Title: Higher Effort Activities
Course: Civic Action Project (CAP): Connecting Government Concepts to Your Community

Higher Effort Activities

Government Meeting Attendance (25 points)

COMPLETE - Student receives full 25 points when ALL criteria are met:

Attendance Evidence (Required)

- ✓ Proof of attendance provided (photo, program, screenshot, signed sheet, etc.)
- ✓ Meeting date and location clearly identified
- ✓ Meeting was a legitimate public government meeting (city council, school board, county commissioners, etc.)

Reflection Quality (500 words minimum)

- ✓ Meets or exceeds 500-word requirement
- ✓ Demonstrates the student actually attended (specific details about meeting content)
- ✓ Identifies at least 3 specific issues discussed during the meeting
- ✓ Makes clear connections to at least 2 course concepts (federalism, representation, checks and balances, etc.)
- ✓ Shows analysis beyond basic summary (personal insights, surprises, questions raised)
- ✓ Uses proper grammar and organization

Course Connection

- ✓ Explicitly connects observations to specific concepts from readings/lectures
- ✓ Goes beyond surface-level connections to show deeper understanding

Civic Interview Series (20 points each, max 40 points)

COMPLETE - Student receives full 20 points when ALL criteria are met:

Interview Documentation

- ✓ Interview lasted 15-20 minutes (or detailed notes indicate substantial conversation)
- ✓ Recording/transcript OR detailed notes provided
- ✓ Interviewee's role/background clearly identified
- ✓ All required questions asked plus additional meaningful questions

Required Questions Addressed

- ✓ How does government regulation directly impact your work/life?
- ✓ Have changes in policy at any level affected you in the past few years?
- ✓ Do you feel your interests are well-represented in government decisions?
- ✓ What government policies would you change if you could?

Analysis Component (300 words minimum)

- ✓ Meets word count requirement
- ✓ Identifies key insights from the interview
- ✓ Connects interviewee's experiences to course concepts
- ✓ Shows thoughtful reflection on what was learned
- ✓ Demonstrates understanding of how government impacts different groups

Public Services Directory (30 points)

COMPLETE - Student receives full 30 points when ALL criteria are met:

Scope and Research

- ✓ Includes minimum 10 different government services
- ✓ Services span multiple levels of government (federal, state, local)
- ✓ Focus area clearly identified (students, families, small business, etc.)
- ✓ Information is current and accurate

Service Details (for each service)

- ✓ Agency name and level of government identified
- ✓ Clear service description provided
- ✓ Eligibility requirements listed
- ✓ Application process explained
- ✓ Current contact information included

Organization and Usability

- ✓ Directory is well-organized and easy to navigate
- ✓ Services are logically grouped or categorized
- ✓ Format is professional and user-friendly
- ✓ Includes helpful tips for accessing services (where applicable)

Reflection Component (250 words minimum)

- ✓ Discusses what was learned about government service delivery
- ✓ Reflects on the complexity/simplicity of accessing services
- ✓ Makes connections to course concepts about bureaucracy and federalism

Myth Busting Video (25 points)

COMPLETE - Student receives full 25 points when ALL criteria are met:

Video Content

- ✓ Video is 3-5 minutes in length
- ✓ Clearly states the misconception being addressed
- ✓ Explains why people might believe the misconception
- ✓ Presents accurate information with proper explanation
- ✓ Explains why the accurate information matters

Research Quality

- ✓ Uses minimum 3 credible sources
- ✓ Sources are clearly cited in video or accompanying document
- ✓ Information presented is factually accurate
- ✓ Sources include variety (government websites, academic sources, credible news)

Production Quality

- ✓ Audio is clear and understandable
- ✓ Visual aids included (graphics, text, charts, etc.)
- ✓ Video flows logically from introduction to conclusion
- ✓ Student appears knowledgeable and confident about the material

Course Connection

- ✓ Misconception relates clearly to course topics
- ✓ Student demonstrates understanding of correct information
- ✓ Brief explanation provided for why this misconception was chosen