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Gregorio Medina, Senior Program Director
I have over 20 years of experience providing workshops and professional-development sessions for youth, educators, and program staff seeking ways to incorporate civic- and law-related activities into their school or community-based programs. I currently co-direct CRF’s Civic Action Project (aka CAP), which is a web- and standards-based practicum for U.S. government classes. I am a native Angeleno and graduate of East L.A. and Occidental Colleges. In addition to my enduring love for the L.A. Dodgers, I enjoy exploring L.A.’s hiking and biking trails from the Pacific Coast Highway to Angeles Crest Highway. I look forward to working with teachers in your school or district to support your civic-engagement program needs!
Laura Wesley, Associate Director of Programs
Here at CRF, I am responsible for various law-related education and civic programs. I have 15 years of experience working in civic- and law-related education, as well as extensive experience with program design and implementation, curriculum development, and conducting teacher training and volunteer recruitment. I received my bachelor’s degree in psychology and social behavior, and criminology law and society from University of California, Irvine, and I received my law degree from University of Colorado, Boulder. I am also a licensed attorney in both Colorado and California. I love sports and I can be persuaded to do karaoke. I also hope to get a CRF softball team started up in the near future.
Sarah Badawi, Senior Program Director
Bio. Coming Soon
David De La Torre, Program Manager
My work at CRF has afforded me 18 years of experience providing local, regional, and national training to youth, educators, and other professionals seeking ways to integrate civic- and law-related activities into their educational programs. I’m currently on the team for CRF’s. I also am responsible for filming and editing projects to help promote and showcase CRF programs. I have degrees in political science and history. I haven’t settled on a hobby, but have thus far enjoyed searching for one.
Keri Doggett, Director of Programs
With CRF for over 20 years, Keri oversees CRF's programs and participates in their design and dissemination for elementary, middle, and high school students and teachers. She develops curriculum materials, provides leadership in the design and delivery of CRF teacher professional development, works directly with researchers to evaluate CRF programs, and works with Marshall Croddy and the Board of Directors on fundraising, making new partnerships, and outreach. In her tenure at CRF she has directed national, state, and local programs including History Day, over a dozen Teaching American History projects, and Civic Action Project. Prior to joining CRF, Keri taught for ten years in Jefferson County Public Schools in Colorado.
Constitutional Rights Foundation, 601 South Kingsley Dr., Los Angeles, CA 90005
Fall 2018 PSA Contest Winners Announced!
We’d like to thank students from across the CAP nation who submitted entries to our fall 2018 PSA contest! The CAP Youth Board (CYB) has reviewed and judged all of the entries and would like to congratulate students from San Lorenzo High School in San Lorenzo, CA, for their PSA focusing on the issue of gun control.
Other winning entries focused on the topics of voting and diagonal crosswalks to facilitate safer pedestrian traffic walking to and from school. Visit crfcap.org and click on the homepage link to view all of the fall 2018 winning entries. While you’re there, encourage students to prepare for the spring CAPfolio contest! Students can visit the Contests page for details on how and when to submit their entries.
#WhatItTakes to Make a Difference
Are your students taking civic action? Then why not share it on social media! All students who post their civic action on Twitter will be entered to win one of eight $25 Starbucks gift cards. The opportunity drawing will take place between March 18 and May 29. Simply have your students tweet out a photo and/or message (include school and state) with the hashtag #WhatItTakes or #CRFCAP. Let the tweeting begin!
Students Connect With CAP Youth Board on CAP’s Discuss Page
Are your students in need of tips, ideas, or online resources to successfully complete their Civic Action Projects? The CYB is standing by to address these needs on CAP’s Discuss page! The Discuss page is where your students can go for tips and answers to their questions about the CAP process.
This spring, the CYB will be answering student questions, sharing ideas, and helping students to locate the best resource for their next civic action. Encourage your students to log-in at crfcap.org to “Connect” and “Discuss” their next civic action with the CYB!
Join Us at Our National CAPExpo on May 1
This spring, CRF will expand our efforts to showcase student work by introducing the National CAPExpo. This virtual event will highlight the efforts of students from across the country completing their civic actions to address a variety of issues important to them. Students can promote their efforts to create positive change to a national audience! Contact Laura Wesley (firstname.lastname@example.org) for details on how your CAP classroom can participate.
Thank you for registering for Constitutional Rights Foundation’s Civic Action Project (CAP)! You’ve now joined thousands of teachers across the country who are as committed as you are to helping students engage with public policy, take informed civic action, and improve their communities.
Here are your username and password for logging into the CAP Website:
Temporary Password: crfcap (You will be asked to create a new password on your first login.)
Logging in will bring you right to your Dashboard, where you’ll find everything you need to facilitate the CAP experience for your students. Use your Dashboard to:
When your students log in, they’ll have support at their fingertips, too! They can use the student discussion board to get tips from members of our CAP Youth Board and to see what other students across the country are working on.
And stay in touch! Don’t hesitate to contact us with any questions. Follow us on social media to stay updated on upcoming events and opportunities, and encourage your students to do the same! #CRFCAP
Last but not least, please share your students’ work with us! We’re excited to see where their CAPs take them as they find out #WhatItTakes to engage in our democracy.
Greg, Laura, and David
Your Dedicated CAP Team
Civic Action Project is a partnership of Constitutional Rights Foundation and The Annenberg Foundation
For questions about implementation and professional development, please contact:
For questions about sharing student work and media product, please contact:
Seniors at Loara High School in Anaheim, Ca., investigate converting vacant lots and property into community property.
Loara High School, Anaheim, CA
Students created a website promoting a composting program for their school district. The program would place bins in the cafeteria and kitchen area. Students believe creating this policy will improve the local environment now and for the future, and could possibly create a chain reaction in many other districts.
Silver Creek, High School, Longmont, CO
Gender Wage Gap
Vero Beach High School, Vero Beach, Florida
- Handout 4A: Case Study Analysis—1 per student
- Handout 4B: Case Studies—Two different case studies per group of 4–6 students (there are four case studies, 8–10 copies of each case study for a class of 32–40 students)
Case Study #1: Suicide Barriers (Santa Barbara, CA)
Additional Case Studies
A. Divide the class into groups of 4–6. Distribute Handout 4A: Case Study Analysis to each student.
Each group will analyze two case studies in Handout B. (You may substitute any of these case studies with additional case studies, available on the CAP web site.) Provide half of a group with copies of one case study, and the other half of the group with a different case study.
Tell students that their task is to:
- Read one case study and work with others in the group to fill out the Case Study Analysis form.
- Share information about the case study with group members who worked on a different case study.
B. After the groups have shared their two case studies, hold a brief discussion with the whole class to ask clarifying questions about the case studies, such as:
Case Study #1: Suicide Barriers (Santa Barbara, CA)
- Does preventing suicides comply with the Caltrans’ Safety Improvement Program’s stated purpose of reducing accidents (see the last paragraph of the article)?
- Would the following fact alter your opinion of the policy? Although the bridge is the place with the highest number of deaths each year, more deaths occur along winding stretches of Highway 154. (Critics claim this is true and urge Caltrans to spend the money improving these stretches of the highway.)
Case Study #2: Random Student Drug Testing (Hackettstown, NJ)
- The courts were involved with this policy. Other than constitutional challenges, how else might courts be involved with policy?
Case Study #3: More Streetlights Needed to Curb Crime (Oakland, CA)
- The executive branch: How was it and will it be involved in this policy?
Case Study #4: Lead-Testing Requirement Washington, DC)
- Why do you think Congress gave the Consumer Product Safety Commission the power to draft regulations on the law? Does this mean that CPSC is involved in policymaking?
You may substitute any of the case studies above with one of the additional case studies available on the CAP web site.
A. Ask students:
- Why are public policies created?
- If policies address problems, how might a policy be considered a problem? (If students have difficulty with this question, ask them to consider how critics of their particular policy might respond to the question.)
- What levels and branches of government are involved in public policy? Explain.
- How would you define public policy?
- What did you learn about public policy that you think all citizens should know?
(You might link this discussion to the Citizenship Brainstorm charts.)
B. After completing this lesson, have students return to the Citizenship Brainstorm, identifying and adding to the lists.