About the Constitution Project
The Constitution Project is administered by the Monterey County Office of Education and sponsored by the Dan and Lillian King Foundation. The goals are to support educational programs and activities related to the Constitution and the Bill of Rights, with emphasis on the principles of freedom, liberty and justice. The project began with the incorporation of the Dan and Lillian King Foundation in 2011 and has since expanded to reach more students. The grant supports the eighth grade Constitution Project, professional learning opportunities for teachers, Constitution Day and Law Day, civic learning opportunities, and civic innovation grants for Monterey County schools and students.
Project activities are aligned to the History-Social Science Framework for California K-12 Public Schools, which addresses the History-Social Science Content Standards, Common Core State Standards for English Language Arts and Literacy in History–Social Studies, Science, and Technical Subjects, the California English Language Development Standards, the English Language Arts/English Language Development Framework (ELA/ELD Framework), and the College, Career, and Civic Life (C3) Framework for Social Studies State Standards.
What students are saying:
"I am so thankful for this once in a lifetime experience."
"It really captivated me. It was more than I expected and I had to convince myself that I was really there."
"It was so good I thought I was watching a video."
"I saw things I have never seen."
Another student said they would tell the King Foundation, "I LOVE YOU! THANK YOU SO MUCH"
The Monterey County Board of Education adopted the Support for Civic Learning: College, Career, and Civic Life Resolution on December 14, 2016 and encourages resources dedicated to civic learning opportunities with goals to achieve equity, diversity, and inclusion; to demonstrate and promote active citizenship, and to teach students civic skills needed for the 21st century workplace. Learn more at: http://www.montereycoe.org/programs-services/ed-services/constitution-civics.
The College, Career, and Civic Life (C3) Framework Inquiry Arc Dimensions are:
1. Developing Questions and Planning Inquiries
2. Applying Disciplinary Concepts and Tools
3. Evaluating Sources and Using Evidence
4. Communicating Conclusions and Taking Informed Action
The Six Proven Practices in Civic Learning are:
1. Classroom instruction in government, history, geography, law, democracy and economics
2. Discussion of current events and controversial issues, including their relevance to young people’s lives
3. Service learning experiences that are directly linked to curriculum and instruction
4. Extracurricular activities that give students opportunities to get involved in their schools, communities and local government and to work together
5. Student participation in school governance
6. Simulations of democratic processes, such as formal debates, voting, mock trials, Model United Nations and
simulations of legislative deliberation (California Task Force on K-12 Civic Learning; Campaign for the Civic
Mission of Schools)
“Students who engage in inquiry- and project-based learning, including civic learning experiences, have opportunities to read and hear content texts within real-world contexts that enhance students’ engagement by piquing their interests and connecting with their own lives” (ELA/ELD Framework, California Department of Education, 2015, p. 88).
“Civic learning is a powerful tool for meeting several of the Local Control and Accountability Plan (LCAP) priority areas" (California Task Force on K-12 Civic Learning).
LCAP Priorities Linked to Civic Learning:
1. The History-Social Science Framework for California Public Schools K-12: a basic condition of learning required for all students.
2. Civic learning supports college, career, and civic life readiness called for in the California Common Core State Standards for ELA/Literacy.
3. Parent and family engagement increase with community civic/service learning.
4. Student achievement increases with civic learning opportunities.
5. Student engagement increases with a focus on civic participation, increasing the graduation rate.
6. School climate improves with student voice elevated along with civic learning, attendance increases as well.
7. History-social science-civics is part of a broad course of study.
8. There are a number of high-quality history-social science programs and initiatives that provide ample performance assessment tasks and rubrics to measure student outcomes.