Module 1 describes the urgent need and importance of civic learning in schools across the nation and in California. Conversation with Ted McConnell, Executive Director of the Campaign for the Civic Mission of Schools focuses on the NAEP 2014 results in U.S. History, Geography, and Civics and other data that point to the consequences of marginalized civic learning and the need to reverse this trend. The Guardian of Democracy Report, the Civic Mission of Schools’ Six Proven Practices, and the Report of the California Task Force on K-12 Civic Learning offer valuable insights and resources to address the marginalization of civic learning and the civic opportunity gaps that exist in schools.

Handouts: 
• Guardian of Democracy 
• Understanding a Diverse Generation CIRCLE Report 
• Democracy for Some 
• California Task Force on K-12 Civic Learning Report

Module 2 provides an overview of the California Democracy School Civic Learning Initiative that has institutionalized high quality civic learning across twelve high schools in Los Angeles and Orange Counties in California. Conversation with Ryan Stough, the California Democracy School Civic Learning Coach offers a systems approach to identify important civic competencies of students, nurture a school environment, and build educational support systems to adopt civic learning as an important outcome for all students. The module describes the five essential elements of a high quality civic inquiry and investigation: Inquiry – Investigation – Civil Dialogue – Communicate Conclusions – Take Informed Action. Elements of professional development, assessment, programming, alignment to the Common Core State Standards, the C3 Framework for Social Studies State Standards, Partnership for 21st Century Learning and the Civic Mission of Schools along with video vignettes provide tips and tools for introducing the California Democracy School Initiative to your school.

Handouts:
• California Democracy School Planning Guide
• Civic Inquiry and Investigation Rubric

Module 3 takes a “deep dive” on the important first step in developing a civic inquiry and investigation. Moderators Michelle Herczog and Ryan Stough describe the rationale for inquiry-based instruction and the elements of Compelling and Supporting Questions as defined in Dimension One of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. From there they outline the criteria for developing an exemplary civic inquiry. Classroom examples from Santa Monica High School in the Santa Monica-Malibu Unified School District and Juan Cabrillo High School in Long Beach Unified School District demonstrate the process.

Handouts:
• C3 Framework for Social Studies State Standards
• Civic Inquiry and Investigation Rubric
• Classroom Observation Tool
• Santa Monica High School Inquiry Lesson Plan
• Civic Inquiry Powerpoint Slides
• Cabrillo High School Inquiry Lesson Plan

Once a civic inquiry is framed, it’s time for students to investigate and research information about the issue or problem they have identified. Module 4 describes the criteria for facilitating an exemplary investigation and demonstrates what it looks like in the classroom of Martha Chacon at Santa Monica High School in the Santa Monica-Malibu Unified School District. The Module also addresses the importance of utilizing guidelines from the Stanford History Education Group to help students carefully analyze information through sourcing, contextualization, corroboration, and close reading techniques.

Handouts:
• Civic Inquiry and Investigation Rubric
• Classroom Observation Tool
• Santa Monica High School Investigation Lesson Plan
• Interview Skills Worksheet
• Steps to Creating A Great Survey
• Investigation Worksheet
• Investigation Powerpoint Slides
• Historical Thinking Chart

Modules 5, 6, and 7 demonstrate three techniques for engaging students in civil dialogue about controversial issues, a critical component of all civic inquiry and investigations. Module 5 describes the criteria for an exemplary civil dialogue and demonstrates what a Socratic Seminar looks like in the classroom of Jenna Gasparino at Santa Monica High School in the Santa Monica-Malibu Unified School District in response to the inquiry, “Should our democracy extend government support for higher education to immigrants who, as young people, entered the country illegally?”

Handouts:
• Civic Inquiry and Investigation Rubric
• Classroom Observation Tool
• Socratic Seminar Process
• Socratic Seminar Handouts

Modules 5, 6, and 7 demonstrate three techniques for engaging students in civil dialogue about controversial issues, a critical component of all civic inquiry and investigations. Module 6 describes the criteria for an exemplary civil dialogue and demonstrates what the Philosophical Chairs technique looks like in the classroom of Arturo Molina of Pomona High School in the Pomona Unified School District in response to the inquiry, “Should the government pass laws that make it more difficult for people to buy guns?”

Handouts:
• Civic Inquiry and Investigation Rubric
• Classroom Observation Tool
• Philosophical Chairs Process

Modules 5, 6, and 7 demonstrate three techniques for engaging students in civil dialogue about controversial issues, a critical component of all civic inquiry and investigations. Module 7 opens with a powerful conversation with Dr. Diana Hess, Dean of the School of Education at the University of Wisconsin-Madison who authored Controversy in the Classroom, The Democratic Power of Discussion and co-author of The Political Classroom, Evidence and Ethics in Democratic Education. Dr. Hess is considered the leading authority on the critical need and practice of discussion and dialogue about controversial issues in classrooms.

Module 7 continues with a description of the criteria for an exemplary civil dialogue and demonstrates what the Structured Academic Controversy technique looks like in the classroom of Martha Chacon at Santa Monica High School in the Santa Monica-Malibu Unified School District using a lesson from the Constitutional Rights Foundation Deliberating in a Democracy program, entitled “Educating Non-Citizens.”

Handouts:
• Civic Inquiry and Investigation Rubric
• Classroom Observation Tool
• Deliberating in a Democracy: Educating Non-Citizens
• Structured Academic Controversy Powerpoint Slides

Module 8 describes the importance of providing multiple opportunities for students to reach conclusions and communicate them in a variety of ways. The Module describes the criteria for communicating conclusions effectively and demonstrates a number of compelling presentations from students of Santa Monica High School in the Santa Monica-Malibu Unified School District and Bellflower High School in the Bellflower Unified School District using a number of different formats including soapbox speeches, prezis, and PSAs.

Handouts:
• Civic Inquiry and Investigation Rubric
• Classroom Observation Tool
• Communicating Conclusions Powerpoint Slides
• Communicating Conclusions Directions
• Soapbox Speech Rubric

The final component of a civic inquiry and investigation calls for students to take informed action. Module 9 takes an in-depth view of the power of taking informed action and demonstrates how teachers can effectively facilitate the process. A variety of approaches are showcased and discussed with Carlos Valverde, an outstanding teacher at Culver City High School in the Culver City Unified School District.

Handouts:
• Civic Inquiry and Investigation Rubric
• Classroom Observation Tool
• Taking Informed Action Lesson Plan
• Taking Informed Action Powerpoint Slides
• Civic Action Card Sort Directions
• Civic Action Cards
• Civic Action Reflection

This culminating module of the series offers a general overview of the California Democracy School Civic Learning Initiative and its outcomes. Dr. Tiffany Berry, Associate Director of the Claremont Evaluation Center at Claremont Graduate University discusses the findings of her evaluation of the Initiative. She describes the structures that need to be in place to effectively institutionalize civic learning across schools and the barriers to implementation.

Discussion with Michael Matsuda, Superintendent of the Anaheim Union High School District highlights the impact of the California Democracy School initiative on the civic competencies and dispositions of students, the instructional practices of teachers, and the climate and culture of the school and school community. Testimonials from students, teachers, school administrators, board members further validate the power of civic learning in preparing the next generation to become informed, responsible, engaged citizens in our American democracy. The module concludes with a video montage of the 2016 California Democracy School Showcase Event held at the Ronald Reagan Presidential Library that recognizes and celebrates the twelve high schools as California Democracy Schools.