CAP OVERVIEW

INTRODUCTION

AND

EXPLANATION

Each senior at Monticello High School conducts public policy research through an
instructional framework referred to as the Citizen Action Plan or CAP Project. Through
the use of restricted teacher intervention and general cognitive dissonance, this
framework fosters independence and reflection as well as problem solving and
communication among those who will be assuming the office of citizen.
Our system of government was created to administer the rule of law under the
guidance of its people. The role of the citizen in this system, which hopes to create a
more perfect union, one in which justice, peace, safety and the general welfare are
available to all, is an active one.
During each government course, students work in groups, across levels and
classes, to identify, research, and analyze an ongoing public policy issue. Once
knowledgeable of the policy in debate, the students propose and implement an
action plan that involves educating the public about or influencing legislative action
appropriate to their issue. Students who are successful in CAP demonstrate an
understanding of what is required of those informed citizens who are capable of
sustaining our republic and leading us toward a better tomorrow.
The design of this program is intentional. Cross-level grouping reflects the reality of
our system; we are a diverse society that fosters many different perspectives.
Restricted intervention and cognitive dissonance reinforces the reality that
understanding in a free society is not directed by the government from the top down,
but rather by the desire of its citizens to seek the truth, wherever it may lead.
In beginning the CAP project, students begin a final process for demonstrating
knowledge of their complicated job in this complex system. While it is easy to
understand academically that this society was created believing that each of its
members has obligations to be aware of and contribute to the policy making process,
the CAP project requires students to demonstrate what the process of contributing
looks like. Each citizen should be generally informed about all policy areas and
expertly informed about at least one area. While one can be generally informed by
paying attention to the news around us, becoming expertly informed about one area
demands more energy and focus.
Good luck in completing this CAP project. A lot depends on our ability to find the best
policy answers to these issues. Those who are most successful most quickly usually
find their way to experts in the field as soon as possible. This is not an academic
exercise but rather an opportunity for you to demonstrate that you understand how
to find answers to public policy issues in a real life setting.

ASSESSMENT

AND

EVALUATION

2015 Jim Huneycutt and Hannah Bailey. All rights reserved.

Throughout the semester, groups will meet and work together in class at least one
day a week. Each group should establish weekly goals, produce and distribute work
for the week ahead and evaluate the previous goal before establishing new goals.
Groups will meet with teachers each week to discuss their goals and their progress.
Groups will take advantage of shared and collaborative work environments, such as
Google docs to document their work.
Your classroom teacher will assign various tasks for you in Blackboard to help
document your work over the course of the semester. In general, you will be
evaluated on:

Research Question. Your research question should be framed as such. The

focus of your question highlights a public policy issue that is on a legislative
agenda. In a federal system, there is more than one level of legislative
agendas. Your question must be confirmed by your teacher through your
discovery of a clear path to at least two sides of the issue. While these
presentations are more informal, usually consisting of a conversation with
teachers, they also contain a brief written overview to be submitted.
Proof of Debate. The proof of debate shares the facts you have uncovered in
your research. This research shares information on at least two sides of the
issue, demonstrating an honest debate. This presentation demonstrates an
understanding of the facts that are being presented, not a judgment or
evaluation of them. This is a formal presentation. You should use presentation
software appropriately (don't read slides to the teachers, put too much text on
slides, etc.) to help you through this presentation.
Action Plan. Your Action Plan should come as a result of the research you
conducted on this issue. Your Action Plan should demonstrate the informed
participation that is needed for this system of government to function
properly. Your action must take place outside of Monticello. Your Action Plan
must take place with an authentic audience. An authentic audience is the
actual group of people who are impacted by your action or who will help you
carry out your action. (i.e. if you are requesting legislative action from the
Albemarle County Board of Supervisors, you will need to go to them and talk
with them.) As an informed citizen, you should "LEAP" in action when it is
merited. For your plan to be scored successfully, your action should
incorporate the following four steps appropriately:
o Legislate
o Educate
o Advocate
o Participate
This is a more informal presentation, in which the students pitch their idea
to the panel of teachers for approval. (Think Shark Tank.)
Final Presentation. The final presentation is a video overview of the entire
project. The video should include an introduction to your policy area, one that
draws the viewer into the question, a review of your question, and the two (or
more) sides your question encounters. The video should also include your
research and the facts you found most compelling in choosing your answer to
your policy question as well as the actions you have taken to address the
question you researched. This is a formal presentation and must be

2015 Jim Huneycutt and Hannah Bailey. All rights reserved.

successfully completed in order to receive credit for the course. The quality of
the final video is critical; the quality of how you tell your story is as important
as the story you tell.
Paideia. All students will attend and participate in a Paideia related to the
project. Attendance is mandatory. The Paideia is a conversation among
students; reflecting on the elements of the CAP project, lessons learned and
the potential application of this learning as student embrace their role as
citizens.

2015 Jim Huneycutt and Hannah Bailey. All rights reserved.