History/Social Science Resource Directory



Name of Resource: Take Charge: A Youth Guide to Community Change

Type of Resource

Literature/Publications

Curriculum Materials/Programs

School-wide and/or District-wide Models

Support Providers (community-based organizations, resource experts, after-school groups, etc.)

Other:      

Grade Level(s): K-3 4-5 6-8 9-12

Abstract : (Describe your resource in 25 words or less.)

Take Charge is a civics-based, service-learning strategy designed for school or community use providing resources to develop citizenship skills and knowledge and create community change.

Promising Approaches: If applicable, please indicate the number(s) of the Promising Approach(es) that best address your resource: 2, 4, 5, 6

| | |

|Six Promising Approaches to Civic Education: | |

|#1: Classroom instruction in government, history, law, and democracy | |

|#2: Discussion of current issues | |

|#3: Service-learning linked to formal curriculum and classroom instruction | |

|#4: Extracurricular activities | |

|#5: Student voice in school governance | |

|#6: Student simulations of democratic processes and procedures | |

Description of your resource, including expected outcomes (75 words or less):

Take Charge is built around a problem-solving framework that enables participants to: explore their community; identify, select, and research a community problem; evaluate existing policies and explore problem-solving options; plan, implement, and evaluate an action project. Includes assessment and reflection opportunities.

Take Charge provides resources for students or community members to develop and apply critical-thinking skills; explore causes and effects of community problems; evaluate public policy; form school-community partnerships; recognize the need for active citizenship.     

California Academic Content Standard(s) addressed, if applicable:

(For Example: California History-Social Science Standards 12.2, 12.4; CA English-Language Arts standards, persuasive writing and speaking/listening strategies in the elementary grades.)

California History-Social Science Standards 12.2, 12.3, 12.6, 12.8; CA English-Language Arts standards: writing, speaking, and persuasion strategies, applications, grades 9–12;

Measurable Evidence (to support the use of your resource)

Category

Informal Surveys

Research-based w/outside evaluator

Anecdotal Evidence

Other: Take Charge is designed from an authentic community problem-solving model (see below).

Narrative Description of Evidence (50 words or less):

The Take Charge problem-solving framework is based on authentic, anecdotal evidence provided by a California-based project whose goal was to create school-community partnerships that would be capable of planning, building, and maintaining a safe, useable skateboard park as a community recreation facility.

Organization/Agency: Constitutional Rights Foundation

Organization/Agency:

Governmental

For-Profit

Non-profit

Type of Organization/Agency:

Advocacy

Youth Serving

Voting

Other: Educational

The mission statement/goals of your organization (50 words or less):

Constitutional Rights Foundation seeks to instill in our nation's youth a deeper understanding of citizenship through values expressed in our Constitution and its Bill of Rights and to educate young people to become active and responsible participants in our society. CRF is dedicated to assuring our country's future by investing in our youth today.

Mailing Address: 501 S. Kingsley Drive, Los Angeles, CA 90005

Contact Person: Charles Degelman Title: writer/editor

Fax Number: 213 386-0459

Website Address: crf-

Phone Number: 213 316-2117 E-mail address: charlie@crf-

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