►
From YouTube: Committee on Education on March 18, 2019
Description
Docket #0248 - Hearing to discuss the need for more civics education in our Boston Public Schools beyond the current minimal half-year requirement
A
Please
silence
your
cell
phones
and
other
devices
we'll
be
taking
public
testimony
and
would
appreciate
that
if
you
would
sign
in
and
indicate
that
you
wish
wish
to
testify,
please
when
you
do
testify
when
you
join
us
for
the
panel
panel
presentation,
please
state
your
name
and
affiliation
or
residents
if
you're
testifying
publicly
and
limit
your
comments
during
public
public
testimony
to
a
few
minutes
to
ensure
that
all
comments
and
concerns
are
heard.
This
hearing
is,
for
he
docket
number
zero.
A
A
B
Afternoon,
everyone
I
would
like
to
begin
by
thanking
counseling
asaba
George,
who
chairs
the
Education
Committee
for
her
support
and
for
scheduling
dis
here
in
order
that
I
found
at
the
end
of
January.
Many
of
you
know
that
this
is
the
first
here
in
order
that
I
found
since
being
inaugurated
on
the
City
Council
on
January,
19
and
I.
Think
that
speaks
to
my
steadfast
commitment
to
education
in
our
city,
especially
as
it
regards
civic
education
for
our
youth.
I
would
like
to
thank
our
panelists
who
join
us
today,
mrs.
B
Natasha
Scott,
director
of
history
and
social
studies
for
the
Boston
Public
Schools,
and
dr.
John
Reith,
director
of
civic
learning,
engagement
for
the
Massachusetts
Department
of
Public
Education,
higher
education
image
and
and
Charles
grandson.
We
are
blessed
to
have
these
subject
matter.
Experts
with
us
today,
I
would
also
like
to
recognize
the
presence
of
Samantha
Pearlman
who
joins
us
in
the
chambers.
Today,
with
some
of
her
colleagues
from
generation
citizens
generation
citizens
worked
to
ensure
that
every
student
in
the
United
States
received
an
effective
action.
B
Civic
education,
which
provides
them
with
knowledge
and
skills
necessary
to
participate
in
our
democracy
as
active
citizens,
Thank
You,
Samantha
generation
citizens
I
found
this
order
for
our
hearing
to
discuss
collaboration
with
our
City
Hall
education
cabinet,
the
Boston,
Public
Schools
and
leaders
in
the
Commonwealth
of
Massachusetts
to
consider
change
in
a
healthier,
mandatory,
civics
class.
We
comment
to
at
least
a
year,
while
this
is
a
fair,
specific
recommendation.
B
According
to
the
center
of
American
Progress,
only
nine
states
and
the
District
of
Columbia
requires
one
year
of
US
government
civics
in
Massachusetts
and
Boston
by
extension,
not
being
one
of
them,
31
states
only
require
half
year
of
civics
from
US
government,
education
of
which
Massachusetts
is
included,
while
federal
education
policy
has
focused
on
improving
academic
achievement
in
reading
and
math.
This
has
come
at
the
expense
of
broader
curriculum.
Most
states
and
local
school
districts
have
dedicated
in
sufficient
class
time
to
understand
the
basic
function
of
government
at
the
expense
of
other
courses.
B
State
civics
curriculum
are
often
heavy
on
knowledge,
but
light
on
building
skills
and
age.
An
agency
for
civic
engagement,
an
example
of
standards
of
our
civics
and
US
government
courses,
found
that
32
states
and
the
District
of
Columbia
provided
the
most
basic
instructions
on
American
democracy
in
comparison
to
other
systems
of
government.
The
history
of
the
Constitution
and
the
Bill
of
Rights
and
explanation
are
mechanism
for
public
participation
and
instruction
on
state
and
local
von
Paulus.
Many
states
have
no
experimental
learning
to
local
problem-solving
components
expounded
upon
in
their
civic
requirement.
B
This
is
relevant
to
our
own
city
of
Austin
and
the
Commonwealth
of
Massachusetts.
At
this
present
at
this
President
November
DeBakey
administration
signed
into
law
an
act
to
promote
and
enhance
and
engagements
which
aim
at
improving
civic
education
in
Massachusetts.
The
core
tenets
of
the
law
basically
requires
offering
no
school
and
high
school
students
the
chance
to
voluntarily
participate
in
a
student-led
Civic
project,
either
individually
or
in
a
group.
B
As
a
former
state
representative,
I
truly
appreciate
the
legislative
action
and
it
was
a
positive
step
forward,
but
in
my
opinion,
the
city
of
Boston
can
do
better.
My
focus
isn't
just
offering
the
possibility
for
more
civic
projects
but
to
offer
more
curriculum
and
instructions
on
civics
in
our
Boston
public
school
classrooms.
B
Additionally,
the
Annenberg
Public
Policy
Center
of
the
University
of
Pennsylvania
thanks
these
staggering
statistics,
more
than
half
of
American
53%
incorrectly,
think
it
is
accurate
to
say
the
immigrants
who
are
here
illegally
do
not
have
any
rights
under
the
US
Constitution.
More
than
a
third
of
these
survey,
37%
can't
name
any
of
the
rights
guaranteed
under
the
First
Amendment.
Only
a
quarter
of
Americans
26%
can
name
all
three
branches
of
government.
B
I
think
it
is
important
to
note
that
the
current
events
in
our
country
and
recent
national
elections
only
highlight
how
important
it
is
that
we
educate
and
instruct
our
young
people
about
how
government
ought
to
work.
Given
our
rich
history
and
the
goal
of
progress
that
we
all
share,
getting
our
young
people
in
Boston
excited
about
government
can
shape
and
form
their
hearts
and
minds
to
be
civically
engaged
and
to
perhaps
even
inspire
them
to
consider
becoming
public
servants
in
the
future.
Thank
you,
madam
chairman,
and
I'm
grateful
for
this
consist
conversation,
Thank.
C
Court
I
just
wanted
to
thank
the
at-large
councillor
for
bringing
the
subject
up,
especially
in
light
of
us
building
momentum
for
16
year
olds
to
vote.
We
want
to
make
sure
that
they're
informed
at
an
early
age
of
the
bill
of
rights,
and
so
many
of
the
things
that
the
good
councillor
just
mentioned.
So
thank
you.
A
D
Thank
you,
madam
chair
I,
too,
want
to
add
my
voice
to
thank
and
councillor
garrison
for
bringing
this
before
as
an
alumnus
of
the
Boston
Public
Schools
I,
remember,
being
fortunate
to
taking
a
full
year
of
civics
curriculum
in
the
eighth
grade,
I
believe
and
I
also
got
to
participate
in
the
close
up
program,
which
is
a
week-long
government
studies
program.
Where
members
of
this
we
had
to
raise
a
thousand
dollars
for
scholarship
and
I.
D
Remember
writing
a
letter
to
every
city
councilor
at
that
time,
and
several
of
them
not
all,
but
several
of
them
were
kind
enough
to
support
those
efforts.
Obviously
this
is
something
that
I'm
incredibly
save
that
for
the
committee
report,
no
one
who
is
currently
serving,
maybe
some
that
used
to
be
serving
in
the
not-too-distant
past,
but
no
I'm
just
grateful
again
to
councilor
garrison
anything
we
can
do
to
make
this
reality
and
strengthen
this
support
for
young
people
is
just
very
promising
initiative.
Thank
you.
Thank.
E
You,
madam
chair,
and
to
council
garrison,
thank
you
both
for
your
leadership
on
on
this
important
issue
and
I
I
support
the
proposal
to
add
civics
as
part
of
our
subjects
in
the
Boston
Public
School
System.
Just
as
a
on
a
side
note
I
had
the
opportunity,
when
my
son
was
at
the
Josiah
Quincy
school
to
be
a
chaperone,
and
the
school
went
up
to
Suffolk
University
to
participate
in
a
program
about
the
United
Nations
and
they
learned
about
climate
change
and
they
learned
about
our
environment
and
they
also
were
learning
about
civics
as
well.
E
So
any
time
we
have
the
opportunity
to
expose
our
students
in
the
Boston
Public
Schools
to
civics
is
is
something
I
definitely
support.
So
I
just
want
to
say
thank
you
to
council
garrison,
councilor
asabi
George
to
the
Boston
Public
School
System,
as
well
for
strong
leadership
on
this
issue.
Thank
you,
madam
chair
Thank.
A
G
Afternoon
councillors
I'm
very
excited
to
just
kind
of
lay
out
what
is
happening
currently
in
Boston
Public
Schools
talk
about
some
of
the
programming's
that
we
have
and
really
just
give
a
full
sense
of
what
civic
education
looks
like
currently
in
Boston,
and
so
I
always
think
it's
essential
to
think
about
the
voice
of
our
students.
So,
as
the
next
generation,
it
is
important
to
understand
and
actively
participate
in
directing
our
country
in
a
positive
way.
So
that's
one
of
our
student
poll
workers
their
reflection
after
participating
in
our
program
in
2017.
G
So
when
we
think
about
civic
education
for
Boston
Public
School,
we
want
to
make
sure
that
we
are
acknowledging
the
knowledge,
skills
and
dispositions
of
our
students
and
their
ability
to
engage
with
not
just
the
content
but
understand
what
it
means
to
be
an
active
and
aged
and
infirmed
member
of
our
democracy.
So
we
want
them
building
those
civic
knowledge,
skills
and
dispositions.
G
So
when
we
think
about
sorry,
that's
a
little
tiny
up
there,
but
as
we
think
about
the
history
of
civic
education
in
Boston,
since
the
last
of
the
last
curriculum
framework
was
passed,
it
was
adopted
in
2003,
but
since
then,
we've
had
opportunities
to
establish
in
eighth
grade
civics
course.
We've
had
the
opportunity,
so
we've
had
eighth
grade
civics
course.
G
We
have
done
be
a
participatory
action
research
course
that
was
a
elective
at
a
time
for
twelfth
grade
around
2012,
and
then
we
then
developed
the
Boston
civics
collaborative
where
we
have
many
partner
organizations
who
come
together
to
talk
about
the
state
of
civic
education.
Now,
how
can
we
can
collaborate
to
help
continue
to
move
that
forward
and
as
we
progress,
we
can
see
where
we've
had
the
new
adoptions
and
the
framework
and
we
have
the
new
legislation.
So
now
we
have
this
momentum
and
these
structures
to
help
guide
us.
G
So
when
we
think
about
those
structures
in
terms
of
what
civic
learning
looks
like
right
now,
we
have
our
history
and
social
studies
framework
that
was
just
adopted
in
June
2018
and
within
those
frameworks
we
have
the
content,
so
not
just
content
standards
but
content
standards,
practice
standards
and
literacy,
Sanders
understanding
that
civics
and
history
and
social
study
education
cuts
across
all
of
those
realms.
It
is
no
longer
just.
Can
you
memorize
historic
facts
and
facts
about
our
government,
but
do
you
know
how
to
engage
in
them?
Do
you
know
how
to
participate?
G
We
also
have,
as
was
previously
mentioned,
the
civic
legislation
that
was
passed
in
November,
mandating
those
action,
civics
projects
in
middle
school
and
high
school,
and
when
we
think
about
that
also
thinking
about
voter
registration
drives
and
those
different
elements
that
we've
started
to
incorporate.
But
we
look
forward
to
expanding
across
the
district
and,
finally,
when
we
think
about
civics
and
history
and
social
studies
instruction.
Overall,
we
think
about
just
elements
of
effective
history
and
social
studies
instruction
so
that
rich
content,
historical
thinking,
skills
and
place-based
learning.
G
We
don't
want
just
our
students
to
be
able
to
memorize
things
and
spit
them
back
out,
but
understand
how
to
analyze
question
process,
as
well
as
understanding
the
importance
of
place
in
being
in
the
city
of
Boston
and
how
many
our
students,
here
with
the
amount
of
history
that
we
have
available
to
us
right
in
our
neighborhoods,
really
taking
the
responsibility
to
get
out
of
our
classrooms
and
utilize.
The
city
as
a
classroom.
G
So
when
we
think
specifically
about
civic
learning
in
Boston,
Public
Schools,
sorry,
we
think
about
essential
and
instruction
in
the
classroom.
We
think
about
place-based,
learning
and
authentic
learning
experiences.
So
as
I
dive
into
some
examples
of
some
of
that
work,
that's
happening.
We
want
to
make
sure
that
Civic
learning
cuts
across
all
of
those.
We
don't
want
just
the
same
old
same
old.
This
is
really
an
opportunity
to
for
us
to
leverage
all
of
the
different
structures
in
place.
Now.
G
So
when
we
think
about
civic
education,
we
really
want
to
make
sure
that
we're
starting.
We
are
so
in
my
position,
I
think
about
history
and
social
studies
k12
and
really
making
sure
that
our
civic
learning
starts
out
with
our
youngest
learners.
So,
in
the
past
several
years,
we've
collaborated
with
discovering
justice
to
integrate
the
discovery
and
justice
curriculum
completely
into
the
focus
on
k2
we've
had
so
they've
raised.
G
Grant
funds
for
us
to
collaborate
with
teacher
professional
development,
provide
curriculum
materials
as
well
as
providing
that
place-based
learning
of
actually
going
to
the
John
D
Moakley
courthouse
for
a
tour
and
a
mock
trial,
so
which
is
when
you
think
about
at
our
youngest
level
Goldilocks
and
the
three
bears,
which
is
just
the
civic
engagement.
There's
just
amazing.
We've
had
a
I
want
to
say
approximately
160
teachers
who
have
collaborated
with
discovering
justice
to
get
those
experiences.
G
When
we
think
about
that
place-based
learning
in
the
last
two
years,
we've
we
want
to
make
sure
when
we
think
about
that
place-based
learning.
We
want
to
make
sure
that
we're,
including
both
content
and
practice,
so
that
they
get
the
opportunity
to
learn
the
rich
history,
a
civic
history
that
we
see
in
Boston,
as
well
as
how
to
engage
civically.
G
So
one
of
the
experiences
that
we've
been
collaborating
with
the
State
House
on
recently
in
the
last
two
years
is
civic
engagement
day
on
the
hill,
and
with
that
we
have
one
eighth
grade
between
8th
grade
to
10th
grade
classroom
that
goes
to
the
State
House
on
one
I
think
is
the
second
Wednesday
of
the
month
and
with
that
they
get
the
opportunity
to
speak
with
legislators
to
get
a
tour
to
practice
a
simulation
hearing.
So
they
get
to
debate.
G
We
think
about
our
relationship
with
the
National
Park
Service
and
their
opportunity
to
go
and
explore
the
historic
information
that
we're
going
to
find
in
the
different
neighborhoods
when
we
think
about
those
authentic
learning
experiences.
We've
been
collaborating
with
the
city
of
Boston
Elections
Department,
to
create
that
student
poll
worker
program.
We
started
the
program
in
2017
and
with
that,
the
students
work
both
the
primary
and
the
general
election,
and
some
we
have
some
students
that
just
work
one
or
the
other,
but
they
get
to
participate
in
the
election.
G
G
So
that
was
a
new
addition
to
that
program
this
year,
really
to
thinking
about
how
we
can
empower
our
students
who
decide
that
they
want
to
be
poll
workers
and
how
we
empower
them
to
then
continue
the
work
in
theirs
in
their
buildings.
Another
great
experience
that
we
had
this
year
with
our
Gilder
Lehrman
program
in
Hamilton,
so
we
had
about
2100
students
who
had
the
opportunity
to
go,
see
Hamilton,
but
it
wasn't
just
to
go,
participate
and
enjoy
the
show
they
actually
had
to
do
research
they
had
to
learn.
G
G
We
know
that
project-based
learning
is
a
shift
in
instruction,
and
so
we
really
want
to
make
sure
that
we're
supporting
teachers
in
that
process
and
we've
also
been
collaborating
with
ice.
So
last
spring
late
spring
early
summer,
we
were
able
to
get
a
grant
with
iCivics
to
again
help
support
project
that
action
civics
piece
as
well
as
having
integrating
that
digital
learning
component,
that
the
digital
gaming
piece.
G
Reinforcing
the
importance
of
civics
and
civic
education
from
local
to
global
understanding
that
it
doesn't
just
stop
here,
but
you
have
a
larger
relationship
with
the
world,
so
we
have
our
starting
with
our
local,
our
Boston
Student
Advisory
Council.
So
we
collaborate
with
them
in
terms
of
learning
how
to
do
elections
so
for
student
government
for
students
who
are
going
to
be
representing
the
school
on
school
site
councils,
we
also
have
a
relationship
with
the
United
Nations
of
Greater
Boston
Association
and
with
them,
as
counselor
counselor
Flint
had
mention
with
with
them.
G
Our
students
are
getting
the
opportunity
to
engage
as
in
the
program,
so
we
have
several
schools
doing
that
and
we
have
a
few
others
to
just
participate
in
their
conference.
And
finally,
we
have
our
global
Scholars
Program
that
we
have
a
few
schools
running
in
the
6th
and
7th
grade
and
that
program
allows
them
to
engage
with
other
students
around
the
world.
So
this
is
it's
a
digital
platform.
They
have
the
opportunity
to
work
on
a
project-based
learning.
This
year's
topic
is
water.
G
Last
year's
topic
was
food
scarcity,
so
every
year
is
a
new
topic
and
they
get
to
engage
with
other
members
from
around
the
world
and
have
conversations
in
terms
of
how
those
issues
that
play
out
in
their
in
their
locations
in
their
regions,
and
so
then,
when
we
think
specifically
about
specific
courses
in
Boston,
we
see
that
that
course
sequence.
We
have
that
8th
grade
course
right
now,
as
written
in
the
framework.
G
That's
now
statewide,
so
Boston,
as
I
mentioned
earlier,
has
been
doing
that
8th
grade
civics
course
for
quite
a
while,
and
now
we
have
the
opportunity
to
be
a
step
ahead,
which
is
wonderful.
It's
a
wonderful
feeling.
Now
it's
revising
to
align
to
the
new
framework
standards
in
eighth
grade.
So
we
see
that
live
there
explicitly.
G
We
also
see
as
and
when
we
think
about
the
number
of
students
that
are
participating
currently
and
we
we
have
about
49
schools
that
are
offering
that
eighth
grade
civics
an
eighth
grade
course
right
now,
so
we
have
civics
some
do
it
through
a
humanities
model.
We
have
some
schools
that
incorporate
through
different
electives
as
well.
So
we
have
debate
Matra
and
debate
and
mock
trial,
some
have
a
participant
of
Lauren,
Justice,
elective
and
so
there's
a
variety
of
ways
that's
presented.
G
But
as
we
look
at
the
key
topics
that
are
there,
we
can
see
that
it's
foundations
of
government,
but
also
it
gets
to
how
to
engage
in
voting
the
Constitution
and
amendments
and
one
of
the
great
attributes.
That's
in
our
new
framework
that
we're
looking
forward
to
adding
to
that
8th
grade
civics
course
is
that
use
of
media
literacy,
including
freedom
of
press.
Those
are
different
elements
that
we
want
to
make
sure
that
our
kids
are
knowledgeable
and
participating
when
we
think
about
our
high
school
civics
it's
integrated
into.
G
We
want
to
make
sure
that
we're
not
doing
it
alone
and
that
we're
pulling
in
different
organizations
that
can
provide
insight
in
terms
of
content,
best
practices,
so
our
Boston
civics
collaborative
we
have
the
boss,
the
we
have
B
sack
discovering
justice,
the
EMK
Institute.
We
have
Facing
History
and
ourselves
generation,
citizen,
iCivics,
primary
source
associated
a
latina,
the
Democratic
knowledge
project
at
Harvard
and
the
United
Nations
organizations
in
Boston.
So
we
continue
to
meet
bimonthly
and
with
that
those
conversations
are
what
should
instruction
look
like?
G
What
are
the
resources
that
we
have
to
align
to
really
get
us
moving
forward
together,
rather
than
everyone
doing
something
separate,
and
when
we
think
about
their
timeline
for
implementation,
we
are
continuing
to
to
strengthen,
what's
happening
in
middle
school
right
now,
so
we're
pulling
together
teacher
work
groups
to
work
on
that.
Sixth,
seventh
and
eighth
grade
sequence
and
from
there.
What
we're
going
to
also
be
doing
is
thinking
about
how
those
action
civics
projects
play
out
in
middle
school
and
high
school.
What
should
they
look
like?
What
should
the
characteristics
be?
G
Where
is
it
going
to
be
integrated
in
high
school,
whether
it
becomes
a
standalone
course
whether
it
becomes
part
of
that
us-1,
us-2
and
just
to
close
out
in
a
final
thought?
Our
youth
is
the
forefront
of
our
future
they're,
going
to
be
the
ones
who
create
the
tone
of
what
our
government
looks
like
what
our
city's
look
like,
and
especially
what
our
classrooms
look
like
for
the
next
generation
to
modify.
G
A
A
H
Like
to
begin
by
expressing
my
appreciation
to
councilor
garrison
and
to
the
council
before
focusing
on
this
critically
important
issue
of
civic
education
and
my
appreciation
to
my
colleagues
from
the
Boston
Public
Schools,
for
what
you're
already
doing,
it
is
terribly
important
for
us
as
a
society.
So
I'd
like
to
say
just
Who
I
am
and
what
it
is
that
I
do
in
relation
to
civic
learning
just
a
little
bit
and
then
turn
it
back
to
the
larger
group.
H
So
I'm
John,
Wright
I
have
spent
about
40
years
as
a
faculty
member
and
then
as
an
administrator
in
higher
education,
focusing
on
civic
learning
and
civic
engagement
and
doing
the
teaching
of
civic
learning
and
civic
engagement
and
then
supporting
other
faculty.
In
doing
the
same.
I
came
to
Massachusetts
in
2000
to
direct
the
office,
which
is
now
called
a
civic
engagement
and
service-learning
at
UMass
Amherst,
and
then
in
2015
I,
moved
into
my
current
position
with
the
Massachusetts
Department
of
higher
education
as
director
of
civic
learning
and
engagement
for
public
higher
education.
H
So
the
perspective
I
bring
to
you
is
a
higher
education
perspective,
which
I
think
needs
to
be
partnering
in
all
kinds
of
creative
ways
with
pre-k
through
12.
The
agency
for
which
I
work
in
Massachusetts
Department
of
higher
education
is
the
state
agency
that
supports
the
board
of
higher
education
and
helps
our
public
campuses.
Implement
policies
passed
by
the
board.
H
I'll
be
happy
to
share
that
with
anyone
who
doesn't
have
it.
The
policy
has
a
number
of
things
that
I
think
are
really
important.
The
first
is
a
definition
of
civic
learning.
Is
there
a
lot
of
definitions?
What
is
civic
learning
so
for
the
board
of
higher
education,
therefore,
for
public
higher
education
in
Massachusetts
we
see
Civic
learning
as
acquiring
the
knowledge,
the
intellectual
skills
and
the
practical
competencies
or
practical
skills
that
citizens
need
for
informed
and
effective
participation
in
civic
and
democratic
life,
but
it
doesn't
stop
there.
H
It
also
involves
acquiring
an
understanding
of
the
social
and
political
values
that
underlie
democratic
structures
and
practices
so
doing
civic
learning
in
the
way
the
Board
of
Higher
Ed
has
framed
it
you're
thinking
about
what
you
need
to
know,
but
you're
also
thinking
about
what
you
need
to
know
how
to
do
and
you're
pranking
the
practice
of
doing
that
and
you're
also,
and
that
doing
is
both
intellectual
and
practical.
So
how
do
you?
H
How
do
you
think
critically
about
an
argument
that
someone's
making
about
something
that
should
be
done
and
what
kinds
of
questions
might
you
ask
about
that?
That's
the
intellection
one
of
the
intellectual
skills.
How
do
you
engage
with
someone
across
differences
so
that
you
can
seek
perhaps
a
shared
solution
to
a
common
problem?
That's
medical
skill,
which
is
also
intellectual.
So
it's
a
complex
definition
that
allows
people
doing
this
work
to
do
it
in
a
lot
of
different
ways
in
those
different
ways
then
need
to
fit
together.
H
What
is
it
they're,
actually
learning
and
we're
working
to
build
tools
that
faculty
can
use,
because
our
state
legislature
has
limited
the
funding
available
to
support
this
I
have
been
searching
for
external
funding
to
pass
on
to
the
campuses,
to
support
them
in
building
capacity,
to
do.
Civic
learning
and
I've
been
providing
opportunities
for
faculty
and
staff
to
engage
in
professional
development
to
figure
out
how
to
build
these
courses
that
will
have
a
civic
learning
focus.
H
H
The
existence
of
this
framework
allows
those
who
work
on
in
our
campuses,
who
care
about
it
to
have
support
I.
Think
that's
one
of
the
most
important
things
that
people
who
care
about
civic
learning
no
longer
have
to
say
well
I
care
about
it.
I'm
gonna
do
it
anyway,
they
can
say
the
state
wants
me
to
do
it,
and
so
therefore
I'm
helping
our
campus
meet
the
state's
expectation.
H
What
I
do
it
I
have
seen
the
emergence
of
exciting
models
on
various
campuses,
for
instance,
at
Salem
State
there's
been
a
strong
focus
on
bringing
together
the
curriculum
and
the
co-curriculum
around
civic
learning,
and
one
of
the
ways
that's
happened
is
during
the
2016
election.
There
were
courses
that
invited
speakers
in
to
talk
about
the
ballot
issues,
and
then
the
campus
through
student
affairs
invited
the
whole
campus
to
come
and
participate
in
those
public
talks,
and
so
it
was
course
based
and
it
was
co-curricular.
H
At
the
same
time,
there
are
a
lot
of
interesting
ways
that
people
on
the
campuses
have
been
building
capacity
for
them,
and
one
other
thing
that
I've
seen
is
that
when
students
on
our
campuses
participate
in
civic
engagement,
that
has
been
shown
to
be
strongly
linked
to
their
retention
in
college
across
semesters
and
their
completion
of
degree
programs
at
significantly
higher
percentages
than
the
other
students
who
don't
have
the
civic
engagement
experience.
And
so
it's
not
hard
to
imagine
why
that
might
be.
H
H
Natasha
spoke
about
a
whole
range
of
partnerships
that
Boston
Public
Schools
are
already
engaged
in,
and
I
would
want
to
encourage
you
to
both
continue
with
those
and
look
to
your
local
public,
higher
ed
institutions
as
civic
partners,
Civic
learning
partners,
particularly
at
Bunker
Hill,
Community
College,
and
at
Mass
Art.
There
is
an
infrastructure
in
place
to
do
civic
learning
with
the
college,
students
and
one
of
the
ways
they
could
do.
H
The
other
thing
I
would
just
want
to
underscore-
and
this
has
already
been
said
so
I'm
just
singing
it
again
when
we
think
about
civic
learning,
it's
not
pouring
important
facts
into
supposedly
empty
heads,
it's
sharing
knowledge,
but
also
addressing
relevance
and
agency.
It's
helping
students
see
how
that
knowledge
matters
to
their
lives,
what
it
is
and
what
it
is.
They
might
do
with
that
knowledge
to
make
a
real
difference
in
their
lives
and
in
the
community
that
they're
part
of
and
so
building
that
sense
of
agency.
H
That
I
can
actually
make
a
difference
in
my
community.
I
can
participate
in
the
decisions
that
govern
the
society
that
I'm
part
of
is
at
least
as
important
as
getting
the
facts.
You
do
need
the
facts
to
be
able
to
make
that
difference.
So
thank
you
for
inviting
me
to
speak
to
you
today
and
I
hope
to
find
ways
to
continue
to
partner
with
the
Boston
Public
Schools.
Thank.
A
B
B
G
So
right
now
we
see
that
civic
education
embedded
within
the
curriculum
within
the
state
framework,
currently
there's
a
requirement
for
three
years
of
history
and
social
studies.
So
so
that's
where
kind
of
the
civics
lives
right
now.
But
if
we
think
about
expanding
that
thinking
about
what
electives,
what
else
we
can
include
a
twelfth
grade
level
to
get
that
opportunity.
F
The
excitement
around
the
new
law
provides
a
great
opportunity
for
us
to
go
back
and
work
internally
to
try
to
figure
out
work
with
teachers.
Work
with
school
leaders,
work
with
the
superintendent
school
committee
mayor's
office,
to
figure
out
sort
of
a
long-term
strategic
plan
about
how
we
roll
out
and
build
up
over
time
our
civics,
offering
we
have
for
the
most
part
in
Boston,
Public
Schools.
We
we
try
to
promote
a
culture
of
school
autonomy
for
leaders
to
be
able
to
create
the
environment
necessary
for
their
local
conditions
in
context.
F
B
G
So
I
think
part
of
that
that
participation
that
engagement,
when
we
think
about
these
action,
civics
projects
and
the
way
they're
designed
really
giving
them
the
student
having
that
student-led
piece.
Okay,
we
want
to
make
sure
that
the
students
are
in
a
position
where
they
feel
that
they
can
promote
and
have
conversations
about
topics
that
they're
passionate
about
that
affect
their
community.
So
then
they
can
see
that
action
play
out
over
time.
G
H
That
that
looking
toward
the
partnerships
that
you
have
and
can
continue
to
develop
as
a
framework
for
these
projects
can
be
very
important.
I
had
the
opportunity
last
summer
to
hear
from
both
the
teacher
and
several
students
in
a
class
at
Lowell
high
school
about
its
supported.
That's
part
of
generation,
citizen
work
and
they
developed
an
action.
Civics
project
that
had
the
students,
organizing
a
gun,
buyback
program
in
the
city
of
Lowell
and
the
students
had
to
talk
to
the
police
chief
to
the
County
Sheriff,
to
nonprofits
to
a
whole
range
of
different
community
stakeholders.
H
Who
would
care
about
reducing
the
number
of
guns
in
the
general
population
to
create
this
project
that
ended
up
buying
back
with
grocery
store
credits,
38
guns,
including
five
assault
rifles
from
the
same
person,
and
they
learned
how
to
work
collectively
with
the
infrastructure
that
exists
in
the
larger
community.
And
you
know
that
kind
of
thing
is
great.
A
Thank
You
counselor
garrison
we've
also
been
joined
by
councillor
McCarthy
Council
McCarthy.
Do
you
have
any
questions
right
now:
Thank
You
Council
McArthur,
who
were
also
joined
by
councillor
Campbell,
who
has
stepped
out
I,
have
a
few
questions
I'm
just
on
the
PowerPoint
on
the
presentation
today
is
very
thorough
and
certainly
very
helpful.
G
That
I've
definitely
welcomed
that
collaboration
to
do
that,
we
really
supported
them
in
the
design
of
the
experience,
because
I
think
it's
it's
essential
because
to
understand
the
what
our
students
need
to
be
engaging
with
when
they're
here
so
we're
more
than
happy
to
sit
down
and
kind
of
think
about
what
that
experience
could
look
like
in
City
Hall
in
terms
of
having
conversations
with
councilors
having
conversations
with
different
departments,
even
just
getting
familiar
with
the
place
itself.
So
I
think
that
yeah,
that's
a.
A
Great
thing,
and
then
on
the
core
course,
the
sequence
slide
I
think
it's
page
16
may
be
there
when
I
think
about
the
high
school
curriculum
piece.
You
know
that
we're
working
towards
a
four
year
sequence,
what
is
the
what's
the
high
school
graduation
requirement
today
in
Boston
currently
is
three
years:
it's
three
years.
It's
passing
three
years
of
history
or
of
these
history
classes
and
if
a
student
doesn't
pass
three
years
they're
taking
summer
school.
F
G
A
I
imagine
that
some
school
have
newer
curriculum,
whereas
I
know,
for
my
experience
is
teaching.
Sometimes
the
text,
although
we
think
when
we,
when
we
talk
about
history,
that
the
age
of
the
text
doesn't
matter
because
it's
history,
we
do
know
that
the
content
is
often
not
not
necessarily
reflective
of
what
the
history
is,
that
we
should
be
teaching
in
our
classes.
A
Be
interested
in
the
average
age
or
maybe
some
sample
ages,
of
our
curriculum
across
the
district
and
then
there's
a
lot
of
conversation
here
or
a
large
listing
and
I
appreciate
it
ap
offerings
when
it
comes
to
civics,
education,
history,
education,
government,
education
and
I
appreciate
the
number
of
students
that
are
exposed
on
its
legacy
slide
19
and
the
number
of
schools
offering
the
courses.
Can
you
in
particular
to
high
school
education?
G
E
A
Sure
that
we're
sort
of
spreading
the
the
opportunity
to
access
this
car
Guilhem
fire
and
wide
within
our
district,
and
then
we
talked
a
little
bit
about
where
kids
are
scoring
on
the
AP
exam
based
on
these
courses.
Do
we
have
any
of
that
information?
How
successful
are
our
kids
at
not
just
receiving
the
content
but
then
performing
on
the
AP
test,
which
I
know
can
help
them
in
college
yeah.
A
A
We're
preparing
for
our
budget
cycle
here
so
I
think
that'd
be
an
interesting
sort
of
item
to
look
at
when
we
think
about
our
spending
and
not
I'm,
not
suggesting
that
we
shouldn't
be
spending
that
money
I
want
to
know
that
we're
spending
it
we're
getting.
The
return
on
the
investment
for
our
kids
is
my
last
question
here.
Is
you
know?
As
a
district,
we
talked
about
a
lot
about
build
bps
and
grade
reconfigurations
and
going
to
a
K
to
6
K
to
8
9
to
12
7
to
12
model.
A
There
was
some
comment
about
the
6th,
7th
and
8th
grade.
Sequencing
of
some
of
the
middle
school
courses
have.
Has
this
been
reflected
at
all
in
the
conversations
with
reconfiguration
when
schools
are
gonna
and
again
I
support
that
it's?
You
know
just
curious
that
we're
being
mindful
when
we
are
working
towards
reconfiguring
our
schools
that
were
considering
the
sequencing
and
civics
education
and
history,
education.
F
F
Is
yes,
so
part
of
the
work
that
my
team
does?
What
asked
that
across
academics
is
working
with
the
operations
team
and
our
sort
of
larger
PBS
team
to
do
that
kind
of
planning?
So
we
have
a
larger
bill.
Bps
team,
which
I
sit
on
as
chief
academic
officer,
and
then
we
also
have
a
subcommittee
that
looks
at
building
base.
F
A
With
dr.
with
dr.
rice,
how,
where
are
the
universities?
What
are
they
looking
for
in
prospective
students
when
it
comes
to
civics
education
and
what
are
the
think?
What
are
the
measurables
were
to
the
sort
of
meaningful
experiences
that
they
want
college
applicants
to
have
for
acceptance?
That's
an.
H
I
think
they
would
be
looking
for.
Students
who
have
can
demonstrate
not
only
have
they
participated
in
civic
engagement
or
action.
Civics
projects,
but
they've
been
really
thoughtful
about
it
and
they've
integrated
that
into
their
sense
of
self,
and
there
probably
are
other
campuses
that
have
not
yet
made
that
connect
in
their
own
entrance
process.
H
A
A
Whole
college
application
process
is
yeah,
so
thank
you
very
much
for
your
round.
If
your
presentation,
your
thought,
council
garrison,
do
you
have
any
follow-up
questions
prior
to
public
testimony?
Oh
no
I!
Don't
thank
you
very
much,
and
so
I
appreciate
in
you're
welcome
to
stay
for
public
testimony
either
here
on
the
panel
or,
if
you'd
like
to
step
aside,
but
I
will
call
for
public
testimony
again.
A
You
have
a
few
moments
to
testify
if
you'd
identify
yourself
and
either
your
affiliation
or
residents
so
as
they
start
clearing
their
table
and
moving,
we
have
two
two
mics
for
public
testimonial
and
invite
Mike
Wasserman
up
as
well
as
Molly
Morrison
and
then
on
sort
of
double
and
double
deck.
There
will
be
Elizabeth,
Sanchez
and
Samantha
Pearlman
welcome
I
can,
if
you
want
just
wait,
a
quick
minute,
Latasha
Claire
herself
out
dr.
Wright
that'd,
be
great.
J
You
thank
you
all
for
Thank,
You,
councillor,
garrison
and
and
all
for
hosting
this.
My
name
is
Mike
Wasserman
I'm,
the
executive
director
of
the
Boston
debate,
League,
just
as
as
quick
context,
we're
a
nonprofit
organization,
that's
been
in
the
city
for
about
13
years
and
have
partnered
with
the
Boston
Public
Schools
and
with
the
city
very
closely.
J
And
so
it's
the
reason
that
that
I
wanted
to
come
here.
And
we
wanted
to
come
here
today
and
just
put
our
our
endorsement
in
any
kind
of
increase
in
civic
engagement
and
civic
education.
That
happens
in
the
Boston
Public
Schools
I
appreciate
during
the
presentation,
the
focus
on
not
just
information
and
not
just
content,
but
on
skills
and
on
student
agency
and
on
student-led
learning
I
think.
Sometimes
there
is
such
a
focus
on
curriculum
and-
and
we
know
this
from
our
work
with
schools
and
teachers.
J
We
know
teachers
often
will
say
that
I
have
so
much
curriculum
to
get
through
so
much
content
to
get
through.
That
I
realize
I'm
just
blowing
by
the
things
that
students
really
want
to
engage
in
and
what
and
what
happens
is
that
you
have
students
that
are
not
just
capable
of
engaging
and
become
active
learners
in
the
school
and
even
leaders
in
their
school
that
they
can
drive
the
work
forward.
Pps
talks
about
things
like
culturally
and
linguistically
sustaining
practices
and
one
of
the
ways
that
you
do.
J
That
is
really
having
students
play
a
leading
role.
But
when
you
have
so
much
content,
focus
I
think
you
find
students
that
that
leave
leave
their
education,
whether
in
a
physical
way
or
in
just
an
engagement
way.
And
so
what
we've
seen
in
the
power
of
debate
in
an
after
school
setting.
But
we're
excited
to
see
it
in
in
school-based
settings
with
bps
and
generation.
Citizens
and
others
is
that
it
actually
pulls
students
back
in
because
it
gives
them
credit
for
their
intellect.
J
For
their
ability
to
drive
conversations,
and
so
just
as
an
example,
the
way
that
we
run
our
debate
programming
is
that
over
the
course
of
the
year,
we'll
pick
one
large
policy
topic.
So
this
year
we
have
a
thousand
students
across
Boston
that
are
learning
about
immigration
policy,
but
we
give
students
the
autonomy
and
the
authority
to
choose
how
to
Zone
in
on
that,
whether
they're
talking
about
the
experience
of
a
refugee
coming
to
the
country,
whether
it's
the
experience
of
work,
visas
or
or
even
the
freedom
to
take
something.
J
That's
a
broad
topic
like
that
and
and
own
the
kind
of
specific.
How
does
that
impact
me
specifically?
So
we
have
a
group
of
students
that
are
talking
about
how
federal
policies
be
immigration
or
others
impact
their
experience
with
black
women
in
Boston
in
the
public
schools,
and
they
have
the
ability
to
take
their
education
in
that
direction,
and
while
they,
each
student
in
our
program,
learns
a
different
piece
of
content.
J
I
would
say
that
those
students
are
some
of
the
most
engaged,
not
just
in
the
schools
but
in
the
city,
and
so
what
we've
seen
is
that
students
that
engage
in
the
Boston
debate-
League
are
the
ones
that
are
serving
in
B
sack.
They
are
the
students
that
have
led
school,
walkouts
and
engaged
with
this
council
in
the
Boston
Public
Schools
funding
debaters,
who
are
the
students
that
were
leading
the
protests
in
Copley
after
the
Muslim
ban.
J
And
so
you
know
that's
that
those
are
our
specific
impacts
that
we
see
from
the
community
that
we've
worked
with
of
students
and
teachers
across
bps,
but
I
think
we
just
see
that
power
and
the
more
that
that
can
be
brought
into
school
context,
whether
it's
in
a
school
day
setting
or
whether
it's
acknowledging
and
giving
students
credit
for
the
work
they
do
after
school
and
on
weekends.
There's
a
lot
of
power
in
that.
So
we
appreciate
you
all
having
this
conversation
and
glad
glad
to
be
a
part
of
it
in
a
small
way.
Thank.
K
Thank
you
good
afternoon
everybody.
My
name
is
Molly
Morrison
I'm,
a
resident
of
district
5
and
I'm,
also
chief
development
officer
for
iCivics,
so
I'm
here
in
both
the
personal
and
professional
capacity
to
enjoy
and
to
endorse
the
proposed
expansion
of
the
civics
requirement.
So
let
me
tell
you
a
little
bit
about
iCivics
I
know:
natasha
mentioned
us
earlier.
Icivics
is
based
right
over
right
across
the
river.
In
Cambridge
we
are
the
largest
providers
of
a
curriculum
in
the
nation.
K
K
In
the
Boston
area
alone,
we
were
founded
10
years
ago
by
retired
Supreme,
Court
Justice,
Sandra,
Day
O'connor,
who
even
10
years
ago,
was
gravely
concerned
about
the
lack
of
understanding
of
how
our
government
works
and
the
disenfranchisement
that
inevitably
follows
and
that
we
see
today
she
understood
the
importance
of
education
to
the
health
of
our
democracy
and
she
would
often
say
without
knowledge.
How
can
citizens
meaningfully
participate?
Her
vision
was
to
ensure
that
every
young
person
develops
the
knowledge,
skills
and
enthusiasm.
We've
all
mentioned.
K
It's
quite
important
for
active
and
thoughtful
participation
in
civic
life
gone
is
the
dry
rote
civics
of
old?
We
don't
do
that
anymore.
I
acidic
wants
to
make
civic
education
relevant
to
new
generations
of
citizens,
so
we
create
educational,
video
games
and
classroom
resources
to
teach
children
to
understand
how
government
works
by
actually
being
able
to
take
part
in
it.
K
We
are
best
known
for
our
20
games
that
we've
developed
to
engage
students
in
scenarios
that
teach
them
about
the
various
roles
of
our
public
officials,
including
local
officials,
as
well
as
addressing
other
key
educational
issues
like
media
literacy.
Our
newest
game
race,
to
ratify
released
just
last
week,
teaches
students
about
the
issues
debated
during
the
founding
period
of
the
Constitution
issues
that
continue
to
resonate
in
public
debate
today,
as
has
been
said
previously,
the
case
for
improved
civic
education
is
clear.
It
has
long
been
implemented
inconsistently,
both
here
and
elsewhere
and
frankly
nationally.
K
It's
been
blatantly
neglected
for
years.
State
testing
and
competition
with
other
priorities
have
taken
a
severe
toll
over
the
decades,
and
we
can
see
the
result
of
that
data
today
and,
in
our
day
to
day
life
lack
of
understanding
about
how
our
government
works
and
the
principles
of
our
democracy
is
driving
the
low
participation
we
see
from
young
people
today
in
everything
from
voting
to
community
life
and
just
a
general
cynicism
about
our
collective
civic
life.
K
But
there
is
hope,
as
we
see
here
today,
I
civics
and
many
other
organizations
who
are
represented
here
are
working
in
close
participation
with
Boston
Public
Schools,
both
with
Natasha
Scott,
Josue
Secada
and
many
other
officials
there
to
build
a
robust
field
of
study
and
to
bring
this
life-altering
experience
to
students.
We've
heard
a
lot
about
this
civics
and
action.
You
know
not
just
learning,
but
doing
so.
This
school
year
iCivics
was
partnered
with
the
Boston
Public
Schools,
with
funding
from
NBC
Boston
to
help
what
we've
called
the
activates.
K
So
we
are
at
the
moment
of
over
18
schools
throughout
the
city
are
taking
part
in
that
program
and
we'll
be
celebrating
that
on
June
6,
for
anybody
would
like
to
attend
at
the
EMK
Institute.
This
initiative
and
many
others
throughout
this
district
are
very
timely.
Nationally
such
projects
are
riding
a
wave
of
renewed
commitment
to
civic
life.
We
have
never
seen
so
much
interest
in
this
topic,
as
we
have
in
the
last
year
or
so.
K
A
recent
national
report
found
that,
even
where
we
could
agree
on
nothing
in
this
country,
89%
of
people
support
more
access
to
civic
education.
That
is
a
bright
spot
in
Massachusetts.
As
we
know,
we
are
now
leading
the
way
thanks
to
the
new
law
that
was
passed
last
November,
and
we
really
have
an
incredible
opportunity
here
to
take
it
to
the
next
level
and
let
Boston
be
a
shining
example
to
other
cities.
We
really
hope
that
Boston
will
do
just
that
and
we
have
applauded
the
councillors
for
taking
the
leadership
for
this.
K
K
K
Had
a
lot
of
demand
for
that
the
last
few
years
as
well,
our
goal
is
to
get
it
right
in
the
US
and
to
reach
all
students
in
America,
which
we
can
serve
a
10
million.
We
look
at
the
number
of
classes
they
have
each
year
in
middle
and
high
school,
but
it
is
something
we're
considering
number
of
European
countries,
South
Africa
Australia,
but
interested
well.
A
L
Good
afternoon,
distinguished
City,
Council
members,
thank
you
for
the
opportunity
to
speak
in
front
of
you
here
today.
My
name's
Elizabeth
Sanchez
I'm,
a
constituent
who
lives
on
meetinghouse
Hill
in
Dorchester
the
program
manager
of
an
action,
civics
organization
called
generation
citizen,
which
you've
heard
a
lot
about,
and
we
worked
in
like
a
little
over
a
dozen
Boston
Public,
Schools
and
I'm
here
to
advocate
for
the
prioritization
of
civics
education
in
schools
across
the
city
of
Boston.
L
A
couple
weeks
ago,
I
read
an
article
in
The
Globe
about
a
young
man
named
Kendrick
price
Kendrick
had
done
all
the
right
things.
He
succeeded
throughout
his
life.
Overcoming
the
stigmas
that
young
men
of
color,
raised
in
dorchester,
often
get
went
to
a
great
college
in
Michigan
on
scholarship
graduated
in
three
years
became
a
financial
analyst
and
had
started
a
job
in
Dorchester
working
with
youth
from
his
community.
L
Unfortunately,
his
life
was
cut
short
by
gunshots
in
his
home,
which
happens
to
be
a
couple
blocks
away
from
mine
as
I
read
this
article
while
feeling
absolute
devastation
about
Kendrick
I,
also
thought
about
the
countless
times
I've
seen
my
students
work
on
civics
projects
on
the
topic
of
gun
violence
and
heard
their
experiences
with
this
issue
for
many
Boston
students,
civics,
isn't
just
a
course
to
learn
about
government.
It
can
also
be
a
potential
solution
towards
removing
the
threats
that
affect
their
families,
communities
and
their
success.
L
It's
not
just
gun
violence,
I've
seen,
students
from
desired
Quincy,
Upper
School
in
Chinatown,
working
on
issues
of
affordable
housing,
students
from
the
McKay
k3
and
eesti
work
on
immigration
policies,
students
at
orchha,
gardens
kadoorie
in
Roxbury
requests
a
removal
of
opiate
needles
out
of
their
school
playground.
For
over
a
year.
Our
students
deserve
to
know
the
ways
in
which
they
can
impact
and
systems
that
affect
them
every
single
day.
L
They
deserve
to
know
where
power
lies,
have
the
skills
to
advocate
for
the
issues
we
see
around
them
and
be
motivated
to
participate
in
our
city
and
beyond,
has
engaged
active
citizens.
Civics
is
also
one
of
the
best
ways
to
provide
young
people
with
tools
through
developing
their
literacy
skills.
Members
of
the
council.
How
much
of
your
effectiveness
of
civic
leaders
depends
on
your
ability
to
speak
and
write,
eloquently
critically
analyze
proposals
and
to
deliberations?
We
ask
our
students
to
grow
these
21st
century
skills
in
school,
but
how
much
more
motivated
would
they
be?
L
If,
like
you,
they
knew
that
they
were
speaking
in
writing
to
advance
a
good
of
their
communities
and
their
families.
I
believe
that,
while
we
need
to
ensure
civics
is
happening
in
schools
we're
longer
than
a
semester,
we
also
need
to
ensure
that
civics
is
done
in
an
effective
way.
We
need
to.
We
need
to
make
sure
that
every
one
of
our
schools
has
a
dedicated
civics
teacher
that
those
teachers
have
opportunities
for
professional
development
and
access
to
civics
curriculum.
L
We
need
funds
for
schools
to
engage
in
this
work
and
we
need
to
make
space
for
young
people
at
tables
and
on
boards,
where
policy
is
made.
Currently,
the
Boston
Public
Schools
history
department
has
two
amazing
staff
who
are
dedicated
to
supporting
social
studies,
history
and
civics
courses
for
a
hundred
and
thirty-five
schools
in
the
district.
We
need
an
additional
staff
member
or
more
in
the
district
who
couldn't
oversee
a
civics
education
expansion
for
years
to
come.
L
Boston
has
often
led
the
way
towards
progressive
education
reform.
Investing
in
civics
education
for
our
students
is
another
way
to
continue
to
lead
the
path
towards
equitable
education
and
to
create
a
model
that
other
cities
and
states
can
follow.
Esteemed
counselors
I
hope
you
will
join
me
in
ensuring
that
Boston
youth
receive
the
civics
education
education
they
deserve.
Thank
you
for
to
committee,
chair
and
savvy
George,
a
sponsor
of
this
hearing,
councilor
garrison
and
the
rest
of
the
council
members
for
your
time.
A
M
Afternoon
and
thank
you
so
much
to
a
committee
chair,
asabi,
George
and
a
sponsor
of
a
Syrian
councillor,
garrison
and
the
rest
of
the
council.
My
name
is
Samantha
Perlman
and
I'm.
The
senior
program
associate
for
generation,
citizen
inaction,
civics
organization,
who
you
heard
of
so
far
today
about
graduate
of
Massachusetts,
Public,
Schools
myself
and
had
a
wonderful
experience
taking
a
government
course
when
I
was
in
high
school.
M
That
has
led
me
to
pursue
a
career
now
in
government
and
civic
engagement,
and
so
definitely
want
to
speak
to
the
value
of
these
opportunities
for
our
young
people.
I'm
thankful
for
the
opportunity
to
speak
today
about
strengthening
Boston
civic
education
through
increased
frequency
and
funding
to
support
such
implementation
when
I
think
about
civics,
I,
think
back
to
other
subjects
in
my
career,
English
math
and
science,
which
have
consecutive
learning
years
with
the
aim
of
working
towards
skill.
Mastery
such
as
need
to
know
how
to
read
and
grammar
rules
before
analyzing
literature
and
writing
essays.
M
Think
back
to
your
own
experience
as
a
student
and
how
each
year
you
progress
in
these
subjects
by
taking
a
subject
year
area
each
year
you
built
off
initial
knowledge
gained
and
then
took
on
more
complex
content
and
skills.
We
learn
by
practicing
honing
our
skills
and
through
experiential
learning,
which
was
showcased
like
many
other
people
here
today.
M
I
have
seen
how
civics
education
that
is
experiential
in
real
world
can
achieve
individual
and
collective
transformation
and
how
students
understand
their
role
in
the
community.
It
is
the
door
to
more
civic
engagement
and
for
students
who
improve
the
systems
and
impact
their
lives.
I
want
to
share
a
few
stories
of
youth
civic
projects
through
generations.
Citizen
that
highlight
such
engagement.
Students
in
Brighton
were
concerned
about
the
rapidly
gentrifying
neighborhood
in
their
civics
class.
They
advocate
for
a
state
bill
to
increase
funding
for
affordable
housing.
M
Several
students
from
this
civics
class
then
testified
at
the
Senate
Committee
on
bonding
capital
expenditures
and
state
assets
in
support
of
a
House
bill,
enact
financing
the
production
and
preservation
of
housing
for
low
and
moderate
income
residents,
robust
real-world
and
hands-on
civic
education
is
what
made
that
possible
in
another
Boston
civics
class
students
advocated
for
adding
body
cameras
to
the
Boston
Police
Department
to
address
the
issue
of
racial
profiling
in
their
area.
Initially,
students
were
disengaged.
M
The
new
racial
profiling
was
an
issue
in
Boston,
but
did
not
know
how
to
advocate
for
systemic
change
by
calling
elected
officials
in
their
class
directly.
In
doing
the
research
students
were
empowered
to
ask
questions,
tell
stories
about
their
experiences
and
help
inform
policy
that
impacted
them
directly
through
such
action.
Civics
education
students
dissected
an
important
issue
in
their
lives
research.
The
root
cause
in
store
connecting
with
community
leaders
most
important
students
learned
how
to
be
civic
change
agents
themselves.
Although
there
are
amazing
things
happening,
the
Boston
Public
Schools,
and
these
are
great
examples.
M
There
are
not
enough
opportunities
yet
to
reach
all
students
in
action.
Civics
that
we
do
is
only
occurring
in
a
dozen
schools,
and
there
needs
to
be
more
civic.
Education
in
Boston
is
more
than
just
a
class
for
our
students,
as
my
colleague
mentioned
earlier,
it
is
a
bridge
connecting
their
experiences
in
the
community
to
what
they're
learning
in
the
classroom.
It
is
skill,
building,
communication,
debate,
consensus,
writing,
critical
thinking,
public
speaking
teamwork
and
organization.
M
M
The
time
for
more
civic
education
is
now
already
Massachusetts
is
a
leader
with
the
passage
of
the
recent
landmark
civics
legislation
that
sets
a
framework
for
all
schools
in
the
Commonwealth
to
teach
American
history
and
civics
provide
every
student
with
civic
led
civic
projects
that
boasts
at
both
middle
and
high
school
and
provide
voter
education
in
an
eighth
grade.
Statewide
civics
education
Boston
has
an
incredible
opportunity
to
be
a
model
for
how
a
district
in
a
city
can
take
the
reigns
of
the
new
civics
legislation
to
full
implementation.
M
We
are
already
seeing
cities
in
other
states
take
on
this
call
for
civic
education.
Recently,
New
York
City
has
come
to
the
forefront
with
mayor
de
Blasio's,
and
the
Department
of
Education
initiative
called
civics
for
all
the
city
is
infusing
tremendous
resources
into
citywide,
civics,
curriculum
development
and
professional
development
to
completely
reform
civic
education
in
the
city.
It
is
exciting
to
see
other
cities
take
on
this
important
issue
and
a
wonderful
opportunity
for
Boston
to
emerge
as
the
leader
in
civic
education
in
Massachusetts.
M
If
we
were
to
provide
comprehensive
civic
education
for
all
students,
when
you
set
our
teachers
up
for
success,
currently
many
social
studies,
classes
in
bps
are
taught
by
teachers
who
are
not
certified
to
teach
social
studies
in
civics.
Our
district
history
department
is
understaffed
and
needs
more
funding
to
provide
district-wide
professional
development
to
civics
teachers.
Any
new
policy
reforms
taken
up
by
the
council
must
also
call
for
investments
in
these
resources
needed
by
teachers
to
provide
high
quality
civic
education.
M
Educating
for
citizenship
is
a
foundational
responsibility
of
American
public
schools,
and
here
in
Boston,
we
have
such
an
opportunity
to
enrich
our
students
relationships
to
their
community
through
comprehensive
civic
education.
I
am
pleased
to
see
the
council
sparking
important
dialogue
and
civic
about
civic
education
through
this
hearing
and
look
forward
to
working
with
the
council
to
implement
the
civic
education
bills
vision.
Thank
you
for
your
time
and
leadership
as
we
improve
Boston
civic
education
and
empower
our
young
people.
Thank
you.
Thank.
A
You
both
I've
spent
some
time
in
a
few
of
your
classrooms
across
the
city
and
you've
got
some
of
the
greatest
or
the
most
engaged
kids
I
know
they
exist
in
other
classrooms
as
well,
but
you,
you
guys,
have
created
an
environment
in
your
generation
citizens
class
and
we
had
an
intern
I
think
last
summer.
Yes,.
I
Good
afternoon,
thank
you
for
this
opportunity
to
talk
about
civic
education,
this
very
very
important
topic
in
our
city.
My
name
is
Ann
gogo
and
I
am
the
chief
operating
officer
and
acting
executive
director
at
discovering
justice.
We
are
at
k2
eight
civic,
IDI,
civic
and
justice
organization
located
in
the
Moakley
u.s.
courthouse
here
in
boston.
I
We've
been
providing
civic
education
to
students
across
the
city
of
Boston
and
across
the
Commonwealth
for
over
20
years
now
and
as
an
organization,
we
all
feel
quite
passionately
about
the
importance
of
civic
education,
particularly
when
it
comes
to
young
people
and,
as
you
know,
we
work
with
students
beginning
in
kindergarten,
so
particularly
very
young
people,
Natasha
Scott
introduced
us
briefly
during
her
presentation.
We
are
strong,
committed
partners
with
bps
and
it
worked
closely
with
Natasha
and
her
team,
providing
our
curriculum
to
educators
and
students
across
the
City
of
Boston.
I
Today,
we've
heard
countless
reasons
why
civic
education
is
important.
There
can
be
no
doubt
that
civic
education
is
important,
particularly
now,
and
so
I
thought,
rather
than
reiterating
some
of
the
things
we've
already
heard.
I'll
just
add
a
few
more
points
and
briefly
talk
about
some
additional
reasons.
Why
I
think
civic
education
is
important?
I
I
said
earlier,
we
work
with
young
students,
but
it
is
certainly
important
for
older
students
as
well,
and
civic
education
is
frequently
an
overlooked
way
to
I'm
sorry,
pacific
education
is
a
frequently
overlooked
way
to
address
the
vast
educational
achievement
gap
in
our
country.
According
to
the
glossary
of
education
reform
college
bound
students
require
the
development
of
21st
century
skills
like
leadership
and
collaboration,
oral
and
written
communication,
creativity,
problem-solving
and
critical
thinking,
adaptability
and
social
justice
literacy
to
succeed
in
today's
world.
I
Predictors
of
academic
achievement
with
a
1
percentage
point
increase
in
a
student's
score
on
the
engagement
index
associated
with
a
six
point
increase
in
reading
achievement
and
an
eight
point
increase
in
math
achievement
scores.
So
for
a
variety
of
reasons,
civic
education
is
important
and
at
discovering
justice
we
enthusiastically
support
additional
civic
education
for
students
across
bps.
Thank
you
thank.
A
You
very
much
and
I
do
before
I
close
this
hearing.
I
do
want
to
just
make
a
note
of
a
letter
that
I
received
from
the
Boston
Student
Advisory
Council
president
Stanley
Aniki
and
I
just
am
going
to
just
pull
out
a
small
selection
of
what
he
shared
it
will
be
submitted
for
the
for
the
record.
But
in
his
letter
he
writes
on
behalf
of
the
student
assistant,
Advisory
Council,
as
well
as
youth
on
board.
We
believe
in
civics
education
in
Boston
classrooms.
A
We
believe
the
civic
education
in
Boston
classrooms
should
match
the
level
of
rich
civic
education
afforded
to
youth
outside
of
them
a
full
year
requirement
for
civic
education
would
would
help
do
that
and
allow
for
more
time
for
students
to
create
a
meaningful,
civics,
meaningful
civic
projects
in
school.
As
mentioned
in
the
civic
education
bill,
it
will
encourage
more
young
people
to
be
civically
engaged
and
to
educate
others
about
the
importance
of
being
responsible
citizens.
In
closing,
the
expansion
of
the
requirement
would
only
enhance
and
further
deepen
civic
engagement
around
among
the
Boston's
youth.