Cities in the Classroom - Lindsey Plyler

Cities in the Classroom has given me an invaluable broader understanding of the intricacies and challenges of local, municipal government. As a result, my King High School AVID students will develop a more comprehensive and engaging civics education than was previously available via textbooks alone: they will participate in live, hands-on service learning designed to enrich not only the students' experience but also serve the immediate and future interests of our partner city, Temple Terrace.

My internship offered open conversations with city officials and staff members who shared both their extensive responsibilities and their perspectives on civic government, including awareness of some public misperceptions. A common thread was the individuals' professional and personal commitment to their city (many are citizens of Temple Terrace themselves), and they shared a desire to establish a stronger drive to participation among the public. Through my internship, I received a better understanding of the purposeful balance between the "supply" of municipal services and the "demand" of public guidance and ownership.

This personal experience will extend to my classroom via the extensive civic education curriculum provided by the Florida Joint Center for Citizenship, enhancing my students' awareness of the crucial role of city government in their everyday lives. Additionally, the students will design and carry out an extensive service-learning project that will address the need for greater youth involvement in civic development and well-being. This partnership between the City of Temple Terrace, King High School, and Cities in the Classroom will benefit not only our own students and community, but also any Florida schools and cities that may be inspired by this innovative model.

Topic/Selection: Governments’ role and responsibilities to citizens

 

Objectives: Students will be able to

 

  • analyze and articulate their own beliefs/opinions regarding the role of local government.
  • understand the diversity of expectations facing local governments.

 

Assessment (performance): (1) AVID Philosophical Chairs rubric, (2) Written questions to pose in following lesson (Inquiry rubric)

 

Materials Needed:

Whiteboard

Markers

Post-It easel sheets

 

ESE/ELL Modifications: Students discuss using (and teacher guides toward) appropriate syntax for level.

 

Learning Plan

Strategies and Application to Content

WICR & CRISS Key Strategies

 

 

W

I

C

R

BK

AI

M&E

 

 

 

 

 

 

 

 

 

Before

Activating Background Knowledge/

Introduction

 

(5 min.)

 

“Getting Started” question: What is the difference between a city and a community?

 

X

 

 

X

X

 

 

During

Active Involvement 

 

(35 min.)

 

Students participate in a Carousel exercise to record their (and read their classmates’) Getting Started ideas on easel sheets: characteristics of both cities and communities and differences between them.

 

Teacher facilitates Philosophical Chairs exercise using prompts such as “The less government, the better,” “Government and people will always experience conflict,” and “It is the responsibility of the government to take care of people.”

 

X

 

 

 

 

 

 

X

X

 

 

X

X

 

 

X

 

 

 

X

X

 

 

X

 

 

 

 

X

After

Reflect

 

(10 min.)

 

In Learning Logs, students record initial responses to each prompt, as well as at least one point counter to their own original opinions, and opinions following Philosophical Chairs.

 

X

 

 

X

 

 

 

Post

Use/Apply

Students use Learning Logs to draft three questions, corresponding to Philosophical Chairs prompts, to ask of visiting Temple Terrace city official.

 

X

X

 

X

 

 

 

Topic/Selection: Introduction to Service Learning

 

Objectives: Students will be able to

 

  • understand goals and qualifications of service learning.
  • brainstorm possible service learning opportunities with City of Temple Terrace.

 

Assessment (performance): (1) Inquiry rubric, (2) Writing rubric

 

Materials Needed:

LCD projector

Laptop

 

ESE/ELL Modifications: Students discuss using (and teacher guides toward) appropriate syntax for level.

 

Learning Plan

Strategies and Application to Content

WICR & CRISS Key Strategies

 

 

W

I

C

R

BK

AI

M&E

 

 

 

 

 

 

 

 

 

Before

Activating Background Knowledge/

Introduction

 

(5 min.)

 

“Getting Started” question: Are people responsible for government, or is government responsible for people?

 

X

 

 

X

X

 

 

During

Active Involvement

 

(35 min.)

 

Teacher gives PowerPoint presentation introducing service learning:

  • Corporation for National and Community Service
  • Implementing and Managing the AVID Curriculum

 

Temple Terrace city official gives oral presentation on “Top 5” issues facing city.

 

Students each ask one level 1 or 2 question of city official.

 

 

 

 

 

X

 

 

X

 

 

X

 

 

 

 

 

 

 

X

 

 

X

 

 

 

 

 

 

 

 

 

 

X

 X

 

 

X

After

Reflect

 

(10 min.)

 

In Learning Logs, students choose two preferred top issues facing the city.

 

X

 

 

X

 

 

 

Post

Use/Apply

Students brainstorm one possible service learning opportunity for one preferred issue and draft short project proposal.

 

X

 

 

X