1) Maintain positive citizenship marks (S or O) as reported by teachers during the year that the project is submitted

AND

2) Maintain a 2.0 GPA in all coursework while ‘on track’ to graduate

OR

Show marked improvement in course passage and grades that accompanies a return to ‘on track’ graduation status 

OR 

Progress toward individualized student growth goals (ex. IEP goals).

1)  Pass a High School U.S. History course that includes the assessment of students’ knowledge of the U.S. Constitution (often done in 11th grade).

AND 

2)  Attend/participate in one local government meeting or community event and develop a reflection (in writing or video).  This could include a private meeting held with the leaders of a community organization. The meeting or event and reflection must meet the following criteria:  

• • Meeting or event must pertain to or involve local government, community organizations, or nonprofit organizations. 

  • Examples include, but are not limited to attending city council meetings, school board meetings, PTSA meetings, charitable or community group organizing meetings, or serving as an election poll worker. 

    • Student reflection must detail the following:

• A detailed record of the meeting or event, including the meeting/event, date, time, location, and the attendees and their roles.

• A detailed summary of topics discussed or activities undertaken during the meeting/event, or agendas, photos, or other artifacts. 

• A detailed analysis of how the meeting or event relates to the role of a community member in a democracy.

• The project needs to include evidence/documentation of the following:

• ** Evidence can be submitted via the Thrively platform as a written report, a video documentary (make sure we see YOU), a recorded presentation, or any other manner approved by the site program contact.

• INVESTIGATE (Step 1)

• What is one issue or problem would you like to address in your community? 

• What evidence or observations led you to determine that this is an issue or problem in your community? 

• What are the potential causes, background, and/or history behind the issue or problem?

• PLAN (Step 2)

• What are actionable items/possible solutions for the issue or problem you have identified in your community?

• What community organizations or people are connected to the issue? Who might you reach out to as potential partners to address the issue or problem, if applicable?

• Who can be mobilized to help address the issue?  How might you go about calling attention to the problem or issue? 

• ACT (Step 3)

• Take action to address the issue or problem through community service, rallying support efforts, increasing public awareness or understanding, raising funds, establishing donation drives, pursuing formal policy changes by organizations or authorities, etc…

* The Reflection may be incorporated into the Civic Action Project

REFLECT:

How did your actions make a difference in bringing awareness and specifically addressing the problem?

What further actions do you feel/plan on taking to continue the work in bringing awareness and addressing the problem?  What can I do to continue to make an impact?

How has learning about this issue/taking action changed your perspective about your community and your ability to be a change agent in your community?

Obtain one specific letter of reference from an official or community leader involved with the Civic Action Project.  The letter must highlight the:

• Engagement and/or leadership demonstrated by the student in the Civic Action Project

• Skills and/or character qualities the student exhibited in the Civic Action Project

• Impact of the student’s work on the community and/or growth of the student’s understanding of civic engagement 

• Ongoing commitment to civic engagement and community involvement.