School and project description
CARGO!
Community Action Research Go!
Sir Francis Drake High School,
San Anselmo, CA
Sir Francis Drake High School is a suburban school with 959 students
and over 70 staff members. Our school has earned national recognition
for our project-based learning instruction, technology, and academies.
Drake students come from diverse socioeconomic backgrounds in
a wide geographic area that spans seven towns in central Marin
County, north of San Francisco. Drake's small enrollment allows
the school to emphasize participation and student/staff interaction.
Together, students and staff have pioneered thematic, project-based
curriculum in Drake's five separate academy programs. Students
explore topics, gather data, develop working theories, and test
and modify hypotheses. Their projects incorporate computer technology
including desktop publishing, multimedia, video production and
computer graphics. Students use technology to complete authentic
projects for local business clients, to help develop the skills
necessary for success in college and the workplace. Many students
also work in nationally recognized community-based internship
programs. As a result, our school is part of a highly developed
network of businesses and non-profit organizations that act as
community partners in the educational process.
Description of project
Serving as community activists, the students of Academy X at
Sir Francis Drake High School decided upon a community issue that
they would research in the field, and then propose a solution
to the appropriate governmental decision-making group. The student
chose to act on the school facilities problems facing the state
of California, most specifically the Bay Area. Working in research
groups, the students researched the problem by meeting with school
officials and state policy makers, and by visiting schools. Next,
working in expert groups, the students prepared a variety of tools
to publicize the problem and their proposed solutions. Finally,
the project culminated in a trip to Sacramento (accompanied by
a local reporter) to meet with legislators and their staffs. The
students' proposal received front-page coverage the next day in
the county newspaper.
Essential question
We developed this question to guide our year of learning: What
do I need to know in order to affect positive change in my community,
my school and myself? We knew we wanted to travel to Sacramento
for a field trip with a purpose. We wanted students to have a
real-world context for their study of government, economics and
oral/ written communication. Finally, we wanted to construct a
scaffold of skills for their internship experience, which would
begin after the project.
Grade levels and disciplines
We designed this project for 11th and 12th grade students in
a Leadership and Public Service Academy (Academy X). Students
earn academic credit for the project in:
Government
English
Workplace Learning
Time required
We spent two 90-minute class periods a week for nine weeks (14
plus hours). The students were expected to produce research and
deliverables that met a professional standard. If they needed
to work out of class to produce the work on time, then they did.
However, some students were able to complete their work with minimal
work outside class time.
Organization
Students first presented ideas individually to the Academy using
informational speeches, or, speeches to inform. Once the group
chose a topic, students worked in research groups of 5 student
based on their common interests and teacher selection. Finally,
students worked in expert groups of 3-7 to produce a proposal
paper, a Web site, and a video. These expert groups also arranged
our trip to the Capitol, and contacted Bay Area media through
a press release and letters to the editor.
Project requirements
Individual
A speech to inform on a community issue with government and/or
economic implications
A brief research analysis based on individual research of
the group topic.
A speech to persuade. · A journal of activities and reflection
during work on the project.
A comprehension test of government and economic terms and
principles
Group
A summary of group research
A product or arrangement the group had agreed to provide.
Culminating event
Our culminating event was a trip to the California State Capitol
to lobby for more funding for California school facilities. The
students met with local representatives, education committee consultants,
and members of the state allocation board. They dropped in on
other key legislature offices and the governor's office. Students
presented their ideas in small groups by making a short appeal,
showing their video and entering into a dialogue with the state
official.
Each person received an official policy paper that was professionally
copied and bound (donated), a video and a card with the web address.
The students arranged all the meetings and for the press to accompany
us on our trip. In addition, students handled the logistics (e.g.,
transportation, letters home, etc.).
We measured success by the audience response to student work.
They received positive feedback on both their products and the
depth of their knowledge. The students measured their success
by their ability to change the system -- they left feeling overwhelmed
but proud that they had been active on an important issue rather
than passive. They also felt that our state government had recognized
the quality of their work and their understanding of an important
issue.
Standards addressed
State
Students understand common economic terms and concepts and
economic reasoning.
Students analyze the unique roles and responsibilities of the
three branches of government as established by the U.S. Constitution.
Students understand the roles and responsibilities of the State
Government and its three branches.
District
Communicate articulately, effectively and persuasively when
writing and speaking.
Read/view and analyze material in a variety of disciplines.
Use technology to access information. Analyze/solve problems
and communicate ideas.
Apply the principles of economics.
Analyze current issues from an historical, political and economic
perspective.
Demonstrate school-to-work/post secondary transition skills
and knowledge.
Participate in community, social, civic or cultural service.
Intended outcomes for learner
An understanding of the legislative process through accessing
the California State Legislature.
An application of economic principles of scarcity, trade-offs,
opportunity costs, investment, economic growth and long run
vs. short run decisions through the defense of their proposals
to the legislature.
A context for reflection on the power and pitfalls of collaborative
problem-solving and community action.
An ability to write and speak persuasively to a real audience
about a relevant and meaningful issue. · An application of the
field study model and problem-based learning model that will
later be applied to the student internship experience.
A meaningful and/or relevant field trip to the State Capitol
in Sacramento.
Declarative knowledge
Economics: Scarcity, trade offs, opportunity costs, economic
growth and investment.
Government: Article I of the U. S. Constitution as it relates
to the legislative branch and the students current representatives.
Government: How a bill becomes a law.
Government: The committee structure of the California State
legislature. How schools are financed in the California.
Problem-solving: One strategy for problem solving.
Media: The role of the media in Government and community action.
Public Speaking: A speech to inform and persuade.
Writing: An essay on a controversial issue.
Procedural knowledge
Students used several skills related to the discipline of
social studies: research, synthesis, problem solving, persuasive
oral and written communication.
Other skills
Communicate articulately, effectively and persuasively when
writing and speaking.
Use technology to access information, analyze/solve problems
and communicate ideas.
Practice effective problem solving
Practice project management
Write and speak persuasively to a real audience about an issue
that is relevant and meaningful
· Use the field study model and problem based learning model
Habits of mind
Flexibility in thinking
Collaborative problem solving
Persistence
Precision and accuracy
Listening with empathy
Assessment and evaluation
Students designed rubrics for the products to guide their work.
Teachers designed rubrics for writing, speaking, and time and
task management. Teachers also gave the students feedback toward
their overall grade using the Workplace Learning rubric and the
Professional Skills Standards rubric.
Other tools/measures
Tests, quizzes, journals, standardized tests, interviews, presentations,
worksheets, drafts, models, plans, sketches, research…
Government and economics tests, journals and brief analyses
of research.
Feedback
We conferenced with groups at least twice a week. Students worked
with a technology expert on the video and Web site. The students
provided critical friendship to the other groups through a 'critical
friends' protocol. Students peer-edited and peer-reviewed the
policy reports, essays and speeches at least once before they
were completed.
Reflection
We met as an Academy for 15-20 minutes each week to reflect
as a group and to write in our journals or problem logs. Students
turned in their problem logs every other week. In addition, the
students wrote a reflective summary of their project work for
their professional skills portfolio.
Process
As part of the problem-solving process, the students used technology
to communicate their research and recommendations. Since they
were working in expert groups, students called upon prior knowledge
and skills to produce the Web site. The students producing the
videotape worked closely with a technology/video expert. Students
used the computer lab to access the Internet and to write documents.
Students were asked to reflect on the technology skills that they
learned or refined through the project.
Communication and technology
Students used technology to communicate with legislative staff
in Sacramento, the media, and experts in school facilities. They
also used it to communicate their ideas in the video, the Web
site and the paper. They had direct access to and experience with
the following:
School computer lab: PageMill, Internet, Microsoft Word, Internet
School video lab
School fax machine
Community partners
Technology expert
California school facilities experts
State Assembly and Senate Chief Consultants - audience for
exhibitions
Local State Assemblywoman -- audience for exhibitions
Local County Newspaper Reporter - audience for exhibition
Teacher products
Rubrics and handouts are included.
Management
We used a problem-based learning model to guide the project.
We met as a group to share information and develop our next-step
strategies. While students were working in product groups, they
used action plans reviewed by the teacher to guide their work.
Once students received the OK on their plan, they received support
in managing their time and technical and/or content support from
the teachers. The project serves as a context for understanding
government and economic principles and terms; consequently, at
least once a week, students received direct instruction on this
information. Students also participated in seminars, worked with
exemplars and prepared and presented information to their classmates.
Scaffolding
To help scaffold skills for their upcoming internship experience,
students learned interviewing skills before they went out. They
viewed exemplars in oral communication. They reviewed research
skills prior to entering the field. The whole process provided
a scaffold for their future internship experience.
Audience
California State Legislature, State Allocation Board, News Media,
Voters
Student products
A sample student report is attached.
Criteria for success
Students evaluated their own success through considering the
following student-designed questions:
Did we make it to Sacramento?
When we were there, did we meet with key decision-makers?
Did those decision-makers take our research, conclusions and
recommendations seriously?
Did we know what we were talking about?
Did the press cover our visit and our recommendations?
Did we affect positive change?
Final thoughts
Community issues give context to the content of many disciplines.
Allowing the students to choose the issue builds even more relevance
and meaning for the students. And remember, this project does
not have to be on a grand scale. It could be scaled down to use
minimal resources, such as the Internet and the phone for research,
desktop publishing for the report, and a trip to visit the city
government, rather than the state legislature. It also could be
scaled up to a national level by addressing a national issue and
incorporating a trip to Washington D.C.
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