4/24/2019 SA part 2 - Google Docs

Cultivating Civic Virtue

Project Based Learning Overview

Imagine Bell Canyon (IBC) charter school is below their neighboring peer schools in terms of
academic performance based on Arizona merit test scores, state testing, and Great Schools
ratings. Additionally, IBC has a greater number of students that come from families near or below
the poverty line as compared to its neighboring peer schools. When unaddressed, poverty,
unfortunately, creates a cycle in the school and community that can (and bluntly speaking does)
negatively impact the behavior, mindstate, academic performance, self-confidence, and general
achievement potential of the young people affected. The exploration of civic virtue will serve as an
intrinsic motivational strategy to inspire students to become the best version of themselves
possible, both academically, and as members of society. By cultivating internal motivation and
establishing cooperative success as a deliberate process, the rewards for the school will change
not only the measurable statistics of academic life but the very culture of the scholastic
environment. In addition to benefiting the school, cultivating civic virtue is a benefit that will serve
the students as they attend IBC, as well as set the foundation for success in life as they transition
into adulthood and enter society.

PROJECT OVERVIEW

The students of IBC may be underperforming as compared to neighboring schools, however, the
students also possess the desire for a better life; what they lack is the direction and knowledge
on how to become better. The project-based learning proposal is driven by the question; “How
does civic virtue affect communities”? This is where exploring civic virtue can help. Some of the
activities for exploring civic virtue include:
● Drawing conclusions about the differences between extremely high and low performing
schools
○ Exploring student and teacher motivation
○ Observing behavior
○ Looking at measurable data (test scores, science projects, community crime)
○ Analyzing Federal and State spending
■ Accomplished by visiting other schools and interviewing staff and students
■ Observation of other schools daily routines and conduct
● Predictive modeling of primary and secondary effects of cooperative community service
○ A free daycare service
○ Drug and Gang intervention groups
○ Outside of school academic support centers
○ Neighborhood Watch
○ Supplemental Elderly Support systems
■ Discussion of the effects (positive or negative) each will have

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■Visiting communities that have these things in place and conducting

interviews on their impact and effectiveness
● Uncover the motivations of influential, respectful, and successful community leaders
○ City Council Members
○ Board of education members
○ Business leaders
■ Direct interviews
■ Study media events and websites for clues
● A cultural and political study of other countries that have low crime rates, low
unemployment, and high education rates
○ Compare and contrast those countries with vs those without
○ Investigate through political observation - national themes, philosophy and beliefs
○ Analyze word view and how the world views their society
■ UN speeches and stances on issues
■ Exploration of laws, justice systems, and judgments

Through this project, students should gain a deeper understanding of their community, an
understanding of their potential ability to affect their community, the role they do and can have in
their community, and the drive to be successful. The project is designed to go beyond
memorization and recollection of simple facts and encourage students to scale their thinking
beyond their current beliefs. Student learning will be focused on the use of imagination and
creativity, critical thinking, the use of analytical and evaluation skills, and exploration of what could
be as opposed to what is.

PROJECT IMPACT

The initial exploration of civic virtue is a project designed for the two IBC 8th grade classes
totaling 32 students. It should be estimated that each student engaged in the exploration should
be a guiding light to others starting with the current 7th-grade classes locating the IBC JHS.
Students talk and share their experiences outside their classrooms. The 1 year projected impact
should be an additional 40 students based on the anticipation for the second iteration of the
project. Due to the exploration of civic virtue being a project that involves other schools; those
schools used as data points (expectedly) will gather interest in the project additionally impacting
the entire district. A conservative estimate after the second year would be 200 8th grade
students.
The voice of children too often goes overlooked; this is not to say that children are completely
in charge of their education, however, their input does have value. Children often see problems
and apply problem-solving strategies without the filters that adults have. Children often see things
without political correctness or legal considerations and employ sincerity and honesty when
responding to problems. There is a value to solving problems this way; the perspective of children
often challenge adults to consider what is most important when seeking solutions. For myself and
like-minded educators, there is much to learn. Children may not always know what is best,
however, they know what's best for them from their perspective. I and other adults may

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understand the meaning and definition of civic virtue, what we should all expect to learn is the
modern version. Our world changes, values change, societal norms change, it is the youth
facilitate the transition which allows us to apply universal virtues to modern practice. As an
example look at the shifts in attitudes during the past 50 years towards civil rights,
non-heterosexual relationships, and women’s rights. In this regard, it is the youth of today that
can bring “old” teachers into modern times.
There are many expected results from the cultivation of civic virtue that can impact the
community including and expanding beyond the school district. Civic Virtue applied on an
expanding scale fosters internal motivation and can combat the socioeconomic systemic effects
of poverty to include, reduction in crime, improving behavioral problems in school, break the cycle
of poverty, and improve the educational environment. Specifically -
● Less crime not only increases safety it reduces the number of resources (money & time)
needed to prevent crime
● Good behavior in schools not only produces well-behaved children it also minimizes
distractions to education delivery process making education more effective
● Breaking the cycle of poverty not only helps the individual it reduces the number of
resources need to assist those in poverty
Civic Virtue instills a sense of ownership and responsibility to one's community; by having actively
participating members the benefits to the community are endless because they are always
cooperatively working towards the common good of the community.
Civic Virtue is not “mind control” nor is it coerced behavior based on the fear of punishment, it
is the deliberate process of realizing that serving the interest the common good is also the same
as serving the interest of the individual; it is the acknowledgment and realization of the
interconnectivity between the individual and their community.

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