Democracy In Action revised 2016

contact :Gina Marcello, Ph.D. [email protected] 732-962-0624

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Democracy In Action: The Spirit of Compromise

Civic Education Workshop for New Jersey Teachers

Office of Legislative Services Office of Public Information

Developed in partial fulfillment for

Eagleton Institute of Politics Raimondo Graduate Fellowship

Graduate Fellow: Gina Marcello Advisor: Alan Rosenthal, Ph.D.

Rutgers University 2002


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"Democracy in Action: The Spirit of Compromise" Agenda

October 18, 2002 9am-3pm

9:00-9:20 Registration & Coffee/Tea Location: Committee Room 4, State House Annex 9:20-9:55 Introduction/Overview of Workshop Location: Committee Room 4, State House Annex

1. The Need for Civic Education & Representative Democracy Education Presenter: Alan Rosenthal, Ph.D., Eagleton Institute of Politics, Rutgers University 2. Overview of the Goals and Learning Objectives of the Workshop Presenters: Deborah Bleisnick, Office of Legislative Services Gina Marcello Serafin, Rutgers University 10:10-12:10 Committee Simulation Activity: Debate, Negotiate & Compromise Location: Committee Rooms, State House Annex 12:15-12:55 Complementary Lunch-- Location: Committee Room 4, State House Annex Group Photo 1:00-1:45 Panel Topic: The Importance of Compromise in Legislative Politics Presenters: Senate and General Assembly Members Moderator: Penny Silletti, Office of Legislative Services Location: General Assembly Chamber, State House 1:45-2:15 Lessons Learned from the Committee Decision Making Process Open-floor discussion & sharing: How do we apply what we've learned

to our classrooms? Applications Across Social Studies Curriculum Location: General Assembly Chamber, State House 2:25-3:00 Tour of State House or Welcome Center Exhibits 3:00 Welcome Center Pick up Certificates of Completion


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Facilitator Packet


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Dear Facilitator: We want to thank you for participating in today's workshop as a "Democracy in Action" simulation facilitator. Civic education is more important today than ever before. Recent research indicates many Americans are uninterested and distrustful of elected officials and the legislative process. We believe citizens who understand the political process from the point of view of the policy maker are more likely to want to be involved in their communities and less likely to feel suspect toward their representatives. At today's workshop participants will have the opportunity to experience the process of debate, negotiation and compromise within a legislative committee context. Educators have the ability and power to influence our children in ways that are both subtle and profound. We hope the activities addressed during the workshop will encourage participants to develop a deeper appreciation and understanding of the legislative process. Ideally, we want them to take the concepts and ideas discussed today into their classrooms. We believe it is important for our teachers to:

Address the practical side of politics Encourage our students to think about what it means to live in a democracy Identify ways they can get involved in the process

While there are a variety of very important issues that civic education can address, we have intentionally decided to focus on the process. Today's workshop has the following learning objectives:

To provide teachers with the information, skills, and tools they need to effectively teach representative democracy to students as part of the core curriculum requirements in Social Studies.

To stimulate an appreciation for compromise and debate as an inherent part of the political process.

To encourage on-going participation in the political process in spite of failure or "not getting what you want".

To provide participants with an inside perspective of the legislative process.

To encourage a point of view that embraces and appreciates the challenges associated with developing and passing legislation in a diverse state like New Jersey.

Your primary responsibility is to facilitate a small group simulation. You will be expected to facilitate conversation, identify important learning opportunities, stress key


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learning objectives, and provide an insider's view of the state legislature and the legislative process. While any number of issues could have been selected for debate and simulation, self-service gas station legislation (S1088) was selected. Senate bill S1088 provides the opportunity to debate, discuss and achieve a compromise in the context of a situation that is relevant and unique to the citizens of this great state. As part of the simulation, the media's role in contextualizing the issues related to proposed legislation is explored. Because the media are the primary source of information for most citizens, it is important for students to understand how the media shape perspectives regarding legislation and elected officials. In the end, the discussion and simulation will provide insight into what happens when an issue is contested or supported by various groups. In turn, this will encourage students to consider what they can do to participate in the process. With a more practical perspective of the process, students are in a much better position to make informed decisions about what they see and read. Within this packet you will find an outline of how the simulation should be conducted, what learning objectives need to be emphasized, how to encourage participants to work toward a compromise, and the materials participants will use for the simulation. We suggest that you familiarize yourself with the materials and the various roles. This will help you to confidently facilitate the simulation activity. We want to thank you in advance for your assistance and participation! Sincerely, Gina Marcello Eagleton Fellow 2002


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TEACHER PACKET


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Dear Educator: We want to thank you for participating in today's workshop. Civic awareness is an important and vital aspect of living in a democratic society. We believe citizens who understand the political process from various points of view are more likely to be involved in their communities. Knowledge about the process of politics is citizen power. We believe it is important for our students to understand the practical side of the political process. Because so much of our information is provided via the media, we often overlook the complexities involved in the legislative decision making process. While there are a variety of very important issues that can be addressed during a workshop about civic education, we have intentionally decided to focus on the process. Debate, negotiation and compromise are fundamental principles for citizens living in a democracy. We need to share this message with our students so they better understand how their voices can be heard and how they can make a difference. We also believe it is important to explain that sometimes you may not get what you want, and it is at those times that it is even more important to stay involved. The workshop has the following learning objectives:

o To develop a deeper appreciation of representative democracy through a simulated legislative decision making process.

o To stimulate a deep appreciation for compromise and debate as an inherent

part of the political process.

o To understand how the media help shape public opinion regarding legislative issues.

o To provide you with an inside perspective of the legislative process.

Our goal is to encourage a point of view that embraces and appreciates the challenges associated with developing and passing legislation in a diverse state like New Jersey. While any number of issues could have been selected for debate, self-service gas station legislation (S1088) was selected. It provides the opportunity to debate, discuss and achieve a compromise in the context of a situation that is relevant and unique to the citizens of this great state. As part of the simulation activity, we address the media's role in contextualzing the issues related to the proposed legislation. As you know, the media are the primary source of information for most citizens. We feel it is important for students to understand how the media shape perspectives regarding legislation as well as elected officials. As an active and engaged teacher, you have the ability to influence our children in ways that are both subtle and profound. We encourage you to take the concepts and lessons


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learned today into your classroom. We hope the discussions and simulation activity will spark a new approach and perspective to teaching representative democracy. Thank you for joining us!


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FOR TEACHERS AND FACILITATORS PREPARATION MATERIALS

OVERVIEW OF BAN


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The Ban on Self-Service Gasoline S-1088

Overview Senate bill S-1088 decriminalizes the act of pumping your own gas. New Jersey is one of two states (the other is Oregon) where it is illegal for consumers to pump their own gas. The remaining 48 states provide self-service pumps as a higher priced option for customers. In fact, at many stations self-service is the only alternative available. If S-1088 is passed, New Jersey residents would be allowed to pump their own gasoline. Those in favor of self-service believe customers could save as much as 3-5 cents per gallon (averaging about $25 a year per driver). Background In 1949 the state of New Jersey passed legislation S245 (see appendix for original bill) to prohibit all gasoline purchasers "to use or manipulate any pump, hose, pipe or other device for measuring, pumping or dispensing gasoline or other inflammable liquid for the purpose of filling the tank of a motor vehicle, or any barrel, drum, can or other container with gasoline or other inflammable liquid (1949, S-245)." The 1949 self-service ban has received many challenges in the past. Over the years, a variety of different individuals have attempted to overturn the law. In 1989, a Burlington County judge found the self-service ban unconstitutional because he believed technical advantages in the pumps made the ban obsolete. The legal challenge prompted additional legislation (S2881 & S2906) to strengthen the ban and close the loop holes (see appendix X for overview). The arguments surrounding the self-service debate are diverse. Arguments for and against the ban are include here. However, there may be additional arguments not listed. Please use others, if you desire. The purpose of the simulation is to convince the Senate committee to vote in-favor of your particular point-of-view. However, it is important to recognize you may not achieve the result you desire and this is also part of the process. Compromise is a necessary part of policy making. In a diverse state like New Jersey there are a variety of perspectives. Each perspective deserves to be heard. Unfortunately, not everyone can achieve the result they desire all of the time. This does not mean one should quit or stop trying. All too often young people become easily frustrated with their early experiences in government if they do not turn out the way they had hoped. As educators, we need to provide our students with information and skills to help them navigate through the our form of government. Democracy is a complex process because it must respond to the needs and desires of a diverse group of people. By encouraging our students to see things from a variety of perspectives we enrich them as individuals and as citizens.


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Arguments In-Favor of Self-Service -It will cost the consumer less money (3-10 cents a gallon). -People should be allowed the pleasure of pumping their own gas. -The law is not enforced. Why have it? -If adopted, it would be considerably less expensive to operate gas stations. -If adopted, franchise gas stations will be in a better economic position to open more stations. -It is easier for consumers to pump their own gas. -Gas attendants take too long. -Research suggests New Jersey drivers want to pump their own gas. -Almost all of the other states have self-service. Why are New Jersey residents penalized? -Gasoline pumps are much safer now. They do not present the hazard they once did. -It is a ridiculous law. -In the event of a gasoline tax increase, consumers should have the option to save money with the self-service. -Why should consumers pay more for gasoline if they do not have/want to? -It is safer for gasoline attendants if customers pump their own gas (they can remain behind bullet proof glass). Arguments Against Self-Service -It is dangerous to pump your own gas. Static electricity can (and does) cause explosions and/or fire. -Gas attendants will lose their jobs. Where will they work? -It is particularly discriminatory to the elderly and disabled. -Consumers do not want to smell like gasoline from pumping their own gas. -The self-service option will cost more. Service gasoline will become a class issue (only the wealthy will be able afford service). -It is dangerous for women to get out of their cars at night and/or in bad neighborhoods to pump their own gas. -New Jersey is the most highly traveled state. It will take too long for everyone to pump their own. -The consumer will ultimately pay more for both service and self-service. -Service gas stations make New Jersey a nicer place to live. -If people want the pleasure of pumping their own gas, they should travel to Pennsylvania or New York. -Consumers will not save much money. -The petroleum companies will open more franchise operations causing the independent station owners to go out of businesses. -The petroleum corporations will control the distribution and sale of gasoline (causing the price of gasoline prices to rise). In other states, this has created a monopoly type situation (seven states have passed laws preventing petroleum companies from distributing and selling gasoline).


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FACILITATOR ONLY


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Facilitator: Legislative Simulation Activity Outline of Simulation (what you will need to do): I. Introductions (10-12 minutes) Begin the session with an icebreaker. Ask participants to introduce themselves: where and what they teach and why they decided to attend the program. a. Talk specifically about civic responsibility (10 minutes). Ask the group what they think civic responsibility means? Capture this information on the flip chart in front of the room. Generate conversation regarding the roles and responsibilities of citizens. Particularly emphasize why being informed and understanding the process is vital for democratic participation. Without such understanding, involvement can be frustrating, overwhelming and confusing. It is difficult to navigate through the process without understanding it. b. Discuss the importance of the legislative process (5 minutes). Ask the participants to identify the groups involved in the legislative process (citizens, special interest groups, lobbyists, legislators, Office of Legislative Services (OLS), and the media). This is a good time to address the process of the committee meeting. An overview of the committee meeting process is most appropriate for this workshop. Be sure to explain how it is necessary for the committee to function properly. c. Discuss the importance of lobbyists and special interest groups (10 minutes). Ask the group what/who constitutes a "special interest group". Explain that many of us are involved in special interests groups even though we may not realize it (ex. soccer moms, social studies teachers, etc.). A special interest group consists of individuals who share a common idea, experience, need or desire. Give and ask for examples. Ask the group what they think of when they hear the term lobbyist? Why are lobbyists good for democracy? Discuss the importance of an organized group representing individuals to the legislature. Give examples of lobbying organizations (ex. NJEA, AFT, etc.). II. Participants review roles. (5-10 minutes). a. Provide participants the opportunity to read through the materials that they have been given. This will include a copy of the 1947 law and the 2002 bill (appendix), Preamble, overview of bill, talking points, and a newspaper article related to their particular perspective. b. Arrange seating and order of presentations: Senators should sit in front of room. Call meeting to order.

1. Senator - Co-Chair North Jersey Republican (Sponsor) 2. Senator - Co-Chair Central Jersey Democrat 3. Senator - North Jersey Democrat 4. Senator - Central Jersey Republican 5. Senator - South Jersey Democrat


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6. OLS Staff Researcher - Non-partisan (Neither) 7. Special Interest Member - Senior Citizen (Opposed) 8. Special Interest Member - Mom with Children (Opposed) 9. Special Interest Member - Gasoline Attendant (Opposed) 10. Lobbyist - New Jersey Gasoline Retailers Association (Opposed) 11. Lobbyist - People Who Want the Right to Pump their Own Gas (Support) 12. Lobbyist - New Jersey Petroleum Council (Support) 13. Journalist - Local Township Newspaper in Southern New Jersey 14. Journalist - National Newspaper 15. Journalist - Statewide Newspaper III. Start Committee Meeting. (1 minute each) a. Ask each Senator to introduce him/herself to the group. This will involve sharing some of the information on their information sheet.

IV. Speakers Address Senators (2-4 minutes per speaker). Begin by asking the first speaker (according to the list) to address the committee. Continue with each participant. Each person should have the opportunity to speak according to his or her assigned point of view.

V. Committee Decision. Senators have 5 minutes to decide what to do with the legislation. Ask Republicans and Democrats to caucus. Their choices include:

1. Pass without Amendments 2. Do not pass 3. Pass with amendments a. If this is selected, the entire committee must provide rationale as to why each item needs to be included.

VI. Senators will present their decision to the group (10 minutes). Whatever has been

decided will need to be discussed by the entire group (each speaker representing his/her assigned point of view). Some will be happy with the final decision, others will not. Ask the following questions: How do you feel about the decision? Do you think your opinion was heard? How do feel about the Senators? The process? Do you think the final decision reflects the interests of the group? Was anyone not represented at the committee meeting? What happens if those impacted by legislation do not participate in the process? Are you frustrated by what happened? Are you discouraged from trying again? Why is compromise important to the legislative process?

VII. Discuss how the media will present what happened at the committee meeting to the public (5 minutes). Ask each of the journalists to report preliminary press statements. This statement should be no longer than 30 seconds. It is important to stress limits of time and space as well as target audience in reporting. Many different things happened over the past hour. What is most important to the readers of each of the papers?


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a. As a group, identify how news shapes the public’s understanding of legislative policy. Is information missing? Is the context always complete? How can and does the media influence how the public understands certain issues? Is it possible to explain all points of view, interests, and issues? Is compromise evident in news reports? Why or why not?

VII. If time permits, encourage the participants to think about the simulation experience. Ask the following questions:

Did you learn anything new about the legislative process? What? How do you feel about the process now that the activity is over? Are you satisfied with the solution? Do you think the legislators listened to your point of view? Why or why not? How often do you think people get what they want? Is compromise selling out in this situation? Why or why not? What about other

situations? Provide examples. Do you think the public receives an accurate view of how and why legislation is

passed? What lessons will you take back to your classroom? Was it difficult to construct a 30 second statement based on 2 hours of discussion? What was missing from the media story?


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TEACHER & FACILITATOR PACKET


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Co-Chair North Jersey Republican

Senator Arizona (Sponsor)

Born: April 30, 1945 Education: B.A. History M.A. Political Science J.D. Rutgers University Occupation: Professor of Law Public Service: Adjustment Attorney, Township Prosecutor, Town Council, Planning Board, Kiwanis Military Service: U.S. Navy 4 years A few interesting facts: Senator Arizona is the sponsor of this legislation. He believes New Jersey should join the other 48 states that currently have self-service. Senator Arizona has very high popularity ratings in his district. He is also in what is considered a safe district. Republicans outnumber Democrats 4:1. He enjoys attending events in the local community as he feels it keeps him in touch with the challenges and concerns of those living in his district. He is married with five children in public schools. Senator Arizona has introduced this bill every year he has been in office. Constituent Demographics: Senator Arizonan's district is one of the wealthiest in the state. Primarily a Republican district, voters tend to be fiscally conservative. Median Family Income: $97,000 Average Property Value: $400,000 Percentage Voter Turn Out: 49%


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Co-Chair Central Jersey Democrat Senator Green

Born: May 20, 1959 Education: B.S. Biology DMD University of Rochester Occupation: Dentist Public Service: Mayor, Freeholder, Assemblyperson, School Board Member A few interesting facts: Senator Green has been a Dentist for the past 12 years. She is particularly interested in family health care issues, child safety issues, and the environment. She is strongly opposed to changing the existing law in any form. She believes if it the law is changed, it will weaken the argument for service stations. If the ban is removed she believes that the service option will slowly disappear. She has been heard saying, "This is just another way for large corporations to make more money. Ultimately, it has nothing to do with the consumers." Dr. Green has taken the lead in developing legislation aimed at providing school-based maundering programs for at-risk students. Constituent Demographics: Median Family Income: $41,227 Average Property Value: $85,000 Percentage Voter Turn Out: 30%


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North Jersey Democrat Senator Eater

Born: June 28, 1945 Education: B.A. Political Science, University MBA Pennsylvania State University Occupation: Business Owner Public Service: Mayor, 10 years; Freeholder, 4 years. A few interesting facts: Senator Eater has been involved in grassroots politics for most of his life. His father is a former Assemblyman. He owns three retail businesses in the county. He does not feel strongly either way for the legislation. He understands the small business owners perspective as well as the desire to provide options to those who desire them. It should be noted: the mom testifying today lives in his district and he has received campaign contributions from the New Jersey Petroleum Association. He is in favor of juvenile justice programs that emphasize rehabilitation and community service for first time offenders. He has also sponsored legislation to reform welfare, strengthen domestic violence and increase penalties on those who engage in discrimination of any kind. Constituent Demographics: Median Family Income: $42,518 Average Property Value: $197,000 Percentage Voter Turn Out: 30%


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Central Jersey Republican Senator Nelson

Born: September 3, 1963 Education: B.A. History J.D. Harvard Law Occupation: Lawyer Public Service: Zoning Board, Central Jersey Improvement Authority, Delaware River Authority A few interesting facts: Senator Nelson sponsored legislation to permit school choice for public school parents. He serves on the board of the Newark Museum and McCarter Theater. He opposes tax increases of any kind, and believes government can do more with less. He has not expressed a firm opinion on the issue. It should be noted, however, he has an interest in running for the Republican nomination for the Gubernatorial election. Constituent Demographics: Median Family Income: $43,000 Average Property Value: $150,000 Percentage Voter Turn Out: 60%


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South Jersey Democrat Senator Talent

Born: December 25, 1961 Education:

B.A. Rowan University M.F.A. New York University Occupation: Professional Actress (SAG); Columnist for local paper Public Service: Assemblyperson (4 years), Big Brothers/Big Sisters of New Jersey

A few interesting facts: Senator Talent began her career in politics when she joined the Young Democrats after graduating from college. She is an advocate of the arts. She has worked on a variety of local and statewide campaigns. In the past, she sponsored legislation banning assault weapons. She is also an advocate for people with disabilities as her son has special needs. Constituent Demographics: Median Family Income: $60,500 Average Property Value: $250,00 Percentage Voter Turn Out: 43%


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Special Interest Member Senior Citizen(Opposed)

You live in Senator Talent's district. You do not want to have to pay more to have your gas pumped. You adamantly believe the law is discriminatory against the elderly, disabled and poor. Your testimony provides specific examples of how and why the elderly should not be required to pump their own gas. Although the Americans with Disabilities Act requires gas stations to provide service attendants, you are well aware of the fact that it takes a very long time to receive service at such stations. You fear it will not be possible to receive service at night (as the current bill indicates). You believe that you will be forced to pay higher gas prices so you can have your gas pumped. You think this is discriminatory. Under law, several other states require gas stations to offer service for those unable to pump their own gas. You have trouble with this because you know that some stations have transitioned operations to entirely self-service, and others do not provide adequate staffing to assist.


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Special Interest Member Mom with Children

(Opposed)

You live in Senator Eater's district. You like service gas stations because you feel safer at night when traveling alone or with the children. You don't like leaving your children in the car alone to go in and pay. You think this could lead to car jacking. Pumping your own gas makes you feel vulnerable to robbers. You really can't defend yourself. The gasoline smells and gives you a terrible headache. You know this because you lived in Pennsylvania and were forced to pump your own gas. You believe service gas stations are one of the nice things about New Jersey. You've been heard saying, "Why else would you live here?" You do not want to pump your gas in the snow, rain, or cold.


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Special Interest Member Gasoline Attendant

(Opposed)

Your livelihood depends on trained professionals being required to pump gas. You support a family of three on your salary. You are not sure what you would do if you lost your job. If you don't lose your job, you are concerned about working at a self-service station (even behind a bullet proof screen) because most stations schedule only one employee for evening hours. Currently, there are always two people working the late shift. If state law removes the need for more than one employee, you fear stations will become targets for robbery as has been the case in other states.


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Lobbyist People Who Want the Right to Pump Their Own Gas

(Support)

Your group primarily consists of Libertarians who believe that they should be able to pump their own gas if they choose/want to. They do not believe the government should intervene. You have traveled in various states and see no problem in people pumping their own gas in those other states. You are angry because you cannot pump your own gas if you wish. In addition, you believe pumping your own gas saves time. All too often attendants are not available and you have to wait for them. You also believe the government should remove all gas taxes.


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Lobbyist New Jersey Gasoline Retailers Association

Small Gas Station Owners (Opposed)

A 1995 report from the Department of Treasury estimates that the state has 2,900 stations and employs 20,600 people--an average of seven people per station. You are opposed to this bill because you believe, as do many other gas station owners, full service allows smaller establishments to be competitive with large franchises. Some are concerned that the self-service ban is one of the only reasons more franchises have not been as prevalent in New Jersey. You believe that any savings would be offset by the installation and maintenance of surveillance equipment. You are concerned that as large retailers take over smaller establishments gasoline prices will go up because the markets are established by the larger organizations. Prices are lower in New Jersey not because of taxes, but because large retailers cannot corner the market. In other words, they are not the distributor AND the supplier. Seven other states have laws prohibiting such a monopoly. You don't believe self-service benefits consumers. Health risks are associated with self-service including fire.


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Researcher Non-partisan College Professor

(Neither) Based on a study conducted by you and your colleagues, you have found:

Self-service has the potential to reduce costs by 3-5 cents a gallon. New Jersey consumers could save 348 million dollars a year. Individual consumers could save $25 a year. The ban was instituted in 1949 to prevent accidents with motorists handling

flammable materials. Equipment today has more safety features. Gas stations are a prime target for robbery after midnight. Two residents of New

Jersey's death row are there for murdering gas station attendants. A self-service situation might limit the service to only the wealthy. It would become

an obvious class issue. Self-service pumps promote stealing of gasoline. Drive-offs are quite common

resulting in millions of dollars of lost revenue. Removing the ban could potentially increase the need for more police surveillance.

Some argue self-service may cost tax payers more money. 48% of New Jersey residents would not mind pumping their own gas. 65% of New Jersey residents said they would like to have the option of self-service.


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Lobbyist New Jersey Petroleum Council

(Support)

NJPC is a lobbying group that represents the refineries and fuel distributors. Your organization is interested in opening more franchises throughout the state of New Jersey. The self-service ban economically prohibits your organization from doing so. If the ban were removed you would easily be able to expand franchise operations. It is too costly to pay individuals to pump gas, so you want this law repealed. You predict gasoline prices could drop as much as 10 cents a gallon if stations offer both service and self-service. The law is not enforced anyway, so why have it? Safety is not an issue because all new pumps are installed with automatic shut off valves and other safety equipment. The law is outdated and antiquated. Your members feel that they are forced to provide a service that they many do not want to or have to provide in other states.

Journalist


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Local Township Newspaper in Southern New Jersey

You are responsible for writing a story that will explain what happened during the legislative session. As a local newspaper journalist, you will focus on a story relevant to your readers This may involve including a quote or two from local residents, your legislators, or local business owners. Remember to answer the five questions of journalism when writing your story-- Who? What? Where? When? And How? Your story should be no longer than 250 words or one page.

Journalist


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National Newspaper

You are responsible for reporting the happenings of the day. Because your audience is national, you will need to consider issues that might be important or relevant to readers who live in other states. Readers who live outside of New Jersey may view this issue differently because they must pump their own gas. You may want to include different quotes from people who live in other states as well as New Jersey residents. Remember to answer the five questions of journalism when writing your story-- Who? What? Where? When? And How? Your story should be no longer than 250 words or one page.


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Journalist Statewide Newspaper

As a journalist for a statewide newspaper, you are particularly interested in what the legislation means to the entire state including small businesspeople and residents. You may want to focus on the tax issue, for example. Keep in mind New Jersey is unique because residents are prohibited from pumping their own gas. You may want quotes from people in favor of and opposed to removing the ban. Remember to answer the five questions of journalism when writing your story-- Who? What? Where? When? And How? Your story should be no longer than 250 words or one page.


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Related Activities

The legislative committee simulation activity serves many educational goals. In addition to providing students the opportunity to experience a committee meeting, it develops:

-Tolerance for different points of view -Understanding regarding the importance of compromise -Public speaking skills -Research skills (by encouraging students to locate additional sources supporting their

particular perspective) -Writing Skills (when a written paper is included)

In addition to the self-service issue, we've identified additional issues your students may be interested in learning more about.

Additional Issues To Consider A ban on body piercing for youth under 18 Age restriction for tattoos Raising the legal drinking age Lengthening of school year Requiring school uniforms


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Workshop Evaluation We would appreciate it if you would take a few minutes to provide us with your thoughts

about today's workshop. Your responses are very important to us. The information you provide will assist us as we continue to develop and offer programs for New Jersey educators. Thank you!

1. What did you like most about today's workshop? 2. What did you like least? 3. Will you use any of the materials you received today in your classroom? If yes, what

will you use? If no, why not? What grade do you teach?____________ What subject do you teach?____________ How did you learn of today's workshop?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your participation!


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Follow-Up Survey

If you want to follow up a few months after the workshop, I'd recommend asking the

following types of questions: 1. Did you use any of the materials or concepts you learned at the Democracy In Action

workshop? Please describe. 2. If yes, how did your students respond to the activities? 3. If no, why not? 4. Would you recommend the workshop to your colleagues? Why or why not? What grade do you teach?_____________ What subject do you teach?_____________


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APPENDIX

TEACHER & FACILITATOR

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Democracy In Action revised 2016

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