Student Resources:

• Computers with internet access or printed information sheets from local community groups
• Chart paper and markers
• Sticky notes
• Civil Society Research Handout
• Gallery Walk Checklist Handout

Teacher Resources:

• Student Involvement in Civil Society Groups Educator Resource (from Government & Politics: Civics for the American Experiment)

Facilitation Notes

• This lesson requires preparation in advance. Be sure to set aside time to prep the station materials and classroom arrangement before class begins.

Anticipate

• Glossary terms: Terms used during this part of the lesson for pre-teach opportunities:
  • civil society, community

Civil Society Wall

• Define civil society in kid-friendly language: “Civil society is made up of groups and organizations that people create to help their communities. These include clubs, teams, charities, and other groups that work together to solve problems and help people outside of the government.”
• Give examples that middle schoolers can relate to:
  • Student council organizing a fundraiser
  • A local animal shelter needing volunteers
  • A church or mosque organizing a food drive
  • A kids’ soccer team doing a park cleanup
• Ask: “Have you ever been part of a group that helped others or made a difference? What was it like?“
• Allow 2-3 students to share their answers aloud, then have students work in pairs or small groups to list examples of local groups or clubs that they have been a part of.
• Give each group sticky notes and have them write one example per note.
• Create a “Civil Society Wall” and have them stick their notes to it.

Teacher note: Before class begins, spend some time researching civic groups in your area. Use your research to supplement student examples on the “Civil Society Wall” so students have ample examples of groups in their community.

Engage

Poster Creation

• Transition: Divide students into pairs or small groups.
• Give each group a list of 3-4 pre-selected local groups (e.g., Boys and Girls Club, Habitat for Humanity, local food pantry).

Teacher note: Use our Teacher Guide on Student Involvement in Civil Society Groups for guidance on finding groups in your area.

• Provide each group with a copy of the lesson handout with 3 questions:
  • What is the group’s goal?
  • How does the group help the community?
  • How can someone get involved?
  • Bonus: Does this group match the definition of Civil Society? How?

Scaffolding note: Option for tech-free classrooms: Bring in printed info sheets or give students handouts instead of relying on internet research.

• Then, have students choose one community group.
• Using chart paper and markers, each group will create a poster of their findings.
• The poster should answer the 3 questions from the handout.

Explore

Gallery Walk

• Transition: Have each group display their posters around the room.
• Conduct a gallery walk where students can circulate and review each other’s work.
• Give each student a “Gallery Walk Checklist” with things to look for:
  • Find a group that helps kids.
  • Find a group that solves a problem in the community.
  • Find a group you’d like to join.
  • 2 more empty spaces are provided for you to customize this activity for your classroom.

 

 

Assess & Reflect

Option 1: Exit Ticket

• At the end of the lesson, have students complete a short exit ticket with these questions:
  • What is civil society in your own words?
  • Name one local group you learned about and explain how it helps solve a local problem.
  • What is one way you could participate in civil society?

AND/OR

Option 2: Think-Pair-Share

• Read a reflection question aloud and allow students to consider the question for 30 seconds to 1 minute.
• Pair students through a random attribute like shirt color or shoe type. Once all students are paired, allow them to discuss their thoughts on the question.
• Repeat the activity with a new random attribute and question.
  • Reflection Questions:
    • How can civil society solve local problems?
    • How does participating in local associations and groups enhance the practice of civic virtues for individuals and the community as a whole?
    • In what ways do local associations and groups promote civic engagement and participation in the democratic process?

Extend (Optional)

• To further encourage and support student involvement in civil society, consider incorporating these activities into their learning.
  • Guest Speakers: Invite representatives from various community groups to speak to the class about their work and the importance of civic engagement. Follow your school or district’s protocols on inviting guest speakers.
  • Community Service Day: Organize a day where students can volunteer with a local organization, providing hands-on experience in community service. Follow your school or district’s processes for organizing a day in the community.
  • Class Bulletin Board: Create a bulletin board in the classroom displaying different local organizations, their missions, and contact information.