Effective Citizenship*
OVERVIEW

This introductory activity asks participants to think about and discuss the qualities of an effective citizen in four areas: knowledge, skills, attitudes, and action.

STRATEGIES

• Word Web
• Carousel

MATERIALS

• Flipchart paper and tape
  
• Markers
  

TIME REQUIRED

• 45-60 Minutes
  

INSTRUCTIONS

1. Begin by writing the word “citizenship” on a piece of flipchart paper. Ask participants to suggest words that they associate with citizenship, and ask them briefly to explain why. Write each term on the flipchart paper and connect them to citizenship. When this pattern of association or word web has ten to fifteen terms, call for one or two more and then stop.
   
   
2. Next, explain that the group will try and brainstorm more concretely what effective citizenship means by looking at four focus areas:
   
   • What does an effective citizen know [KNOWLEDGE]
     
   • What skills does an effective citizen have [SKILLS]
     
   • What attitudes (beliefs, disposition, outlooks) does an effective citizen have [ATTITUDES]
     
   • What does an effective citizen do [ACTIONS]
     
   
   
3. Have participants count off by fours. Assign each group [1, 2, 3, or 4] to one of four flipchart stations positioned around the room – KNOWLEDGE, SKILLS, ATTITUDES, and ACTIONS. Each group will start at a given station and then progress to the other stations by way of a carousel. You may wish to give each group a different colored marker or use all the same color.
   
   
4. When the groups are in position, give them 3-5 minutes to brainstorm ideas for their station. Remind them of brainstorming basics – everyone's ideas are accepted, all are listed, consensus is not necessary, so on.
   
   
5. After not more than 5 minutes, call “time” and ask all the groups to move clockwise to the next station [the direction is not important so long as it is the same direction each time]. At their new station, put a check mark next to ideas they agree with, and add their own ideas; ideas they do not share they are to leave on the paper. Have the groups repeat this process at each station until they are back in front of their “home” station.
   
   
6. When everyone is back at their original station, ask each to select the three most important things on their list. [You can explain that they are using a time-honored democratic power sharing structure – the committee – to reach these decisions.] Ask each group to reach consensus on the decision and to select a spokesperson. When all the groups are ready, have the speakers report out to the rest of the group.
   
   
7. Debrief the activity. Use the following questions or develop your own:
   
   • What do you think makes a good citizen? Did you have any new insights about how you understand citizenship from this activity??
     
   • Did you find most of what you consider good citizenship in one area more than others? If so, why?
     
   • How does your understanding of citizenship now compare with what we wrote at the beginning of the activity? How does what is taught in schools compare to this experience?
     
   
   
8. Conclude by noting that the group's understanding of citizenship represents what they think today and not necessarily what they will think tomorrow. It is simply an opportunity to reflect on what it means to be an effective citizen, and that understanding most likely will change over time.
   

*Adapted from the lesson, “Active Citizenship” in A Facilitators Guide to Effective Citizenship Through AmeriCorps , Corporation for National Service, 2001