as well as provide feedback and support throughout the implementation process.

Civic Technology Additional Component: Center for Neighborhood Technology - Urban Opportunity Agenda Tool 

• The Urban Opportunity Agenda Tool provides a comprehensive framework for assessing and improving urban neighborhoods by focusing on key factors such as economic development, housing, transportation, and environmental sustainability. Similarly, the Project Citizen Curriculum and Program teaches students how to identify public policy issues, conduct research, and propose solutions to address them.

Future Technology Incorporation 

Plans to take the Project Citizen Textbook digital have been discussed but no date has been set for when this would happen. 

• By offering the book online through an EdTech or Open Education Platform we aim to make the Project Citizen Curriculum and program more accessible and affordable for all people. 

The Center for Civic Education has created and owns the programs that we aim to innovate upon. The OKCCE Team Lead is the State Coordinator for Oklahoma at the Center for Civic Education, while another team member is the Program Coordinator for Project Citizen in Oklahoma. Our team aims to enhance the Center's research-backed programs by incorporating additional Social and Emotional Learning (SEL) competencies and culturally relevant pedagogy into their existing curriculum and programs.

The human-centered civics curriculum proposed in this project places a strong emphasis on diversity, equity, and inclusion (DEI). To ensure that DEI is woven into every aspect of the curriculum, we will take the following approach:

• Collaborative Curriculum Development: We will engage experts in civic education, SEL, and literacy who represent diverse perspectives and experiences in the development and refinement of the curriculum.

• Culturally Responsive Teaching: We will train teachers to adopt a culturally responsive approach to teaching, which involves recognizing and valuing the cultural backgrounds and experiences of all students, and incorporating them into the curriculum.

• Inclusive Classroom Environments: We will create inclusive classroom environments that promote a sense of belonging and respect for all students, regardless of their race, ethnicity, gender, sexual orientation, ability, religion, or socioeconomic status.

• Diverse Content: We will ensure that the curriculum includes diverse content that reflects the experiences and perspectives of historically marginalized groups. This will include using examples of historical and contemporary figures who have made positive contributions to society despite facing obstacles and discrimination.

• Student-Led Projects: We will encourage students to identify and address issues that affect their communities, and provide them with the tools and resources to develop their own civic development projects. This will allow students to take ownership of their learning, and promote a sense of agency and empowerment.

• Ongoing Evaluation: We will continually evaluate the effectiveness of the curriculum in promoting DEI, using both quantitative and qualitative methods. This will allow us to identify areas for improvement, and make data-driven decisions to ensure that the curriculum is inclusive and equitable for all students.

Overall, our approach to including diversity, equity, and inclusion in the human-centered civics curriculum will help ensure that all students feel valued, respected, and empowered to participate in civic life and make positive contributions to society.

Our business model is focused on providing the human-centered civics curriculum and professional development services directly to schools, districts, and other educational organizations. We aim to provide high-quality, evidence-based curriculum materials and training to educators, who can then implement the curriculum in their classrooms and support students in their civic development.

Our plan for becoming financially sustainable is to generate revenue through the sale of curriculum materials and professional development services, as well as seek out grants and other funding opportunities to support the implementation of the curriculum in underserved communities. We plan to offer a variety of pricing options for our curriculum materials and services, including individual teacher licenses, school/district licenses, and custom pricing options for larger organizations.

1. One example of our plan to achieve financial sustainability is through partnerships with school districts and educational organizations that have a commitment to civic education and social-emotional learning. By partnering with these organizations, we can offer the curriculum and professional development services at scale, and generate sustainable revenue streams for the organization.
2. Another example is our plan to seek out grant funding opportunities from foundations and government agencies that support civic education and social-emotional learning. These grants can help support the implementation of the curriculum in underserved communities, and provide additional resources and support to educators and students.