• Focus on Authority: Shift venting into strategy. If students hate the curfew, ask: "Who is the precise administrative figure responsible for drafting that curfew, and who holds the wallet for police curfew checkpoints?"
• Depersonalize Scenarios: Use the provided worksheet scenarios as structural models before asking students to share personal interactions with municipal authorities.
• Validate Diverse Opinions: Some students support curfew sweeps for community safety; others view them as constitutional civil liberties infringements. Keep discussions focused on legislative mechanics.

Student Worksheet Answer Keys

DAY 1 KEY: Power Mapping Scenarios

• • Scenario A (SEPTApass): People Power (Students organizing/lobbying School District Headquarters).
• • Scenario B (Curfew): Formal Authority (City Council writing code, Police Department enforcing).
• • Matrix Placements: (Accept any logical student rationales). High Interest/High Power issues typically involve localized, street-level community programs where teenagers represent the primary user base (e.g., parks & rec scheduling).

DAY 2 KEY: Scenario Decision-Makers

• • Scenario 1 (Park Lights): District Councilmember & Parks Department. District councilmembers allocate neighborhood-level capital budgets, whereas the Mayor directs city employees to execute the physical repairs.
• • Scenario 2 (Zoning): City Council (All members). General municipal land codes require a legislative ordinance vote by the entire City Council and signature approval by the Mayor.
• • Scenarios of Representation: Ensure students lookup their current Philadelphia council map! Show slides detailing the 10 Council Districts so they verify the name of their local school block council representative.

Day 3 Diagnostic Assessment Key

MULTIPLE CHOICE KEY (Q1-10) 1. B (Mayor)
2. A (17 members)
3. C (District Attorney)
4. B (Tax revenue allocation)
5. A (School Board appointed)
6. D (Three City Commissioners)

7-10 Baseline Keys:
7. C (Elected Controller)
8. A (Public Comment Testimony)
9. B (Every 4 Years)
10. D (All of the Above)

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Unit 1: Street Level Civics • Day 3 Diagnostic Page 1 of 2

Day 3 Diagnostic

CIVIC HEALTH SURVEY

Personal Advocacy Interest Map

STREET LEVEL CIVICS

Part 2: Civic Health Check

Read the following actions. Rate how comfortable or interested you are in executing each action on a scale of **1 (Not Interested)** to **5 (Very Interested)** by writing your rating in the box.

A. Speaking up at a school board meeting

Sharing your testimony in front of city officials.

___

B. Voting or working an election poll

Directly participating in election mechanics.

___

C. Organizing neighborhood cleanups

Uniting community members for active change.

___

D. Writing letters or calling local reps

Lobbying council members about neighborhood needs.

___

Part 3: Local Action Challenge

The Scenario: You find out that your school's athletic field and park area is scheduled to be sold off to build a private commercial storage facility. You and your friends have exactly 3 months before City Council holds a final vote.

1. Who is the target decision-maker that students must target to block this sale? Explain why.

2. Detail a two-step tactical action plan. What will you do first? What will you do second?

Unit 1: Street Level Civics • Day 3 Diagnostic Page 2 of 2