Action civics grounds learning about how a society governs itself (ideally and in practice) through examining issues in students’ own communities and carrying out action – including research and civic skill-building (i.e. public speaking, formulating a plan, mobilizing, educating others, assessing impact and reflecting for future efforts).

In this six-part project, students will create a media piece for social change. It is expected students will have participated in the “Never Again” lesson prior to each Action Civics Project session. While much of the project could be done as homework, you need class time to introduce each project phase, walk students through the handout, etc. It’s also important to identify time to check back in with students as they complete each phase

The project uses  10 Questions for Young Changemakers, a framework from Harvard University’s Democratic Knowledge Project that offers a lens for linking media literacy and activism. The framework also addresses important ideas for students keeping themselves safe and well while working on these kinds of projects. Familiarize yourself with this framework and other background resources before beginning.

Extension Activities

THROUGH THIS PROJECT STUDENTS WILL…

…follow a guided process to complete a media project that tells a personal story to make change around an issue important to the student telling the story.

MATERIALS 

• Six (6) Action Civics Project handouts

• Blank Project Journal for each student (if you would like to add an activity to have students handcraft their blank books, see MakingBooks.com for simple bookmaking ideas).

PROCESS

Session 1 (follows “Never Again” Lesson 1)

Introduce the project. Explain to students that the speakers in the “Never Again” series are also activists who use personal stories to help others understand why imprisoning people can be harmful and wrong. In this project, students will use a personal or family story of their own to help others understand an important issue that they care about.

Introduce the Project Journal. Explain to students that they will be writing and/or drawing in their journal throughout the project, answering specific questions to help them develop their project and also just recording any ideas that come to them as they move along. Be clear with students whether this will happen during class or as homework and whether or not you will collect and read their Project Journals or if they will remain completely private. (Either way you should collect completed handouts and make time to check in with students individually or as a group at least weekly).

Walk students through the first handout and first objective–ensure students understand, particularly if they will be working outside of class.

Sessions 2-6 (follow “Never Again” Lessons 2-6)

Check-in and discuss last week’s work, individually or as a group. For group discussions, establish/review community commitments (i.e. Use “I” or “me” statements; listen actively; praise first; “Yes! And…” build on/complicate ideas rather than simply contradicting, etc.)

Walk students through the main ideas, handout and objectives for the week. Make sure all students understand, particularly if they will be working outside of class. Have a plan to review the student’s project plan activities after they complete them on each handout, to discuss with them how their project is going.

As you move forward, help students consider what is realistic for them now, given their prior experience and class resources. Remember that a story can be told in one powerful image (like a billboard or poster), in a song, in a two-minute silent film, etc. Prototypes are fine (particularly if you aren’t teaching media production in class). A student’s “final” project at this point could be a radio script, a video storyboard & script, etc.

As you near the end of the project, make clear plans to share student projects aligned with what is feasible and also what feels comfortable for students. Remember that sharing personal stories can be challenging and prioritize student safety (including emotional safety) as they practice their own awareness and safety skills — particularly with respect to anything being posted or shared online. Remind students to involve parents or other trusted adults as appropriate.

Remember that making change is always work in progress – every version is a “draft”. Emphasize process and making connections over product and technology for its own sake.