• Research and Analysis: Investigating how civic spaces operate and influence engagement.
• Application of Concepts: Using civic glossary terms to analyze real-world examples.
• Presentation Skills: Creating and delivering a clear and engaging presentation.
• Critical Thinking: Reflecting on the effectiveness of various civic spaces in promoting democratic values.
• Public Speaking: Sharing findings and participating in class discussions.

• Device with access to the Internet
• Poster paper
• Markers or pens
• Post-it notes

1. Access Prior Knowledge: Civic Spaces (5-10 min)

• Ask students: What “civic spaces” exist in your community?
  • Here are some common answers: City Hall, Public Library, Community Center, Public Park, Government Buildings, Polling Places, Town or City Festivals, Nonprofit Organization Offices, Educational Institutions, Community Boards or Advisory Councils, Public Art Installations, Public Transit Stations
• Once you have a list of spaces, ask students: What makes these “civic spaces”? What common features do they have? How are they different?
• Note: You could format this as a think-pair-share or ask students to write their answers on poster paper as groups.

2. Collaboration: Exploring Civic Spaces (15-20 min)

• Put students in small groups (3-5) and assign (or have them choose) a civic space from the list they created.
• Students should work together to answer the following questions about their space:
  • How does this space promote “civic engagement” and “public policy” discussions?
  • In what ways does it support “community service” or “advocacy”?
  • How does the space foster “civil discourse” and “political participation”?
• Note: Encourage, or direct, students to first read the definitions of the above terms on the Civic Glossary.

3. Presentation: Sharing their Learning (15-20 min)

• Option 1: Presentation
  • Once students are grouped in Step 2, let them know they will present their responses to the class. They can create a visual aid or share out orally. The presentation should include:
    1. A description of the selected civic space.
    2. How the space aligns with the above glossary terms.
    3. Examples of activities/events in the space and their impact.
  • Each group will have 3-4 minutes to present.
• Option 2: Gallery Walk
  • Once students are grouped in Step 2, let them know they will create a poster for a gallery walk. The poster should include:
    1. A description of the selected civic space.
    2. How the space aligns with the above glossary terms.
    3. Examples of activities/events in the space and their impact.
  • During the gallery walk, encourage students to add comments, questions, or +1 (to signify agreement) to the posters—either with markers directly or with post-it notes.

4. Assessment & Reflection (5-10 min)

• Option 1: Class Discussion
  • Revisit the questions from the beginning of class. Now that they have further explored civic spaces, are there others they would add to the list? How would they now define a “civic space”? Which civic spaces influence their own civic participation the most?
• Option 2: Personal Reflection (can also be a bellringer/do-now at the beginning of next class)
  • Write a 1 paragraph reflection on the impact of civic spaces on community engagement and how understanding civic terms enhances participation.