By Errion Edgerson

The Civics 2.0 program at Cleveland Metropolitan School District this year is teaching students about the importance of being civically engaged.

CMSD employees involved with the program say it benefits young people at the school district, and say it's inspired by a need to teach students about how things like elections and the government work. Civics 2.0 recently hosted a "march to the polls" event to encourage people to vote in the November 5 election.

Unsilenced Voices of CMSD blogger Errion Edgerson interviewed both the program's founder and the Civics 2.0 adviser at his school, Collinwood High School. Full disclosure, Gayle Gadison is co-adviser for the Unsilenced Voices of CMSD blog.

Gayle Gadison, social studies content manager and creator of Civics 2.0

What influenced your decision to invest within Civic 2.0?

I was a social studies teacher for 31 years and realized that even though students learn about civics and government and pass high stakes tests, they don’t really understand how the government works. Because they have few opportunities to apply what they learn during class, the engagement is just not there. This encouraged me to start a program where students can take the content presented in class and apply it to real world situations. I figured something like Civics 2.0 would lead to civic engagement because students would learn civics by doing civics.

Did you have access to something similar to Civics 2.0 when you were younger, if not how do you think having this opportunity would impact you?

No, I definitely did not have access to anything like Civics 2.0 when I was younger, nor did my students when I was teaching. We would do small projects here and there, but there wasn’t a sustained program like we have now. Had I been able to be a part of Civics 2.0, I probably would have gone into politics or become a community organizer, or even a lobbyist. By leading this program, I’ve learned so much more about the government than I thought I knew.

What are some of the key takeaways from Civics 2.0?

The major takeaway is that scholars are being leveraged to take positions of leadership in their communities once they graduate from high school. I hope to see them run for office, circulate petitions, sit on advisory boards, have careers in the media, go to law school, or speak up at City Council or Board of Education meetings.

Do you recommend that all states should have something similar to Civics 2.0?

Yes, when I grew up the Civil Rights movement was in full swing, and what I learned was that passionate, focused, engaged young people can force change. I watched young people change the South. I watched them change the nation. Young people on a mission are hard to stop.

I believe the future is our youth, because they realize that they have to work to save the world for themselves and their children. When our youth leave Civics 2.0, they will know what to do. They will have the necessary skills and confidence to change what needs to be changed. They will say, “I'm GONNA be that change agent, but I can't do it by myself. So let me organize, let me do PSA’s, let me post on social media, let me lead protest marches.” That's why I wish it could be a Civics 2.0 or a version of it in every school, in every state and in every community.

Who do you want your students to become once they exit your program?   

I want students to become change agents. I want them to become leaders. I want them to become influencers. I want them to be the ones at the table when decisions are being made, because they will have the skills and confidence to use their voices and to be heard. They will figure “Oh, I need to be at this table” or, “Oh, you need to talk to me because I can deliver. I have been trained well.”

Antoinette McCall, intervention specialist & advisor of Civics 2.0 at Collinwood High School

How do you feel about helping students learn about democracy and the functions of our government?

I feel hopeful. Once students gain a better understanding of how the government operates, they are more likely to engage in ensuring their communities are safe, employment opportunities are available, elect representatives that have similar values, and ultimately make them feel that their voices are valued.

What are the key areas of focus for Civics 2.0, and how does this benefit our environment?

Civics 2.0 focuses on providing students opportunities to experience government, with a primary emphasis on legislative. Additionally, we address issues such as gun violence, aiming to contribute to the reduction of firearm-related incidents and unnecessary loss of life and we encourage students to advocate for changes within their school.

As a Civics 2.0 advisor for several years, what impact has this experience had on you?

One of the most rewarding aspects has been witnessing students actively engage with the program and develop an appreciation for democracy. It is gratifying when students return with a desire to learn more.

What are some significant accomplishments you and your students have achieved through Civics 2.0?

One notable achievement was the drafting of bills to present at the Youth and Government in Columbus, addressing issues that matter to the students. Through participating in this program, students experience government as it occurs in the real world, navigating through the House, the Senate, and even reaching the youth governor. Additionally, we had the opportunity to host candidates for county prosecutor at Collinwood High School, where they campaigned and explained the role of a prosecutor to the students.

What lessons have you learned while advising Civics 2.0?

I have learned that individuals possess varying levels of understanding regarding government. I strive to remain open-minded and not react when encountering differing viewpoints on advocacy, democracy, and politics. Furthermore, coordinating meetings after school can be challenging, and disseminating information. 

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In summary, Civics 2.0 is a program that strives to show students the process of the government by not only instructing them, but by allowing them to experience it.