Minnesota Center for Social Studies Education (CSSE) - Civics

Civic Inquiry: Video with Transcript in Spanish

miaozhen.li — Wed, 15 Feb 2017 22:20:22 +0000

Length:

3:44

La Investigación Cívica – Guión Auditivo

Narrador: ¡Hola, todos! ¡Conozcan a Pa y José!

Narrador: Sigan adelante y vean cómo Pa y José marcaron una diferencia en la comunidad de su escuela al resolver un problema público, utilizando el proceso de la investigación.

Narrador: ¿Cómo pueden los estudiantes usar la investigación cívica para resolver problemas públicos?

Narrador: El proceso de la investigación tiene cuatro pasos para ayudarnos a tomar acción: PREGUNTAR, pensar de manera crítica, resolver problemas y comunicarse.

Narrador: A veces, los estudiantes se sienten solos en el patio del recreo durante el recreo.

Narrador: Antes de usar la investigación para resolver este problema, necesitas poder mirar las cosas desde diferentes perspectivas.

Narrador: Veamos cómo la Sra. Adams guió a Pa y a José mientras trabajaban juntos para crear un sentido de pertenecer a la comunidad en su escuela.

Narrador: Una de las destrezas y acciones de la ciudadanía eficaz es respetar diversas perspectivas.

Sra. Adams: Estaremos escuchando el uno al otro mientras discutamos maneras en que podemos trabajar juntos para resolver un problema en nuestra comunidad escolar.

Pa: Nosotros nos escuchamos hablar de cómo ayudar a niños solitarios en el patio del recreo. Hablamos de POR QUÉ es esto un problema.

José: También, hablamos de QUIÉN es responsable de reparar este problema. Yo aprendí que mis compañeros de clase tenían ideas diferentes.

Sra. Adams: Ahora que has practicado escuchar a otros, es importante que sepas maneras en que la gente puede marcar una diferencia a través del trabajo individual o en grupos para abordar un problema específico o una necesidad.

Narrador: Éste es un viaje emociante… nuestros estudiantes han aprendido algunas destrezas cívicas y ahora están listos para resolver el problema en su escuela.

Sra. Adams: Vamos a crear un plan de acción para resolver el problema de los estudiantes solitarios en nuestro patio del recreo.

Pa: Hablamos de muchas ideas diferentes, pero decidimos construir un banco para estudiantes solitarios – escribimos los pasos que se necesitarían emprender para conseguir un banco “de la amistad” en el patio del recreo.

José: Primero, hablamos con nuestra directora ( or nuestro director).

Pa: Entonces, creamos un póster de nuestra solución.

José: Finalmente, mostramos nuestro póster a la organización de padres de nuestra escuela.

Narrador: Cuando usas la investigación en la educación cívica, es importante comunicar lo que has aprendido con otros.

Sra. Adams: Ahora que hemos trabajado en un plan, es importante que compartamos nuestro plan con otros. Comunicar nuestro trabajo puede marcar una diferencia en nuestra comunidad y nuestro mundo.

Pa: Compartimos nuestro plan de acción en una reunión del comité escolar para ganar apoyo por construir un “Banco de la Amistad”; el comité escolar votó a favor de construir un banco.

José: Fue emociante tomar acción para ayudar a los estudiantes a sentir que pertenecen a nuestra comunidad escolar.

Narrador: Ahora que has aprendido el Proceso de la Investigación Cívica, te toca a ti tomar acción en tu comunidad.

Video Series:

Inquiry Process Videos

Grade Level:

Elementary Resources

Subjects:

Civics

Civic Inquiry: Video with Transcript in English

miaozhen.li — Mon, 09 Jan 2017 15:14:36 +0000

Length:

2:57

You can also see this video in Spanish.

[Background looks like crinkled paper. At the top text reads ‘Everybody, meet Pa and Jose’. There is an animated yellow sun in the upper right corner.]

Narrator: Hi everybody, meet Pa and Jose!

[Pa and Jose appear in the bottom right corner.]

Narrator: Follow along to see how Pa and Jose made a difference in their school community by solving a public problem using the inquiry process.

[A squeegee slides down the screen making everything soapy white and the soap slides down the screen. The new screen reveals a white background with text reading “inquiry” in the top left corner.]

[Pa and Jose stand at the bottom of the screen.]

[An arrow points to the right from “Inquiry” to new text that reads “made a difference”. A school building appears between Pa and Jose.]

Narrator: How can students use civic inquiry to solve public problems?

[A new green background slides down replacing the white one. “How” appears on the screen in large text with a large exclamation point next to it.]

[Below it pops up text and pictures reading: ‘communities’ with a picture of the Stone Arch Bridge, ‘state’ with a picture of the Minnesota State Capitol building, ‘nation’ with a picture of the American flag, and ‘world’ with an animated picture of the globe.]

Narrator: The inquiry process has four steps to help us take action: ASK, think critically, solve problems, and communicate

[Transition to new screen that looks like a white piece of paper on a wood desk. Blue text reading “Inquiry Process” appears at the top of the screen. An animation of a yellow light bulb appears in the middle. Words circulate the light bulb reading ‘Ask, think critically, solve problems, communicate’ with arrows between them.]

Narrator: Sometimes, students are lonely on the playground during recess.

[A roller paint brush appears and paints over the screen in white.]

[The screen changes to green and text across the top reads “Inquiry Problem”.]

[Below it, more text reads “sometimes students are lonely on the playground during recess”]

Narrator: Before using inquiry to solve this problem, you need to be able to look at things from different viewpoints.

[The texts slide up and out of view. New text appears reading “Look at things from different viewpoints”. Jose appears to the left of the text at the bottom of the screen.]

Narrator: Let’s see how Ms. Adams guided Pa and Jose as they worked together to create a sense of belonging at their school.

[Pa appear above in in the top left corner. To her right, text appears reading “create a sense of belonging at their school”]

Narrator: One of the skills and actions of effective citizenship is respecting diverse viewpoints...

[Pa, Jose, and the text slide out of view to the left.]

[A yellow explosion text bubble appears in the middle of the screen with text that reads “respecting diverse viewpoints”.]

Ms. Adams: We will be listening to one another as we discuss ways that we can work together to solve a problem in our school community.

[In Ms. Adams classroom. Ms. Adams is standing in the right hand corner with her wooden desk to her left. Pa, Jose, and two other classmates stand to the left of the desk.]

Pa: We listened to each other talk about how to help lonely kids on the playground. We talked about WHY this is a problem.

[A yellow explosion text bubble appears above their heads with text reading “listen to each other”]

Jose: We also talked about WHO is responsible for fixing this problem. I learned that my classmates had different ideas.

[Text fades away and new text appears reading “who is responsible?”]

[Two hands appear and pull down the screen revealing the same scene but with different words reading “everyone had different ideas”]

Ms. Adams: Now that you have practiced listening to others, it is important that you know ways people make a difference by working as individuals or groups to address a specific problem or need.

[The text bubble disappears.]

[A figure of a man appears. Then to the right multiple figures of men and women appear forming a group.]

Narrator: This is an exciting journey … our students have learned about some civic skills and now they are ready to solve the problem at their school.

[Classroom scene is gone. Ms. Adams, Pa and Jose stand at the bottom of the screen with text above them that reads “now they are ready!”]

[Two large exclamation points appear on either side of the text.]

Ms. Adams: We are going to create an action plan to solve the problem of lonely students on our playground.

[Back in Ms. Adams classroom, with Ms. Adams and her desk on the left side of the screen and Pa and Jose on the right side of the screen. A white text bubble from Ms. Adams reads “action plan!”]

Pa: We talked about many different ideas, but decided to build a bench for lonely students - we wrote down the steps it would take to get a “friendship” bench on the playground.

[Image of a blue bench appears that reads “buddy bench” on the back.]

Jose:First we talked to our principal

[White paper background on a wooden desk. Jose stands in the right corner and Pa stands in the left corner. A hand appears and writes down Pa and Jose’s narration.]

Pa: Then, we created a poster of our resolution

Jose: Finally, we shared out poster with our school’s parent organization

Narrator: When using inquiry in civics, it is important to communicate what you learned with others. Your community may be affected by something that affects other places. Going beyond your classroom with what you learned using civic inquiry is important!

[Green background appears. An animated megaphone appears on the left hand side of the screen. To the right text appears reading “communicate with others”.]

[Animations of a white envelope, a stack of white paper, a microphone, and a blue film camera appear around the text.]

Ms. Adams: Now that we have worked on a plan, it is important that we share our plan with others. Communicating our work can make a difference in our community and our world.

[Words and animations disappear and Ms. Adams, Pa, Jose, and classmates reappear.]

[The text above their heads reads “share your plan” with an arrow pointing to the right to more text that reads “make a difference”.]

Pa: We shared our action plan at our school board meeting to get support for building a “Friendship Bench”; the school board voted to build a bench.

[Blue background. Text at the top of the screen reads “school board meeting”.]

[Pa and Jose stand on the right side of the screen behind a wooden podium. To the left are three black chairs with figures of men and women sitting in them]

Jose: It was exciting to take action to help all students feel like they belong to our school community.

[Transition to background with the white piece of paper on the desk. Large text across the top reads “help others.” Pa, Jose, and classmates cheer at the bottom of the screen.]

Narrator: Now that you learned about the Civic Inquiry Process, it is your turn to take action in your community.

[Pa, Jose, and classmates disappear.]

[Text reads “your turn! take action!” The same animations from a previous scene appear with the state capitol, the Stone Arch Bridge, the American flag, and the globe.]

[White background with the list of photo citations appear.]

[Screen fades to dark blue with the Minnesota Center for Social Studies Education logo appears in the middle. The lower left corner has the Minnesota Historical Society logo and the lower right corner has the Minnesota Department of Education logo.]

Video Series:

Inquiry Process Videos

Grade Level:

Elementary Resources

Subjects:

Civics

Civics for Elementary Students Video with Transcript

miaozhen.li — Fri, 06 Jan 2017 22:00:09 +0000

Length:

4:03

What will you be when you grow up? What job would you like?

I’m sure you’ve been asked that question many times, or if you haven’t been will be asked that question soon. Your answer might be a doctor, maybe a truck driver, a teacher, a farmer the list is endless. But did you know there is one job you’re going to have that everyone who lives in this country has, and that is the job of being a good citizen

When you study civics and government in your classes you are learning how to become a good citizen. What do good citizens do? First they try to be a good person, and what do we mean by that?

Well it’s helpful if you’re nice, if you’re polite, if your hard-working, if you do good deeds for people who need a little help. Good citizens also obey the law and sometimes even when we don’t like the law.

So for example maybe this morning you would have rather stayed in bed and not come to school but the law tell you that you have to come to school. Good citizens vote. Now you may have gone with your parents to the polling place and actually gone in and watch them cast ballot. Voting is where we pick, we select the people we are going to have represent us. That means they speak for us. And they do this in all levels of government, so you might be voting for a city council person, or the member of a school board and that’s local government.

You might be voting for a member of Minnesota State Legislature and that’s state government, or you could be voting for a member of congress or the president and that’s the federal government.

Good citizens also work to solve public problems, or as I was taught when it grew up, “please be part of the solution, don’t be part of the problem.” Well what is a public problem? For a moment let’s trying talking about what a private problem is. An example of a private problem is maybe your messy bedroom. Now that’s a problem between you and your parents it is not a problem that involves the whole community,so if you are trying to solve that problem you might talk with your parents but you are probably not going to call the whole community in to help you clean your room. That’s a private problem.

Public problems are problems that are shared by the community. And your community could be as small as your neighborhood or school, or as large as the nation or world. Examples of a public problem: maybe you need a stop sign in your community. Maybe you need to do something about the stray pets who are scaring little children as they play in the local park. You might need to clean up dirty rivers and lakes. Those are public problems. They affect a lot of people and the solutions need the help of all of those people.

People work together to solve problems. They are the “We the People” in our form of government. You’ve probably heard of that phrase, “we the people”, it’s the first line in the United States Constitution. Our system of government needs everyone. You can choose a career in government, but you don’t have to. But you also have an important job to do even if you don’t, it is the job of citizens. So get informed and get involved.

Video Series:

Career Videos

Grade Level:

Elementary Resources

Subjects:

Civics

Civics for Secondary Students Video with Transcript

miaozhen.li — Fri, 06 Jan 2017 19:34:29 +0000

Length:

5:51

What will you be when you grow up? What job would you like? I’m sure you’ve been asked that question many times, or if you haven’t been, you will be asked that question soon.

Your answer might be a doctor, maybe a truck driver, a teacher, a farmer the list is endless. But did you know there is one job you’re going to have that everyone who lives in this country has, and that is the job of being a good citizen.

When you study civics and government in your classes you are learning how to become a good citizen. Good citizens vote. Voting is where we pick, we select the people we are going to have represent us.. That means they speak for us. And they do this in all levels of government, so you might be voting for a city council person, or the member of a school board and that’s local government. You might be voting for a member of Minnesota State Legislature and that’s state government, or you could be voting for a member of congress or the president and that’s the federal government.

Good citizens also work to solve public problems. But what do people need to know to be good at their job as a citizen? Again, that’s what you learn when you study civics and government in your courses.

Now you might think “I don’t need to know all this stuff because I don’t plan to be present,” but

do you think that you might want to run for student council? Or maybe the school board when you grow up, or mayor of your city? And of course you want to be a good citizen. All of these jobs require that you know how government works because government can help you solve your problems.

Now I have a story about middle school students who thought that they needed a stop sign. They needed a stop sign because of road construction nearby that was causing a lot of congestion in traffic around their school. So they decided, “we’re going to get stop sign” and they learned who they needed to talk to, who’s that person who decides whether there’s a stop sign or not, they researched how much it will cost, what were the other kinds of implications of adding a stop sign, and in the end they got their new stop sign.

Now, we’re talking about what a good citizen does, and we’re talking about what elected officials perhaps do. What other kinds of jobs are there? What if you really like studying government? What can you do for a job? Especially if you don’t want to run for office, not everybody wants to be an elected official. there are people who work in this area, for example mention elected officials, that’s the obvious one, but they have staff and the staff do the research.

They talk to people who would be impacted by a change in the law, and then they come and recommend something to the legislature they work for.

We also have lobbyists. Lobbyists are people who really know how government works, they know how to get things done, and they take that knowledge and they put it to a task. They put it to a passion around an issue or a cause. It might be part of their job to help their employer.

The cause might be clean water, it might be lower taxes, it could be improved education, it might be health care reform.

Lobbyists talk to legislatures. They try to persuade them to agree with their ideas. They talk to the people and try to get those people to talk to legislators so that they can get them to agree with the ideas. After this have gone on, the elected officials, the legislatures or the members of congress, actually vote.

But there are more people who have jobs in the government. News reporters, people who take down notes and put it on the evening news or put it in a newspaper and it’s online. That’s because we can’t all get to these meetings so we rely on these reporters to tell us what happened at the meetings.

There are lawyers and judges, and there are many more. If you doubt you have a job to do, just go to the state capital where some of this work takes place. Look around. You will see professionals. They’re doing their job, they’re doing what they’re paid to do. They’re lawyers and lobbyists and staff, and generally speaking they are dressed up. You’ll see them in suits.

But I urge you to look a little further, because you’re going to see people of all ages including people as young as you, in tshirts, and Twin shirts, and sweatshirts, and jeans. And they’re all there because they care about a cause and they’ve carved out time to come to the capitol and talk to their legislatures.

Our system of government needs everyone. You can choose a career in government, but you don’t have to. . But you also have an important job to do even if you don’t, it is the job of citizens. So get informed and get involved.

Video Series:

Career Videos

Grade Level:

Secondary Resources

Subjects:

Civics