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We the People... Project Citizen: A Civic EducationProject for Grades 6 through 9.Center for Civic Education, Calabasas, CA.; NationalConference of State Legislatures, Denver, CO.ISBN-0-89818-156-99651p.Center for Civic Education, 5146 Douglas Fir Road,Calabasas, CA 91302-1467.Guides Classroom Use Instructional Materials (ForLearner) (051)

MF01/PC03 Plus Postage.Citizen Participation; Citizen Role; Citizenship;*Citizenship Education; Citizenship Responsibility;*Civics; Community Problems; *Critical Thinking;Decision Making; Elementary Secondary Education;Instructional Materials; Junior High Schools; MiddleSchools; *Portfolios (Background Materials); *ProblemSolving; Programmed Instructional Materials; PublicPolicy; Skill Development; Thinking Skills; *UnitedStates Government (Course); Workbooks

The goal of this civic education program, written forsix through ninth grade students in the form of an instructionalguide/student workbook, is to help students develop citizenshipskills important for intelligent and effective participation in aself-governing society. Specific educational objectives includehelping students learn: (1) how to express their opinions; (2) how todecide which level of government and which agency is most appropriatefor dealing with the community problems they identify; and (3) how toinfluence policy decisions at that level of government. The guideprovides students with step-by-step instructions for identifying andstudying a public policy problem and for developing a classportfolio, a cumulative organized collection of information(statements, charts, graphs, photographs, and original art work) thatmakes up the class plan related to the public policy issue studied.This student instructional guide is organized into the followingsections: "Step I: Identifying Public Policy Problems in YourCommunity"; "Step II: Selecting a Problem for Class Study"; "StepIII: Gathering Information on the Problem Your Class Will Study";"Step IV: Developing a Class Portfolio"; "Step V: Presenting YourPortfolio"; and "Step VI: Reflecting on Your Learning Experience."Additional resources provided include a glossary of 50 relevantcivics terms and nine appendices consisting of sample lists oflibraries, newspapers, professors/scholars, lawyers/ judges/barassociations, businesses, community and interest groups, as well ascity, state, and U.S. government offices, all community resourcesthat students can research locally with the appropriate referencematerials (telephone books/directories, business directories, andlists of public service organizations) available at most publiclibraries. Illustrations also are included. (CB)

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U")Center for Civic Education

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National Conference of State Legislatures4t.

BEST COPY AVAILABLE 2 4 Ait

A civic education project for grades 6 through 9

Administeredby the

Center for Civic Educationin cooperation with the

National Conference of State Legislatures

3

FOR ADDITIONAL INFORMATIONDIRECT INQUIRIES TO:

Project CitizenCenter for Civic Education

5146 Douglas Fir RoadCalabasas, CA 91302-1467

(818) 591-9321(818) 591-9330 [email protected]

http://www.primenet.com/cce

Project CitizenNational Conference of State Legigatures

1560 BroadwaySuite 700

Denver, CO 80202(303) 830-2200

(303) 863-8003 Fax

C Copyright 1996 Center for Civic Education

All rights reserved. Forms in this text may be reproduced for instructional purposes. Reproduction ortransmittal of this work for other uses in any form or by any electronic, mechanical, or other means, nowknown or hereafter invented, including photocopying and recording, and use of this work in any form in anyinformation storage and retrieval system is forbidden without prior written permission of the copyright holder.

ISBN 0-89818-156-9

Eriisatiz

A Note to Students

Acknowledgments

Introduction

5

Step I: Identifying Public Policy Problems in Your Community 9

Step II: Selecting a Problem for Class Study 16

Step III: Gathering Information on the Problem Your Class Will Study 17

Step IV: Developing a Class. Portfolio 24

Step V: Presenting Your Portfolio 33

Step VI: Reflecting on Your Learning Experience

Glossary

Appendices

35

36

39

KloG® OiDime[

Dear students, teachers, and parents:

We at the Center for Civic Education welcome your participationin We the People... Project Citizen, a program in civic education.We hope you will find it interesting and worthwhile.

In the words of Abraham Lincoln, we have inherited agovernment that is "of the people, by the people, and for thepeople...." Our right to participate in governing ourselves in orderto protect our rights and promote our common welfare carriescertain responsibilities. Among these responsibilities are the needto develop the knowledge and skills to participate intelligentlyand the willingness to promote liberty and justice for all people.

We believe this program will add to students' knowledge, enhancetheir skills, and deepen their understanding of how we can allwork together to make our communities better.

We wish you well, and we hope that you find the program astimulating and valuable experience.

Sincerely,

Charles N. QuigleyExecutive Director

6

4 o We the People... Project Citizen

,nolcmcyolil®cor4aoGirogo

The following staff and consultants have contributed to the development of this text.

Editorial DirectorsCharles N. QuigleyMargaret S. BransonDuane E. Smith

General EditorMargaret S. Branson

Assistant EditorsTheresa M. RichardMichael Conroy

Staff Associates Production DirectorCharles F. Bahmueller Patricia Mathwig

Elaine CraigRoy Erickson

Beth E. Farnbach Production AssistantsMichael G. Fischer Roslyn Danberg

John Hale Valerie MilianniJack N. Hoar

Joseph S. JacksonWilson Jordan

Project AssistantSharon Bravo

Art DirectorRichard Stein

The Center is grateful for the helpful comments and suggestions received from the following persons whoreviewed the manuscript in its various developmental stages. The Center has attempted to be responsive to themany valuable suggestions for improvement in the text. The final product, however, is the responsibility of theCenter and does not necessarily reflect the views of those who have contributed their thoughts and ideas.

Marvin Awbrey, Social ScienceCoordinatorFresno Unified School DistrictFresno, California

Bob Benoit, Curriculum CoordinatorInstructional Resource CenterOroville, California

David Bidna, ProfessorSecondary & Adult EducationCalifornia State University, NorthridgeNorthridge, California

Thaddeus Dumas, Directorof Instructional Servicesof the Teaching Support DivisionDepartment of EducationSacramento, California

Jack Gaffney, Vice PrincipalWalker Elementary SchoolSan Diego, California

Don Gill, PrincipalEmerson Jr. HighBakersfield, California

Patricia Hitchcock, RegionalCoordinatorCalifornia Coalition for Youth CitizenshipNewport Beach, California

Sue Lasky, High School SocialStudies TeacherDel Campo High SchoolSan Juan Unified School DistrictFair Oaks, California

William L. Lucas, AssistantSuperintendent, RetiredLos Angeles Unified School DistrictLos Angeles, California

Joseph Maloney, Executive DirectorCitizenship and Law-RelatedEducation CenterSacramento, California

Shirley Mead-MezettaExecutive SecretaryCalifornia Council for the Social StudiesMillbrae, California

Cosetta E. MooreCurriculum ConsultantLos Angeles, California

Shirley Patch, Middle School SocialStudies TeacherCarnegie Middle SchoolSan Juan Unified School DistrictOrangevale, California

Allan H. SchollDirector, ALMAR EducationalConsultantsPasadena, California

Barbara Schubert, StaffDevelopment CoordinatorSanta Clara County Office of EducationSan Jose, California

Lorraine Shoaf, EducationalConsultantRiverside County Office of EducationRiverside, California

Larry Somerville, Member of theAssessment Appeals BoardCounty of Los AngelesLos Angeles, California

Edwina Sowa, Middle School SocialStudies TeacherCarnegie Middle SchoolSan Juan Unified School DistrictOrangevale, California

Shelly Weintraub, Social StudiesTeacher on Special AssignmentOakland Unified School DistrictOakland, California

We the People... Project Citizen 5

mgaDoE @Olden]

In the United States a public policy is anagreed upon way that our federal, state, orlocal government fulfills its responsibilities,such as protecting the rights of individualsand promoting the welfare of all the people.Some public policies are written into lawsby legislatures. Other policies are containedin rules and regulations created byexecutive branches of government, thebranches responsible for carrying out andenforcing laws.

The following are examples of publicpolicies and the governmental agenciesresponsible for carrying them out.

School districts are responsible formaking policies regarding studentbehavior and discipline. Teachers andschool administrators enforce thesepolicies.

State legislatures are responsible formaking laws that place speed limits ondrivers. Police officers enforce these laws.City governments often adopt policies thatprohibit people from operating liquorstores near public schools. City inspectorsand zoning departments enforce thesepolicies.

When people become aware of problems intheir communities, they often want govern-ment to develop and carry out policies todeal with those problems. These may beproblems for which there are

existing policies or laws that do not workwell,

existing policies or laws that are not beingenforced,

no policies or laws.

As a citizen of the United States you have aright to say what you think governmentshould do about problems in yourcommunity. You also have a right to say

what you think about problems in yourstate, the nation, and about internationalproblems. You have the right to try toinfluence the decisions people in your gov-ernment make about all of those problems.

To be able to participate effectively,however, citizens need to know which levelsof government and which governmentalagencies are responsible for changing,enforcing, or developing a specific publicpolicy. For example, state legislatures maydirect agencies to enact policies resultingfrom federal legislation. Or, local govern-ments may create policies in order to carryout responsibilities assigned to themthrough laws enacted at the state or federallevel. Additionally, as part of the process ofdeveloping and implementing policy,governmental agencies must determine ifthe new policy conflicts with existinglegislation or policy.

This project is intended to help you learnhow to express your opinions, how to decidewhich level of government and whichagency is most appropriate for dealing withthe problem you identify, and how toinfluence policy decisions at that level ofgovernment. It calls for you to work cooper-atively with others in your class and, withthe help of your teacher and adult volunteers,to accomplish the following tasks:

1. Identify a problem to study. You willbegin by identifying a problem in yourcommunity that you think is importantand determine which level of govern-ment is most directly responsible fordealing with the problem.

2. Gather information. When your classhas decided upon the problem you wantto study, you will need to gather andevaluate information about the problemfrom a variety of sources.

We the People... Project Citizen o 7

3. Examine solutions. Next, you willexamine public policies that now arebeing used by your government. You alsowill examine policies being suggested byother people.

4. Develop your own public policy.Next, you will develop a public policythat you think your government shouldadopt.

5. Develop an action plan. Finally, youwill develop a plan of action to show howyou might influence the appropriategovernment or governmental agency toadopt your proposed public policy.

Your class will use the materials you havegathered and written as you accomplishthese tasks to develop a class portfolio.The portfolio is an organized collection ofinformation which makes up your class planrelated to a public policy issue that you andyour class have decided to study. The classportfolio will contain such things as writtenstatements, charts, graphs, photographs,and original art work. These materials willportray

1) what you have learned about the problemyou have selected;

the problem

2) what you have learned about alternativesolutions to the problem;

3) what public policy you have selected ordeveloped to deal with the problem;

4) the plan of action you have developed to usein attempting to get your government toadopt your policy.

This instructional guide will providestep-by-step instructions for identifying andstudying a public policy problem and fordeveloping your class portfolio.

Your class is encouraged to present itsportfolio orally to other classes in yourschool or to community groups. Your classmay enter its portfolio in a competition withother classes who have also developedportfolios.

The knowledge you gain in studying aproblem in your community is valuable. Itshould be shared with others for theirbenefit. Sharing your knowledge andunderstanding also will benefit you. It willhelp you develop skills important forparticipation in a self-governing society. SeeStep V. Presenting Your Portfolio, page 33,for more details on making oralpresentations.

alternative policies

our class policy

our action plan

8 We the People... Project Citizen documentation section

step I: identifying Public PolicyProblems in Your Community

Purpose of Step I

In this step you will read a short list ofproblems found in many communities inthe United States. These representproblems people often think should bedealt with by their government. Afterreading the list, you will

® Tell your class what you already knowabout these problems or what you haveheard in discussions about them.Interview your parents and others inyour community to learn and recordwhat they know about these problemsand their attitudes towards them.

The purpose of this step is for you toshare what you, your classmates, andothers already know about problems inyour community. This should help yourclass gain enough information to makean intelligent choice of one specificproblem to study.

A. Class Discussion

Sharing what you know aboutproblems in your community

To complete this activity, your entire classshould

1. Read and discuss the problems listedthat might be found in your community.

2. Divide into groups of two to threestudents. Each group should be assignedto discuss one of the problems. Then, thegroup should write its answers to thequestions about the problem that arelisted on the Problem Identification andAnalysis Form on page 12.

3. Share the answers of each group withthe entire class.

4. Keep the completed forms of all groupsfor later use.

Common problems in communities

Communities across the United States havemany problems in common. Some problemsmay be more serious in some communitiesthan in others. People often think thatgovernment should be responsible foradopting policies to help solve theseproblems.

Problems in schools

1. Many people claim that schools do notteach skills that adequately preparestudents to get jobs when they graduate.

2. Some students use language and otherforms of expression that are insulting tocertain groups.

3. Gang activity both in and out of schoolmakes many students afraid for theirpersonal safety.

Problems regarding young people

1. Young people sometimes work longhours in after-school or weekend jobs.This often makes it difficult for them todo well in school.

2. Some working parents do not haveenough money to pay for adequate carefor their children during working hours.As a result, young children may be lefthome alone, sometimes in dangerouscircumstances.


Problems involving community standards

1. Some stores advertise and sell tobaccoand alcohol near schools. Others sellmaterials that some people might thinkobscene, near schools.

2. Some facilities or group homes forelderly persons or persons withdisabilities do not meet health or safetystandards. Some may treat residentspoorly.

Problems involving basic liberties

1. Large numbers of people do not vote inelections. This is especially true in localelections.

2. Many people argue that money plays toogreat a role in the election ofgovernment officials.

10 We the People... Project Citizen

Problems concerning the environment

1. Some communities have problems thatinvolve conflicts about the protection ofthe environment and the protection ofjobs.

2. Some communities do not have recyclingprograms, or those they have do notwork well.

B. Small Group Activity

Work with one or two other students todiscuss the problem you have beenassigned. Then write your answers to thequestions on the Problem Identification andAnalysis Form on page 12.

If your class wishes to investigate a problemnot listed, it may do so.

11

Qo Mmeugcgic assiignmeniis

nulding cm4 rffi@ve al om4 pelemsEn num ¢muirmaiilv

The three assignments which follow shouldhelp you learn more about problems in yourcommunity and the public policies designedto deal with them. Use the forms providedto record the information you gather. Saveall the information you collect during theseassignments. You may want to include someof it in your class portfolio.

1. Interview Assignment. Select oneproblem from the suggestions on pages 9and 10, or a problem your class hasidentified, to discuss with your family,friends, neighbors, or others. Find outwhat they.know about that problem inyour community and how they feel aboutit. Use the Interview Form' on page 13 torecord the information you receive.

2. Printed Sources Assignment. Look innewspapers and other printed sources ofinformation for evidence of the problemand policies designed to deal with it inyour community. Bring materials youfind to your class. Share them with yourteacher and your classmates. Use thePrinted Sources Form on page 14 torecord the printed information you havelooked at.

3. Radio and TV Assignment. Look orlisten for news reports on television orradio concerning the problem andrelated policies. Bring the information toclass to share with your teacher andother classmates. Use the Radio/Television Observation Form on page 15to record the information you havegathered.

12 We the People... Project Citizen D 11

NamesDateThe

L

2.

3.

4.

5.

Problem Identification and Analysis Formof group members

problem

Is this a problem that you and other people in your community think is important? Why?

What level of government or governmental agency is responsible for dealing with the problem?

What policy, if any, does government now have to deal with this problem?

If a policy does exist, answer the following questions:What are its advantages and disadvantages?

How might it be improved?

Does this policy need to be replaced? Why?

What disagreements, if any, exist in your community about this policy?

Where can you get more information about this problem and the positions taken by, differentindividuals and groups?

Are there other problems in your community that you think might be useful for your class tostudy? What are they?

12 o We the People... Project Citizen 13

Interview Form

Your name DateThe problem

1. Name of person interviewed

The person's role in the community(e.g., business person, retired person, parent, student, community volunteer) Note: If a persondoes not wish to be named, respect his or her privacy and indicate only the person's role in thecommunity.

2. Tell the person which problem you are studying. Then ask the following questions.Record the answers you receive.a. Is this a problem that you think is important? Why?

b. Do you think others in our community believe this is an important problem? Why?

c. What policy, if any, does government now have to deal with this problem?

If a policy does exist answer the following questions:What are the advantages of this policy?

What are the disadvantages of this policy?

How might the policy be improved?

Does it need to be replaced? Why?

What disagreements about this policy, if any, exist in our community?

d. Where can I (or my class) get more information about this problem and the differentpositions people take on the problem.

14We the People... Project Citizen 13

YourTheName/date

Headline

1.

2.

3.

Printed Sources Formname Date

problemof publication

on the article:

Position taken in the article related to problem

Main points of the position

According to the source what policy, if any, does government now have to deal with thisproblem?

If a policy does exist answer the following questions:What are the advantages of this policy?




What disagreements about this policy, if any, exist in -our community?

14 ® We the People... Project Citizen 15

Radio/Television Observation Form

Your name Date TimeThe problem1. Source of information. (This might be a television or radio news program, a documentary,

an interview show, or some other program on the problem.)

Consider the following questions as you watch and listen to the program:

2. Is this a problem that is thought to be important? Why?

3. What policy, if any, does government now have to deal with this problem?

What are the advantages of this policy?




What disagreements about this policy, if any, exist in our community?

16 We the People... Project Citizen 15

Step 11: Selecting a Problemfor Class Study

Purpose of Step II

Your entire class should discuss what youhave discovered about the problems inyour community. Decide if you haveenough information to select a problemfor class study.

A. Class Discussion

Deciding if you have enoughinformation to select a problem

Use the following steps to select one specificproblem for your class to study.

1. If your class thinks it has enoughinformation to make a decision, the classshould select a problem by majority vote.Be sure to select a problem that isimportant to you and your community.Be sure that it is a problem about whichyou can gather information to develop agood portfolio.

2. If your class decides it needs moreinformation before making a decision onwhich problem to study, homeworkassignments may be given to differentgroups to gather more information onthe problems.

?MIMSTHE comMuNI17

ANDROGS 3.POLLLITION

2NIOLENCE


Step ill: Gathering Information on theProblem Your Class Will Study

Purpose of Step III

Now that your class has selected aproblem, you must decide where to getadditional information. You will find thatsome sources of information will be betterthan others. For example, if you haveselected an environmental problem, youwill find certain individuals and groupsknow more about that problem in yourcommunity than others.

A. Class Adivity

Identifying sources of information

The following is a list of some sources ofinformation you might explore. Read anddiscuss the list. Decide which sources tocontact. Then divide into research teams.Each research team should gatherinformation from one of the sources listed orothers your class identifies. Forms to use ingathering and recording information areincluded on pages 12-15 and 20-23. Referto the appendices on pages 39-57 forexamples of sources of information and howto contact them.

Adult volunteers may assist your team ingathering information, but they should notdo your work for you. Save all theinformation you gather for use in thedevelopment of the class portfolio.

You might wish to invite people to visit yourclass to share what they know about theproblem you are studying.

Examples of sources of information

I. LIBRARIES School, public, college, anduniversity libraries in your community

18

have newspapers and other publicationswith information about the problem youare researching. Librarians are there tohelp you find the information you need.Libraries may have coin operatedmachines for making photocopies of theinformation you may wish to use in yourportfolio.

2. NEWSPAPER OFFICES You may wishto contact the offices of newspapers inyour community. Newspaper reportersgather information on problems in theircommunities and what government isdoing about them. Newspaper officesand reporters may be able to provideyour class with clippings on the problemyou are studying. They can also providephotographs for which they may chargea small fee.

3. PROFESSORS AND SCHOLARSProfessors in local colleges oruniversities may be experts on theproblem you are studying. Your phonebook will list the public informationoffices of nearby colleges and universities.You can call those offices for help inlocating scholars who might be helpful.You also could contact high school teachersof government in your community.

4. LAWYERS OR JUDGES Most lawyersand judges belong to bar associationsthat provide some free services to thepublic.

Both lawyers and judges are excellentsources of information on manyproblems in communities. Ask theprincipal if there are parents of studentsat your school who are lawyers. Use atelephone directory to find the barassociation nearest you.


5. COMMUNITY ORGANIZATIONS ANDINTEREST GROUPS Many groups takean interest in problems found in ourcommunities and the nation. These arecalled interest groups. Some may befound in your community or area. Use atelephone directory to find their offices.

Your class may have identified someinterest groups dealing with the problemyou are studying when you did the firsthomework assignment. Your teacher oran adult volunteer can, help you call orwrite to them for information.

6. LEGISLATIVE OFFICES Yourrepresentatives in the legislative orlaw-making branches of your localgovernment, state government, and theUnited States Congress are responsiblefor identifying problems and suggestingor supporting public policies to deal withthem.

Your member of Congress and yourrepresentative in your state legislatureeach has an office in your community,area, or state. You can find the addressand phone numbers of these offices in atelephone book. Each office will have oneor more people on its staff responsible


for helping you and other citizens gaininformation about problems in yourcommunity, state, or the nation.

Members of Congress may be able toobtain briefing papers on the problemyou are studying from the CongressionalResearch Service, a part of the Libraryof Congress.

7. ADMINISTRATIVE AGENCIES Peopleworking in the administrative agenciesof your local, state, and national govern-ment may deal with the problem yourclass has chosen to study. Publicinformation offices can provide infor-mation on the problem and what thegovernment is doing about it. Forexample, your local government mayhave a health department or a buildingsafety department. Use your phone bookto find these or other appropriate offices.

8. ELECTRONIC INFORMATIONNETWORKS Many of the abovesources as well as numerous others areavailable online through the Internet. Ifyo,ur school does not have access to thisservice, check with libraries in your area.

B. Guidelines for Obtaining andDocumenting Information

Most people working in the places whereyou can find information are very busypeople. It is important to follow thesuggestions given below to avoid having theclass place too much of a burden on theoffices and individuals being asked forinformation.

1. Visiting libraries and other placeswhere information can be found.Individually or in small groups you mayvisit libraries or offices of various publicand private groups that have infor-mation on the problem. (Use theInformation from PublicationsDocu-mentation Form on pages 20 and 21.)

19

2. Calling sources on the phone. Nomore than one student should be giventhe assignment of calling any office forinformation. It is important, therefore,that the student who calls clearly recordsthe information gained during a phoneinterview. (Use the Information fromLetters or InterviewsDocumentationForm on pages 22 and 23 to record theinformation you receive.)

3. Making appointments and inter-viewing people. One student shouldcall to arrange for an appointment. Asmall group may visit an office or personto conduct a personal interview. (Use theInformation from Letters or InterviewsDocumentation Form on pages 22 and23 to record the information you receive.)

4. Writing and requesting information.One or more students may write a letterrequesting information from each officeor person. Including a self-addressedstamped envelope may help you get aresponse. (Use appropriate Documen-tation Forms on pages 20-23 to recordthe information you receive.)

20

C. Homework Assignment

Researching the problemin your community

After deciding what sources of informationto use, your class should be divided intoresearch teams. Each team should beresponsible for gathering information froma different source.

If you are the person in your research teamwho is assigned to contact one of the sourcesof information described above, begin byintroducing yourself. Then inform theperson of your purpose or why you arecontacting him or her. Use the followingguidelines for introducing yourself by letteror in person.

(Use the Information from Letters orInterviewsDocumentation Form on pages22 and 23 to record the answers you receive.)

Introducing Yourself

My name is (your name). I am a studentin (teacher's name) (6, 7, 8, or 9th) gradeclass in (name of school).

We are studying local problems, how theyare dealt with by government, and howcitizens can participate in theirgovernment.

The problem my class is studying is (brieflydescribe the problem).

I am responsible for finding outinformation about the problem to sharewith my class.

May I ask you a few questions now or isthere anothertime that would be better forme to call? Is there another person I

should call?

Do you have any printed information onthe problem that you can send us? (If youare calling on the phone and the answeris yes, be prepared to give the person theaddress of your school.)


Information from Publications Documentation Form

Name(s) of research team member(s)DateName of library, office, agency, or electronic site visitedProblem being researched1. Source of Information.

a. Name of publicationb. Author (if noted)c. Date of publication

2. Record information from the publication that helps you answer as many of thefollowing questions as you can.a. How serious is this problem in our community?

b. How widespread is the problem in our state or nation?

c. Which of the following do you think is true?There is no law or policy for dealing with the problem. Yes No_The law for dealing with the problem is not adequate. Yes No_The law for dealing with the problem is adequate, but it is not being well enforced.Yes No

d. What levels of government or governmental agencies, if any, are responsible for dealingwith the problem? What are they doing about the problem?

(continued next page)

20 We the People... Project Citizen 21

Information from Publications Documentation Form (continued)e. What disagreements about this policy or ways of dealing with it exist in our

community?

f. Who are the major individuals, groups, or organizations expressing opinions on the problem?

Why are they interested in the problem?

What positions are they taking?

What are the advantages and disadvantages of their positions?

How are they trying to influence government to adopt their position on the problem?

g. How can my classmates and I get more information on their positions?

22 We the People... Project Citizen o 21

Name(s)DateProblem1.

2.

Information from Letters or Interviews Documentation Form

of research team member(s)

being researchedSource of information. (Include the name of the person providing the information. Ifappropriate, include the person's title and group or organization.)

NameTitle and organizationAddressPhone

Request information about the problem. After introducing yourself by letter or phone assuggested on page 19, ask for answers to the following questions.

a. How serious is this problem in our community?

b. How widespread is the problem in our state or nation?

c. Why is this a problem that should be handled by government? Should anyone else also takeresponsibility for solving the problem? Why?

d. Which of the following do you think is true?There is no law or policy for dealing with the problem. Yes No_The law for dealing with the problem is not adequate. Yes No

The law for dealing with the problem is adequate, but it is not being well enforced.Yes No

e. What levels of government or governmental agencies, if any, are responsible for dealingwith the problem? What are they doing about the problem?

(continued next page)

22 v We the People... Project Citizen 23

Information from Letters or Interviews Documentation Form (continued)f. What disagreements, if any, exist in our community about this problem?

g. Who are the major individuals, groups, or organizations taking sides on the problem?Why are they interested in the problem?

What positions are they taking?

What are the advantages and disadvantages of their positions?

How can we get information on their positions?

How are they trying to influence government to adopt their solutions to the problem?

h. If our class develops a policy to deal with this problem, how might we influence ourgovernment to adopt our policy?


Step IV: Developinga Class Portfolio

Purpose of Step IV

You should now have completed enoughresearch to begin to develop your classportfolio. Your class should be divided intofour groups. Each group will beresponsible for developing one part of theportfolio.

The materials in the portfolios shouldinclude the best documentation the classand group have gathered in investigatingthe problem. It also should includestudents' original written materialsand/or artwork.

A. Specifications for Portfolios

The work of all four groups will be featuredin a class portfolio. It will have two sections:a display section and a documentationsection.

1. Display section. For this section thework of each of the four groups should beplaced on a separate panel of the four-panel display. The display should becomposed of four sheets of posterboard or foam-core board, or theequivalent, no larger than 32"wideby 40"high. The display should bedeveloped so it can be placed on a table,bulletin board, or an easel.

Materials to be displayed may includewritten statements, list of sources,charts, graphs, photographs, andoriginal art work, etc. (See illustrationon page 8.)

2. Documentation section. Each of thefour groups should select from thematerials gathered those which best


document or give evidence of theirresearch. Materials included in thedocument section should representsamples of the most important and/orsignificant research you have completed.Not all research should be included.

Documentation materials should be putin a three ring binder no larger than 2"thick. Use different colored dividers toseparate the four sections. Prepare atable of contents for each section.

B. Portfolio Group Tasks

The following are the tasks of each portfoliogroup. Each group should select from thematerials gathered by all the researchteams those that help them complete thetasks described below. (More detailedinstructions for each group are included onthe next page in section D.)

Portfolio Group One: Explaining theproblem. This group is responsible forexplaining the problem the class has chosento study. The group also should explain whythe problem is important and why that levelof government or governmental agencyshould deal with it.

Portfolio Group Two: Evaluatingalternative policies suggested to dealwith the problem. This group isresponsible for explaining present and/oralternative policies designed to solve theproblem.

Portfolio Group Three: Developing apublic policy the class will support.This group is responsible for developingand justifying a specific public policythat the majority of the class agrees tosupport.

25

Portfolio Group Four: Developing anaction plan to get government toaccept the class policy. This group isresponsible for developing an action planshowing how citizens can influence theirgovernment to adopt the policy the classsupports.

Qo 1?©VINCAi© EU:AUK:101M &as&

On the following page there is a PortfolioCriteria Checklist which will help youdevelop the best possible portfolio. Use it asa guide while you are'developing yourportfolio. In addition to the items describedin the Portfolio Criteria Checklist you willwant to consider the overall effect of yourportfolio. You will want your portfolio toshow creative problem solving andoriginality. Be careful to be selective in theinformation you present.

If your class enters its portfolio in acompetition with other classes, a panel ofjudges will consider the Portfolio Criteria

Checklist as they evaluate your portfolio.They will give separate ratings to each ofyour portfolio sections and to the portfolioas a whole.

Do Onsfivudiam .UCE P©racEc, @mpg

The following instructions specify eachgroup's tasks in more detail. Although eachgroup has specific tasks, it is important thatthey communicate with one another toshare ideas and information. Each groupshould keep the entire class informed of itsprogress and work cooperatively with theother groups so that the class develops thebest portfolio it can.

Groups should collaborate as they decidewhat specific items should be included inthe display and documentation sections ofthe portfolio. This collaboration will avoiddisplaying the same information more thanonce and guarantee the inclusion of the bestexhibits or evidence.

26 We the People... Project Citizen o 25

PORTFOLIO CRITERIA CHECKLIST

Criteria for each section of the portfolio:Completeness.Does each section include the material described on pages 27-32 for Portfolio Groups 1-4?Have you included more than you need?Clarity.Is your portfolio well organized?Is your portfolio clearly written, grammatical, and correctly spelled?Are major points and arguments easy to understand?Information.Is the information accurate?Does the information cover major facts and important concepts?Is the information you included important for understanding your topic?Support.Have you given examples to explain or support your major points?Have you given thoughtful explanations for your major points?Graphics.Do your graphics relate specifically to your section's content?Do your graphics provide information? Does each have a caption or title?Do your graphics help people understand your display?Documentation.Have you documented the major points in your portfolio section?Have you used reliable, trustworthy, and varied sources?Does your documentation clearly relate to the display?Have you selected only the best and most important sources of information?

Constitutionality.Have you explained why your proposed policy does not violatethe Constitution? (applies to group 3)

Criteria for the overall portfolio:Persuasiveness.Does your portfolio give ample evidence that your selected problem is important?Does your proposed policy address the problem directly?Does your portfolio explain how you might gain public support for the proposed policy?Practicality.Is your proposed policy practical and realistic?Is your plan for gaining support for your proposed policy realistic?

Coordination.Does each of the four parts of your display portfolio relate to theothers without repeating information?Does the documentation section of your portfolio provide evidenceto support your display portfolio?Reflection.Does the section where you reflect upon and evaluate the development of yourportfolio demonstrate that you have thought carefully about your experience?Do you demonstrate what you have learned from the portfolio development experience?


1?®(:)11® &mu @®Pap Hang th prr©Herm

Your group is responsible for explaining theproblem in the first display and documen-tation sections of your class portfolio.

EA. Dropkv seam © poi?? icilicn 12ceiThis part should include the following items:

1. A written summary of the problem.Review material gathered by researchteams. Write no more than two doublespaced typed pages explaining theproblem. Summarize what you havelearned in response to the followingquestions.

a. How serious is this problem in yourcommunity?

b. How widespread is the problem inyour state or the nation?

c. Why is this a problem that should behandled by government? Shouldanyone else also take responsibilityfor solving the problem? Why?

d. Which of the following do you thinkis true?

There is no law or policy fordealing with the problem.The law for dealing with theproblem is not adequate.The law for dealing with theproblem is adequate, but it is notbeing well enforced.

e. What disagreements, if any, exist inyour community about this problem?

f. Who are the major individuals,groups, or organizations taking sideson the problem?

Why are they interested?What positions are they taking?What are the advantages anddisadvantages of their positions?

28

How are they trying to influencegovernment to adopt their views?

g. What levels of government orgovernmental agencies, if any, areresponsible for dealing with theproblem? What are they doing aboutthe problem?

2. Graphic presentations of theproblem. This may include charts,graphs, photos, political cartoons,newspaper headlines, tables of statistics,and other illustrations. Illustrations maybe from printed sources or they may beyour original creations. Each illustrationshould have a caption or title.

3. Identification of your sources ofinformation. On one or more typedpages, identify sources the class has used.

o ammenitiiim seam pordolio:PIO II

In Part 1 of the class binder include copiesof the best or most important informationyour class gathered and used in your exami-nation and explanation of the problem. Forexample, you may include selected

newspaper or magazine clippings;written reports of interviews withpeople in the community;written reports of radio and televisioncoverage of the problem;

communications from public andprivate interest groups; andexcerpts from government publications.

Lengthy documents and reports should berepresented by copies of their title pages,tables of contents, and a one page summary(or abstract) of the document either takenfrom the document itself or written by thegroup. Be sure to prepare a table of contentsfor this section.


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Your group is responsible for clearlyexplaining and evaluating present and/oralternative policies designed to deal withthe problem. Your findings are presentedin the second display and documentationsections of your class portfolio.

Dispby ndicm ©* Lowe-logPcuil 2

This part should include the following items.

1. A written summary of alternativepolicies. Select two or three of thepolicies proposed by different individualsor groups. (You may include an existingpolicy.) For each policy you select,include no more than one double spacedtyped page which summarizes youranswers to the following questions:

a. What is the policy proposed by theindividual or group?

b. What are the advantages anddisadvantages of the policy?

2. Graphic presentations of thepolicies. This may include charts,graphs, photos, drawings, politicalcartoons, newspaper headlines, tables ofstatistics, and other illustrations relatedto the policies. These illustrations maycome from printed sources or they maybe your original creations. Eachillustration should have a caption or title.

29


3. Identification of your sources ofinformation. On one or more typedpages, identify sources the class hasused to gather information.

[3. D©ournegidian sea©GD p©rifIcAksPoi? 2

Include in Part 2 of the class binder copiesof the best or most importantinformation your class gathered and usedin examining and evaluating'valuating present andalternative policies to deal with theproblem. For example, you may include asdocumentation selected

newspaper or magazine clippings;written reports or summaries of inter-views with people in the community;written reports of radio and televisioncoverage of the problem;

communications from public andprivate interest groups; andexcerpts from government publications.

Lengthy documents and reports should berepresented by copies of their title pages,tables of contents, and a one-page summary(or abstract) of the document either takenfrom the document itself or written by thegroup. Be sure to prepare a table of contentsfor this section.

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Ppposing a pubno poucs 40ded predlem

Your group is responsible for proposing apublic policy to deal with the problem. Thepolicy your group chooses must be agreed toby a majority of your class. It must alsobe a policy that does not violate your federalor state constitution. A ConstitutionalOpinion Form is included on pages 30-31 toassist you and your class in making sureyour policy does not violate the federalconstitution or your state constitution. Oncethis is decided your class may choose to

support one of the alternative policiesidentified by Portfolio Group Two,

modify one of those policies, or

develop your own policy.

Dispkv nctrim p©M©ilic):PouT 3

This part should include the following items:

1. A written explanation and justi-fication for your suggested policy.You should explain the policy your classselects and your reasons for supportingit. In no more than two double spacedtyped pages describe

a. the policy your class believes willbest deal with the problem.

b. the advantages and disadvantages ofyour policy.

c. why, in the opinion of your class,your policy does not violate yourfederal and state constitution. Usethe Constitutional Opinion Form onpages 30-31 to record your answer tothis question. Complete the form andplace it in the documentation sectionof your portfolio. Remember, you willneed to work with your entire classto complete this part of the portfolio.

1flT®d. what branches or agencies and what

level of government should beresponsible for carrying out yoursuggested policy? Why?

2. Graphic presentations of yourproposed policy. This may includecharts, graphs, photos, drawings,political cartoons, newspaper headlines,tables of statistics, and other illustra-tions related to the policy and theproblem it is designed to solve. Theseillustrations may come from printedsources or they may be your originalcreations. Each illustration should havea caption or title.


L 13omomerddicm sediM perailicn.PoT 3

Include in Part 3 of the class binder copiesof the best or most important informa-tion your class gathered and used indeveloping its proposed policy. For example,you may include as documentation selected

newspaper or magazine clippings;written reports of interviews with peoplein the community;written reports of radio and televisioncoverage of the problem;communications from public and privateinterest groups; andexcerpts from government publications.

Lengthy documents and reports should berepresented by copies of their title pages,tables of contents, and a one page summary(or abstract) of the document either takenfrom the document itself or written by thegroup. Be sure to include a table of contentsfor this section.

3 0 We the People... Project Citizen o 29

Constitutional Opinion FormThe United States Constitution and Bill of Rights place limits on whatgovernment can do in order to protect the rights of the people. So do theconstitutions of each state.Whenever we suggest that government adopt a policy or enact a law to deal witha problem, it is important that we do not ask government to do somethingprohibited by our federal or state constitutions. Each citizen has the right andshould take the responsibility to look at present and suggested policies and lawsto see if they might be violating constitutional limits on government.This checklist includes some of the most important limits our federal and stateconstitutions place upon our governments to protect our rights. Use thechecklist when you develop your policy. Be sure that, in your opinion, yourproposed policy does not violate the limits placed on government.This Constitutional Opinion Form should be considered by the entire class. Theresults of that consideration should be included in Part 3 of the display anddocumentation sections of your portfolio.

Checklist

1. Government is not allowed to interfere with a person's freedom of belief.Our proposed policy (does/does not) violate this limit on the power of government.Explain why.

2. Government is not allowed to place unreasonable and unfair limits on a person'sright to express him or herself in speech, writing, or by other means.Our proposed policy (does/does not) violate this limit on the power of government.Explain why.

(continued on next page)

30 o We the People... Project Citizen 31

3. Government is not allowed to take a person's life, liberty, or property without givingthat person a fair hearing in a court of law or before another authorized agency ofgovernment.Our proposed policy (does/does not) violate this limit on the power of government.Explain why.

4. Government is not allowed to invade the privacy of a person's home without a verygood reason for doing so.Our proposed policy (does/does not) violate this limit on the power of government.Explain why.

5. Government is not allowed to make laws that unreasonably or unfairly discriminateagainst people on the basis of race, religion, age, ethnic group (national origin), orgender.Our proposed policy (does/does not) violate this limit on the power of government.Explain why.

Summary Statement

Write a summary statement in which you support your belief that your class's proposedpublic policy does not violate your federal and state constitutions.


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Your group is responsible for developing aplan of action. The plan should include stepsyou might take to get your proposed policyaccepted and implemented by government.Your entire class should be involved indeveloping the plan, but your group willexplain the plan in Part 4 of the displaysection and Part 4 of the documentationsection of your class portfolio.

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This part should include the following items:

1. A written explanation of how yourclass could develop support amongindividuals and groups in yourcommunity for your proposed plan.On one double spaced typed page, describethe main points of your plan. Be sure to

a. Identify influential individuals andgroups in your community who mightbe willing to support your proposedpolicy. Briefly describe how youmight gain their support.

b. Identify groups in your communitywhich might oppose your policy.Explain how you might convincethem to support your proposed policy..

2. A written explanation of how yourclass could develop support by yourgovernment for your proposedpolicy. On one double spaced typedpage, describe the main points of yourplan. Be sure to

a. Identify influential governmentofficials and agencies which might bewilling to support your policy. Brieflydescribe how you might get them tosupport the policy your class proposes.

b. Identify persons in your governmentwho might oppose your policy.


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Explain how you might convincethem to support your proposed policy.

3. Graphic presentations of youraction plan. This may include charts,graphs, photos, drawings, politicalcartoons, newspaper headlines, tables ofstatistics, and other illustrations. Theseillustrations may come from printedsources or they may be your originalcreations. Each illustration should havea caption or title.


. Dcmumenitilim sedfiCM Pailia@gPCET

Include in Part 4 of the class binder copiesof the best or most important infor-mation your class gathered and used indeveloping your action plan. For example,you may include as documentation selected

statements by influential individualsand groups;statements by influential governmentofficials and agencies;newspaper or magazine clippings;written reports of interviews withpeople in the community;written reports of radio and televisioncoverage of the problem;communications from public andprivate interest groups; andexcerpts from government publications.

Lengthy documents and reports should berepresented by copies of their title pages,tables of contents, and a one page summary(or abstract) of the document either takenfrom the document itself or written by thegroup.

33

Step V: Presenting Your Portfolio

Purpose of Step V

When your class portfolio is completed,you can present your project before anaudience. Your presentation can be madeto a three- or four-person panelrepresenting your school and community.These panel members will "judge" yourpresentation based on the same criteriayou used to develop your portfolio. Thisactivity will give you valuable experiencein presenting important ideas to othersand convincing them of your position.

There are four basic goals of thepresentation:

1. To inform an audience of the importanceof the problem identified in yourcommunity.

2. To explain and evaluate alternativepolices so that an audience canunderstand the advantages anddisadvantages of each.

3. To discuss your class's choice as the"best" policy to deal with the problemand "make the case" for that policy. Tomake and support your class's view thatthe proposed policy does not violate yourfederal and state constitutions.

4. To demonstrate how your class coulddevelop support for its policy in yourcommunity, as well as in the legislativeand executive branches of theappropriate level of government.

Each of these goals matches the four groupsthat had responsibility for your portfoliodisplay. During the portfolio presentation,each group will be responsible for the appro-priate goal using the following guidelines.

34

A. Opening Oral Presentation

The first four minutes will be the openingpresentation during which the group willpresent orally the most significantinformation from its part of the portfolio.

1. It should be based on the portfoliodisplay and documentation section, butshould not be a word for word readingfrom the display.

2. Use graphics from the portfolio to helpyou explain or emphasize a point.

3. Only materials included in your portfoliomay be used during the oralpresentation. You may not introduceadditional materials such as videotapes,slides, computer demonstrations, etc.

B. Follow-up Questions

The next six minutes will be the follow-upquestion period during which a panel ofjudges will ask the group about its portfoliopresentation. During this period the judgesmight ask you to

1. explain further or clarify points youhave made.

2. give examples of specific points you havemade.

3. defend some of your statements orpositions.

4. answer questions about what youlearned from your experience. Whatproblems did you have? What were themost important things you learned asyou studied this community problem?

C. PreparationYou might ask parents or other communitymembers experienced in making public


presentations to coach your group. Peopleinvolved in local government or in civic andcommunity organizations can be veryhelpful.

Practice your oral presentation prior togiving it to an adult audience. Try it out infront of your classmates or students fromother classes.

D. Guidelines

As many members of each group as possibleshould participate in the openingpresentation and follow-up question period.The oral presentation should not bedominated by one or two students. It shoulddemonstrate the cooperative learning thatwent into the portfolio preparation.

Do not read to the judges from yourportfolio display. Select the most importantinformation and arguments and presentthem in a conversational style.

You may use notes during the openingpresentation but not during the follow-upquestion period.

If you do not use the full four minutesallowed for the opening presentation, theunused time will be added to the follow-upquestion period. Each group is entitled toten minutes before the judges.

You may use only those materials includedin your group's portfolio during your oralpresentation.

E. Evaluation Criteria

If your class decides to enter a competitionin which there is an oral presentation, yourpresentation will be scored by a panel ofjudges. Your teacher will explain thecriteria to be used in judging thosepresentations.

34 We the People... Project Citizen35

Step VI: Reflecting on YourLearning Experience

Purpose of Step VI

It is always a good idea to think about orreflect upon experiences you have had orprojects you have completed. This is oneway to learn, to avoid mistakes in thefuture, and to-improve your performance.

Now that your class has completed itsportfolio, add a reflection or evaluation partto the Documentation Section binder. Thispart of your portfolio should describe briefly

what and how you and your classmateslearned.what you might do differently, if you wereto develop another portfolio.

Reflecting upon your experiences should bea cooperative class effort similar to the wayyou have worked throughout this project.Reflect as an individual as well as amember of your class. Your teacher and theadults who helped you develop yourportfolio can help you reflect on yourexperiences in this project.

It may be helpful to present your portfolio toan audience before your class develops thisfinal part of your portfolio. Questions frommembers of an audience and their reactionsto your portfolio may help you reflect uponyour learning experiences and the portfolioyou developed.

Conclusion

It is important that you continue to developthe skills that help you influence themaking of public policy. You will use theseskills in the future. Remember that publicpolicies often need to be revised. Newproblems require new public policies.

36

Guidelines

You may wish to use the followingquestions to reflect on your experience.

1. What did I personally learnabout public policy from workingwith my classmates?

2. What did we learn as a classabout public policy by developingour portfolio?

3. What skills did I learn or improveupon in this project?

4. What skills did we learn orimprove upon in this project?

5. What are the advantages ofworking as a team?

6. What are the disadvantages ofworking as a team?

7. What did I do well?

8. What did we do well?

9. How can I improve myproblem-solving skills?

10. How can we improve ourproblem-solving skills?

11. What would we want to dodifferently, if we were to developanother portfolio on anotherpublic policy issue?

Helping to develop public policies andtaking positions on them are lifelongresponsibilities of citizens in aself-governing society.


GlossaryThe words in the glossary are defined toclarify their meaning as used in this text.Additional terms have been includedbecause they relate to civics and arecommonly used in the study of governmentand the making of public policy. Refer toyour dictionary for more completedefinitions.

abstract a summary of the mostimportant points in a document such as anewspaper article

administrative agencies - departmentsof a government that manage the dailyaffairs of that government or otherinstitutions

administration day-to-day managementof public policies and procedures

alternative policies any number ofpossible courses of action for dealing with aparticular need or problem

analysis - the process of examining asubject in detail by studying its parts

basic liberties freedoms that arefundamental to democratic societies, suchas freedom of religion, freedom ofexpression, and due process of law

bill a proposed law submitted to alegislature

city inspectors - employees of citygovernment who check to ensure that lawsand regulations are being followed

city government the political unit ofauthority responsible for making, carryingout, and enforcing city laws

citizen - a member of a nation who isentitled to the rights and privileges ofmembership and who has the duties andresponsibilities of membership (citizenship)


civic of a citizen or citizens

community standards levels ofacceptable behavior agreed to by individualsliving in a city or community

community organizations - groups ofcommunity members working towardscommon goals

congressional district - one of the 435defined areas of the United States, eachwith approximately 500,000 people, whichelects one congressperson to the U.S. Houseof Representatives

constitutionality - the state of beingpermitted according to the U.S. Constitution

coordination working together efficiently

criteria - the rules or qualifications thatare used for judging

demonstrate - to show how something isdone

display section the part of the portfoliothat is mounted for an audience to view. I,t

provides an overview of the entire portfolio

documentation section - the part of theportfolio that contains selected records ofthe team's research as well as their originalpapers

enforce to make people obey laws andpublic policies

ethnic group a cultural group oftendefined by shared ancestry, heritage, andcustoms

excerpt a passage or section taken out ofa book or other publication

exhibit a document or other objectformally submitted as evidence to support aposition

37

gender classification of people as eithermale or female

governmental agency a part or divisionof the executive branch of local, state, ornational government responsible forcarrying out and enforcing laws and otherpublic policies

graphic presentations pictures ordiagrams that give a clear visual impressionof the main points of the portfolio

interest group a group of persons havinga common interest or goal

interview a conversation for the purposeof obtaining facts and other information

issue a subject being discussed ordisputed

laws rules that are created and enforcedby governments

legislative offices lawmakers and theirstaffs

legislature a group of persons chosen bythe voters to make laws

lobbyists - people who present the interestof particular groups to lawmakers in orderto influence them

local government political units ofauthority serving the needs of a city, town,borough, county, etc.

oral spoken rather than writtenpersuasiveness the power to convinceothers

policy a plan of action designed toachieve a certain goal

practicality the state of being realisticrather than idealistic

38

professor a teacher at a college oruniversity

public policy an agreed upon way thatour government fulfills its responsibilities,such as its responsibilities to protect therights of individuals and promote thewelfare of all the people. Some publicpolicies are written into laws bylegislatures. Other policies are contained inrules and regulations created byadministrative branches of governmentthe branches responsible for carrying outand enforcing laws.

reflection serious thought or meditationscholar someone who has done advancedstudy or research in a particular field

source a document or a person thatsupplies information

specifications a list giving exactdescriptions

statistics - numerical dataUnited States Congress the legislatureof the United States consisting of theSenate and House of Representatives

values something that people think is ofgreat importance such as freedom, justice,or loyalty. Values provide standards used injudging behavior. For example, honesty is avalue used to judge a person's behavior.

zoning local rules that divide acommunity into areas and tell how the landin each area can be used

zoning department an agency of localgovernment that determines and regulatesthe use of land for a particular purpose suchas for homes, businesses, or recreation


Reference materials are in your school or public library. On the following pagesyou will find the types of lists that are in reference materials. For example:

the telephone booka directory of businessesa list of public service organizations

Appendix

Appendix

Appendix

Appendix

Appendix

Appendix

Appendix

Appendix

Appendix

A. Libraries 41

B. Newspapers 43

C. Professors and Scholars 45

D. Lawyers, Judges, and Bar Associations 47

E. Businesses 49

F. Community and Interest Groups . . . 51

G. City Government Offices 53

H. State Government Offices 55

I. U.S. Government Offices 57

33We the People... Project Citizen o 39

LaiEibmvies

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This sample list of libraries was taken from a telephone directory. Use thetelephone,directory for your community to find libraries in your area.

Commerce Public Library213-722-66605655 Jillson StreetCommerce, CA 90040

Los Angeles Public Library213-612-3200433 S. Spring StreetLos Angeles, CA 90013

Mailing Address:630 West 5th StreetLos Angeles, CA 90071

Pasadena Public Library818-405-4052285 E. Walnut StreetPasadena, CA 91101

University of Southern CaliforniaCrocker Business Library213-740-8520Hoffman Hall, Room 201University of Southern CaliforniaLos Angeles, CA 90089-1421

West Los Angeles Regional Branch Library310-575-832311360 Santa Monica Blvd.Los Angeles, CA 90025


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This sample list of newspapers was acquired by consulting telephone information.Use the telephone directory for your community to find newspapers in your area.

Atlanta Journal Constitution404-526-515172 Marietta N.W.Atlanta, GA 30303

New York Times212-556-1234229 W. 43rdNew York, NY 10036

Chicago Tribune312-222-3232435 N. Michigan AvenueChicago, IL 60611

Cleveland Plain Dealer216-999-50001801 Superior AvenueCleveland, OH 44114

Christian Science Monitor617-450-2065One Norway StreetBoston, MA 02115


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Here is a sample list that illustrates how to find professors and scholars at one stateuniversity. It was taken from a telephone directory. Use the telephone directory foryour community to find colleges and universities in your area.

PUBLIC SCHOOLS

UNIVERSITY OF ALASKAFAIRBANKScontinued

Fax 474-5555

TTY/TDD 474-7045

DISTANCE EDUCATION ANDINDEPENDENT

LEARNING CENTER FORHarper Building 474-5353

Fax 456-8817TTY & Voice 451-1985

DOWNTOWN CENTER510 2nd Av 451-7223Fax 456-8817

TTY & Voice 451-1985DRAFTING

Hutchison Career Center . . 474-5264Or 474-5240Fax 474-7335

EARLY CHILDHOODDEVELOPMENTHutchison Career Center . . 474-5503

Fax 474-7335

EARLY CHILDHOOD LABSCHOOL 703 Chatanika . . 474-6393

EARTHQUAKE INFORMATION301L Elvey 474-5161

Or 474-7472Fax 474-5618

ECONOMIC EDUCATION CENTER

FOR 205A Bunnell 474-5263ECONOMICS DEPARTMENT

205 Bunnell 474-7119Fax 474-5219

EDUCATION SCHOOL OF7th Floor Gruening 474-7341

Fax 474-5451

Certification AndAdvising 474-6180

Computer Lab 474-6424Resource Center 474-6633

Science Consortium/SeaWeek 474-5483

Continued next column

ELDERHOSTEL 207 A-B GrueningUAF Programs 474-6931

State Office 474-5360

Fax 474-6924

ELECTRICAL ENGINEERINGDEPARTMENT217 Duckering 474-7330

Fax 474-6087

ELECTRON MICROSCOPEFACILITY

173 Arctic Health ResearchBldg 474-5452

EMERGENCY Dial 911

SEE Also Fire Dept/UAF PoliceDept 474-7721

ENGINEERING AND SCIENCE

MANAGEMENT349 Duckering 474-6121

Fax 474-6087

ENGINEERING SCHOOL OF

248 DuckeringDean 474-7330

Fax 474-6087

ENGLISH DEPARTMENT203 Fine Arts/Theatre . . . 474-7193

Writing Center 401 Fine Arts/Theatre 474-5314

ENVIRONMENTAL HEALTH &SAFETY

UAF RISK MANAGEMENTOld U Park School . . . 474-5496

Fax 474-5489

ENVIRONMENTAL QUALITYENGINEERING

AND SCIENCE PROGRAM361 Duckering 474-7241

Fax 474-6087

ENVIRONMENTALTECHNOLOGY LAB363 Duckering 474-6090

Fax 474-6087Continued next column

EQUAL EMPLOYMENTOPPORTUNITY

3rd Floor Signers' Hall . . 474-6991Fax 474-7225

EQUIPMENT CHECK OUT

(MEDIA SERVICES)4th Floor Library 474-7072

UNIVERSITY OF ALASKAFAIRBANKSContinued

ESCORT (UAF POLICE DEPTESCORT SERVICE)

Health Safety & SecurityBldg 474-7721

EXTENDED EDUCATIONPROGRAMS

Downtown Center 510 2ndAv 451-7223

Fax 456-8817

EXTENSION SERVICE

SEE Alaska CooperativeExtension

FACILITIES MANAGEMENT327 Signers' Hall 474-5812

Fax 474-7225

FACULTY DEVELOPMENT

3rd Floor Signers' Hall 474-7096Fax 474-6725

FACULTY SENATE312 Signers' Hall 474-7964

Fax 474-5213

FAIRBANKS SYMPHONY . 479-3407

Regents Great Hall 474-5407

FAMILY HOUSING Moore-Bartlett-SkarlandComplex

FESTIVAL OF NATIVE ARTS5th Floor Gruening . . . . 474-6889

Fax 474-5624

FILM LIBRARY

4th Floor Library 474-7023Continued next column

13EST Copy AVAIL ,p,

42

FINANCIAL AID101 Eielson 474-7256

Fax 474-7900

FIRE DEPARTMENT

Health Safety & SecurityBldg 474-7721

Fax 474-5555Dispatch Center 474-7721

Or 474-7722Fire Chief 474-6303

Or 474-6646Deputy Chief 474-7012Assistant Chiefs 474-5774

Captain 474-6913Firefighters' Kitchen 474-6210

Dorm 1st Floor 474-6208

Dorm 2nd Floor 474-6209Duty Bay 474-6211

FIRE SCIENCEHutchison Career Center . 474-7916

Or 474-5240

Fax 474-7335

FISHERIES AND OCEANSCIENCES SCHOOL OF217 O'Neill 474-7824

Dean 474-6824Fax 474-7204Executive Officer 474-6765Fiscal Office 474-7824

Fiscal Officer 474-7928Grants And Contracts . 474-7824

Payroll 474-6737Purchasing

Accts Payable/AcctsReceivable 474-6808Travel 474-6808

Personnel 474-6624Proposals 474-6735

FISHERIES DIVISION

200 O'Neill 474-7289

Fax 474-7204

Continued next page

LE

We the People... Project Citizen 9 45

LQ pgrIDEFITz

Eaa Tevs, Judges, cmd 1312F assgemiilms

Use the telephone directory for your community to find local lawyers. Lawyers alsoare called attorneys.Judges may be found under the sections on the courts in which they serve. Forexample, Municipal Court judges can be found in the section on Municipal Courts.To contact a Superior Court judge, call the Superior Court in your county.Bar Associations are listed in the White Pages under specific headings (i.e.,Burbank Bar Association, Fresno County Bar Association).

6 GOVERNMENT PAGES

1 1 1 1 1New York City Government Offices

CORPORATION COUNCIL Adult Probation 643-3879 Estate Administration 643-5259

SEE LAW DEPT Juvenile Probation 643-8864 Finance 643-5870CORRECTION DEPT OF Warrant Officer 643-8860 General Information 643-5262

Brooklyn Correctional Facility Supreme Court Kings County Guardianship & Guardian Accounting 643-526014-12 Hazen East Elmhurst 728-7000 General Information Civic Center 643-8076 Law 643-5262

Business Information 60 Hudson Manhattan . . 212266.1000 Civil Calendar Civic Center 643-5770 Probate 643-5227Inmate And Visit Information 728-7000 Committee Annual Accounts 643-5252 Records 643-8016Inspector Genl 60 Hudson Manhattan 21 2266 -1 900 Court Reporters Civic Center 643-2696 CULTURAL AFFAIRS DEPT OF 2 Colmbs CirPersonnel Office 212374-2288 Criminal Term Civic Center ManhPress Relations 100 Centre St Manhattan . . . 212374-4440 Information 643-7034 Gen! Information 2128414100

COUNTY CLERK-KINGS COUNTY 360 Adams Appeals 643-3585 Agency Information 212841-4100Information 643-5897 Arraignments 643-7048 Artist Certification 212841-4100Jurors Div 643-8023 Ball Bond 643-2799 Arts Apprenticeship 212841-4100Jurors Div 643-5256 Record Room 643-7695 Materials For The Arts 212255-5924Jurors Payment 643-3899 COURTSCentral Jury 643-5776 Supreme Court Kings County DNotary Dep 643-8011 Jury Service Information Civic Center 643-5776 DAY CARE & HEAD START INFORMATION-CALLBusiness Reg 643-8012 Justice Chambers Civic Center 643-3593 FOR KIDS 367-5437

COURTS Medical Records Civic Center 643-8024 DAY CARE & HEAD START PROGRAMSCM' Court 141 Uvingston Probation SEE AGENCY FOR CHILD DEVELOPMENTAutomated Message Center 212791-6000 See Probation Dept of DISTRICT ATTORNEY NY COUNTYHousing 212791-6000 Special Term Parts CMc Center Hearing Impaired TTY/TTD Device Only . . . 212335-9500Small Claims 212791-6000 Part 1 643-5872 DISTRICT ATTORNEY-KINGS COUNTY 210

Criminal Court 120 Schermerhom Part 2 643-5736 JoralemonAP1 3 & 4 Clerks Office 643-4388 Part 3 643-5770 Adopt-A-SchooVLegal Lives 250-2320AP2 Clerks Office

AP5-9 Clerks Office

643-4025

643-4380Part 4

Part 5

643-5267

643-5123Appeals & Motions

Citizen Action Center

250-2460

802-2982APAR1 2 & 3 643-5675 Part 5B 643-8838 Civil Actions Bureau 802-2840Boro Chief Clerk 643-3909 Part 6 infants & Incompetents Civil Rights Bureau 250-3000Court Officer Division 643-5674 Proceedings 643-5876 Community Affairs 250-2241Information & Central Clerks Office 643-4044 Part 7 643-5324 Corruption Investigation Division 250-3300Jury 1 & 2 Clerks Office 643-3176 Part 8 643-5771 Complaint Room 250-3500Warrants 643-2040 Part 9 643-5876 Crime Victims Counseling Unit 802-2712

Family Court 283 Adams Part 10 643-4534 Criminal Court Bur 834-5173Information 643-2650 Special Term Part 11 643-5325 District Attorney Charles J Hynes 250-2200Clerk of Court 643-2652 Trial Term Part 1 643-3241 Domestic Violence Bureau 834-4129Judges' Chambers 643-4546 Surrogates Court 2 Johnson Fiscal Office 802-2997Parts DMsion 643-8399 Accounting And Miscellaneous 643-5220 Gang Unit 250-3110Petition Division 643-8895 Adoptions 643-5886 General Information 250-2000Records 643-5811 Calendar 643-5204 Grand Jury Bureau 802-2981Adoptions 643-8110 Cashier 643-8020 Investigations Bureau 250-2420Mental Health Services 643-8195 Certification 643-8018 Juvenile Crimes Unit 802-2718

LEST COPY AVADIABLE43


n,-,o0goDd

Dathmasses

Ward's Business Directoryof U.S. Private and Public Companies - 1995

Company Name-Executive Officer Address, City Zlp Phone

Calvin Kim and Associates Inc 101 7 Palm Dr, Honolulu 96814 808-528-3770Kober/Hanssen/Mitchell Architects Inc 1585 Kapiolani, Honolulu 96814 808-955-8882Kumangai Gumi (Hawaii) Corp 1585 Kapiolani, Honolulu 96814 808-942-7743Laser Disc Headquarters Inc 661 Keeaumoku St, Honolulu 96814 808-955-0654WHT Leong and Associates 1360 S Beretania St, Honolulu 96814 808-531-4621Richard Libbey Inc 210 Ward Ave, Honolulu 96814 808-531-4627Luxury Motors Inc 1017 Kapiolani Blvd, Honolulu 96814 808-526-2868Mamo Howell IncMamo Howell 1020 Auahi, Honolulu 96814 808-522-0611Mc Hale Videolilm 1116 Auahi St, Honolulu 96814 808-545-4040Meadow Gold Dairies of Hawall-Jay Wison 925 Cedar St, Honolulu 96814 808-949-6161MOS Foods Hawaii Inc 1580 Makaloa St, Honolulu 96814 808-942-1450Nautilus Subsea Adventures Inc-Ted Bush 1085 Ala Moana, Honolulu 96814 808-591-9199Occidental Underwriters of Hawaii Ltd 1163 S Beretania St, Honolulu 96814 808-536-1933Pacific Focus Inc-Dennis Bums 1013 Kawaiahao St, Honolulu 96814 808-536-3848Pacific Guardian Life Insurance Company Ltd-Hiromi Okamoto 1440 Kapiolani Blvd, Honolulu 96814 808-955-2236Palea Properties LP 818 Keeaumoku, Honolulu 96814 808-973-3636Paradise Cruise Ltd 350 Ward Ave, Honolulu 96814 808-537-9039Peck Sims Mueller Inc-Sanderson Sims 1170 Walmanu St, Honolulu 96814 808-526-1134Queen Emma Corp-Barry Okuda 615 Piikol St, Honolulu 96814 808-545-7733Sandsburg International Inc 1600 Kapiolani, Honolulu 96814 808-949-1616Sanjo Printers Inc-Ryoichi Sanjo 1440 Kapiolani, Honolulu 96814 808-973-1701Splash Hawaii-Gary McCarty 641 Keeaumoku St, Honolulu 96814 808-946-8896Teval Corp-Ted Valdez 1436 Young St, Honolulu 96814 808-942-2411Timcorp International Marketing Inc 615 KW St, Honolulu 96814 808-536-6263TJK Walkoloa Partners 605 Plikol St, Honolulu 96814 808-531-5505Travel Travel Inc 320 Ward Ave, Honolulu 96814 808-526-0336Tropical Trading Company Inc-Al Sleverts 999 Waimanu St, Honolulu 96814 808-533-8899TSA international Ltd- Takeshi Sekinguchl 1585 Kapiolani, Honolulu 96814 808-942-2131Waikiki Trolley Tours 1137-B Walmanu St, Honolulu 96814 808-599-2561Walters Kimura Motoda Inc 320 Ford Ave, Honolulu 96814 808-955-5591Victoria Ward LtdLindsay Dodge 1210 Auahl St, Honolulu 96814 808-531-6411Kite Fantasy 2863 Kalakaua Ave, Hawaii 96815 808-922-548321 Club 450 Lewers St, Honolulu 96815 808-923-8828Ala Wai Petroleum Inc 1651 Ala Moana Blvd, Honolulu 96815 808-955-8160Aloha Showroom and Show Production Company Ltd 2155 Kalakaua, Honoluly 96815 808-971-7469American Challenge Sailing Inc 445 Seaside Ave, Honolulu 96815 808-922-3355Americantours International Inc Hawaii Div Noel Irwin -Hentschel 2500 Kuhlo Ave, Honolulu 96815 808-922-2841Bozell Advertising Works IncDarrel Kloninger 444 Hobron Ln, Honolulu 96815 808-955-4416Center Art Gallery-Hawaii 2301 Ka la Kaua Ave, Honolulu 96815 808-926-2727Classic Small Hotels IncMichael Paulin 2155 Kalakaua Ave, Honolulu 96815 808-926-5900Coconut Properties Inc 2171 Ala Wal Blvd, Honolulu 96815 808-923-1675Cosmic Fantasy Amusement CenterDereck Takahashi 2155 Kalakaua Ave, Honolulu 96815 808-923-5005Dillingham Construction Pacific LtdWilliam J Wilson 614 Kapahulu Ave, Honolulu 96815 808-735-3211ERA Jones Properties International 1440 Kapiolani, Honolulu 96815 808-973-2222Euro Motor Emporium 131 Kalulani St, Honolulu 96815 808-924-2220Green Thumb IncJimmy Furuyama 3363 Campbell Ave, Honolulu 96815 808-732-2868Hawaii Condofree Resorts 2155 Kalakaua Ave, Honolulu 96815 808-922-9700Hilton Hawaiian VillagePeter H Schali 2005 Ka lia Rd, Honolulu 96815 808-949-4321

IL

Reprinted with permission. Ward's Business Directory of U.S. Privateand Public Companies. 01995 Gale Research Inc., Detroit, Michigan.

EST COPY AVAILABLE44 We the People... Project Citizen o 49

n,-,o,gcfaZ, 'Cm 7

apromnifly awd Mama @voupzTo find community and interest groups in your area, you can use a telephonedirectory and lists of public service organizations. A librarian in your school orpublic library can help you. For example:

Orange County Chamber of Commerce714-634-29001 City Blvd. West, Suite 401Orange, CA 92668

San Bernardino Chamber of Commerce714-885-7515546 West 6th StreetSan Bernardino, CA 92402

San Diego Chamber of Commerce619-232-0124402 W. Broadway, Suite 1000San Diego, CA 92101

U.S. Hispanic Chamber of Commerce213-725-00915400 E. Olympic Blvd., Suite 238Los Angeles, CA 90022

Vietnamese Chamber of Commerce714-839-225710451 Bolsa Avenue, Suite 6211Westminster, CA 92683

League of Women Voters of Los Angeles213-939-35356030 Wilshire Blvd.Los Angeles, CA

National Center for American Indian Enterprise Development818-442-37019650 Flair Drive, Suite 303El Monte, CA 91731

Sierra Club-Angeles Chapter213-387-42873550 W. 6th StreetLos Angeles, CA


Appendices G through I were taken directly from several telephone directories.Use the directory in your community to find similar listings.

CITY GOVERNMENT OFFICES

CITYTOWNVILLAGETOWNSHIP GOVERNMENT

BERLIN CENTERTOWNSHIP OF

FIRE EMERGENCY 9-1-1

Medical Emergency 9-1-1

Alternate NumbersFire Dept

15801 W Akron Canfield Rd 547-2222Rescue Squad 547-2222Township Trustees

15823 W Akron Canfield Rd 547-2929POLICE EMERGENCY 9-1-1

BOARDMAN TOWNSHIP.OF

BOARDMAN COUNTY COURT127 Boardman-Canfield 726-5546

GENERAL OFFICES

8299 Market St 726-4177

MAINTENANCE GARAGE8299 Market St 726-4190

POLICE DEPT 8299 Market St 726-4144Detective Bureau 726-4150

TO REPORT A FIRE

8299 Market St 726-4155ZONING COMMISSION

8299 Market St 726-4181

CANFIELD CITY OFCITY BUILDING 104 Lisbon St 533-1101

FIRE DEPARTMENT

INFORMATION ONLY

104 Lisbon St 533-4316

FIRE EMERGENCY ONLY

104 Lisbon St 533-3371

MAYORS OFCCity Manager's Ofc

104 Lisbon St 533-1101

Zoning Inspector 104 Lisbon St 533-1101

MAYOR'S OFC 104 Lisbon St 533-5212

POLICE DEPARTMENT

INFORMATION 104 Lisbon St 533-4903POLICE EMERGENCY ONLY

104 Lisbon St 533-6809STREET DEPT 519 N Broad St 533-3315WATER DEPT 104 Lisbon St 533-1101

CANFIELD TOWNSHIPOF

TRUSTEES 21 S Broad St 533-4239

FIRE EMERGENCY ONLY

104 Lisbon St 533-3371

COITSVILLE TOWNSHIP

OFADMINISTRATION BUILDING

3737 McCartney Rd 536-6420

FOR FIRE DEPT INFORMATION

ONLY N Hubbard Rd 534-2191CAMPBELL CRY OF POLICE DEPT 744-0404COUNCIL OFFICE 351 Tenney Av 755-1663 TO REPORT A FIREFINANCE OFFICE 351 Tenney Av 755-9863 666 Youngstown-Poland Rd 755-3400FIRE DEPT 351 Tenney Av 755-5115HEALTH DEPT 351 Tenney Av 755-2173LAW DEPT 351 Tenney Av 755-1483MAYOR'S OFFICE 351 Tenney Av 755-1451MUNICIPAL COURT

351 Tenney Av 755-2165PARK DEPARTMENT

Sycamore Dr 755-7445POLICE HEADQUARTERS

351 Tenney Av 755-1411 GIRARD CITY OF-351 Tenney Av 755-1412 AUDITOR 100 W Main St 545-6843

SEWAGE TREATMENT PLANT CEMETERY-4200 Wilson Av 755-1687 1143 N State St 545-4114

STREET DEPT 351 Tenney Av 755-4911 ENGINEER 100 W Main St 545-1934

WATER DEPARTMENT FIRE DEPT-351 Tenney Av 755-3396 To Report A Fire Call 545-4321

WATER WORKS 2800 Wilson Av 755-4822 HEALTH DEPT 100 W Main St 545-6048

ELLSWORTH TOWNSHIPOF

FIRE DEPT 6034 S Salem-Warren Rd . . . 538-3341

ELLSWORTH TOWNSHIPOF 6036 S Salem-Warren Rd 538-2321

46

LAW DIRECTOR 100 W Main St 545-4811MAYOR'S OFC 100 W Main St 545-3879MUNICIPAL COURT

Clerk Of Court 100 W Main St 545-0069Civil Branch 100 W Main St 545-3177Probation Dept 100 W Main St 545-2381Traffic Clerk 100 W Maln St 545-3049

PARKS & GYM 100 W Maln St 545-4625POLICE DEPT 100 W Maln St 545-0211SERV DIRECTOR 100 W Main St 545-3306SEWAGE PLANT-

945 S State St 5453949SOCIAL OFFICES 100 W Main St 545-8046STREET DEPT-

943 S State St 545-1322TAX COMMISSIONER'S OFC

100 W Main St 545-1280WATER DEPT 100 W Maln St 545-5857

WATER DEPT GARAGE-150 Myrtle CI 545-4208

GREEN TOWNSHIP OFFIRE DEPT 12210 Usbon Rd 533-4614

TOWNSHIP BUILDING12184 Usbon Rd 533-4841

HUBBARD CITY OFCITY AUDITOR 220 W Liberty St 534-1067ENGINEER'S OFC

220 W Liberty St 534-1271FIRE DEPT 220 W Liberty St 534-8153FIRE EMERGENCY CALLS 534-8153INCOME TAX DEPT

220 W Liberty St 534-6299LIGHT & WATER OFC

220 W Liberty St 534-3054MAYOR'S OFFICE

220 W Unity St 534-3090POLICE DEPT 220 W Liberty St 534-8153SERVICE DIRECTOR

220 W Liberty St 534-7755SEWAGE DISPOSAL PLANT

220 W Liberty St 534-6291STREET DEPT 220 W Liberty St 534-6279

UTILITIES 220 W Liberty St 534-3636

HUBBARD TOWNSHIPOF

POLICE EMERGENCY CALL 911

POLICE

ADMINISTRATIONICHIEF 34-8477

POLICE NON-EMERGENCY 534-9797

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IOWA DES MOINES GOVERNMENT SECTION

STATE GOVERNMENT

IOWA STATE OFADEL

TRANSPORTATION DEPARTMENT OFAdel Drivers License Examiner

102 S 10St 50003 993-3244

Continued From Last ColumnEntomologist Wallace State Office Bldg . . . . 242-5180Grain Warehouse Division

Wallace State Office Bldg 281-5987Livestock Markets Federal Bldg 282-6870Meat Inspection Wallace state Office Bldg . 281-5597

Continued On Next ColumnOffice Of The Secretary Of Agriculture

Wallace State Office Bldg 281-5322Personnel Wallace State Office Bldg 281-5693Pesticide Division Wallace State Office Bldg 281-8591

Rural Programs SpecialistWallace State Office Bldg 281-5952

Soil Conservation DivisionWallace State Office Bldg 281-5851

Mines & Minerals Program 281-4246State Climatologist Municipal Airport 285-2476Statistics 833 Federal Bldg 284-4340Veterinary Medical Examining Board

Wallace State Office Bldg 281-5305Weights And Measures

Wallace State Office Bldg 281-5716ALCOHOLIC BEVERAGES DIVISION

DEPARTMENT OF-1918 SE Hulsizer Ankeny 50021

General Information 281-7400

Administrator's Office 281-7407Accounting 281-7365Customer Relations 281-7414Data Processing 281-7388Liquor Licenses Beer Permits Wine

Permits 281-7430Products Information 281-7416

IOWA STATE OFAPPELLATE DEFENDER

See State Public Defender Inspections AndAppeals Department Of

ARCHITECTURAL EXAMINERSSee Professional Licensing And Regulation

Division Of CommerceARTS COUNCIL

See Cultural Affairs Iowa Department OfATTORNEY GENERAL

Office Of The Attorney General Hoover Bldg 281-5164Consumer Protection Division Hoover Bldg 281-5926Agency Representation Division

Hoover Bldg 281-8760Child Support Recovery Suite C

1200 UniversityAv 50314 283-7917Civil Rights Division 211 E Maple St 50309 281-4121

Commercial Law Division Hoover Bldg 281-8760Crime Victim Assistance Program

Old Historical Bldg 281-5044

Criminal Appeals Division Hoover Bldg . . 281-5976

Continued On Next Column

Continued From Last ColumnEnvironmental Law Division

Executive Hills East 281-5351

Prosecuting Attorneys CouncilOld Historical Bldg 281-5428

Prosecutor Services Division Hoover Bldg 281-3648

Tort Claims Division Hoover Bldg . . . 281-5881

Transportation Division Ames 239.1521

UST Division Executive Hills East 281-3389AUDITOR CapiMI Bldg 281-5834

Audit DivisionTechnical Services Division

281-4888

281-4889ALTOONA

IOWA DEPARTMENT OFTRANSPORTATION

ALTOONA GARAGE 405 1AvN 50009 . . . . 967-4246

DISTRICT BRDG FRMN ao51AvN 50009 967-2348

FOR HELP FINDING THEGOVERNMENT OFFICE YOU

NEED, CHECK THE

FREQUENTLY REQUESTED

GOVERNMENT OFFICES PAGES.(2nd page of this section)

DE SOTOTRANSPORTATION DEPARTMENT OF

Highway DivisionMaintenance Garage

3354 Overton Cir Add 50003 834-2368BANKING DIVISION DEPARTMENT OF

COMMERCE 200E Grand Av 50309 281-4014BAR EXAMINERS BOARD OF Capitol Bldg . 281.5911

BINGO/RAFFLE LICENSESSee Inspections And Appeals Department Of

BLIND DEPARTMENT FOR THE 524 4St 50309 281-1333

TDD 281-1259CAFETERIAS

Capitol Bldg 281-5500

DES State Office Bldg 281-8783

Grimes State Office Bldg 281-3305Historical Museum 281-5762Lucas State Office Bldg 281-5520

CAPITOL TOURS Capitol Bldg 281-5591

CAREER EDUCATION ADVISORY COUNCILSee Vocational Education Council

CENTRAL IOWA EMPLOYMENT & TRAININGCONSORTIUM 215 Keo 50309 281-9700

CITIZENS AIDE (OMBUDSMAN)215 E 7St 50309 281-3592

TDD (DEAF) 242-5065

Toll Free Dial 1 & Then 800 358-5510CIVIL RIGHTS COMMISSION

211 E Maple St 50309 281-4121

TDD 281-8085

CODE EDITOR Lucas State Office Bldg 281-5285COLLEGE STUDENT AID COMMISSION

914 Grand As Suite 20150309 281-3501

Guaranteed Student Loan Div914 Grand Av Suite 201 50309 281-4890

COMMERCE DEPARTMENT OF-1918 SE Hulsizer Ankeny 50021 281-7400See Individual Listings For

Alcoholic Beverages DivisionContinued On Next Page

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DES MOINESSTATE GOVERNMENT OFFICES NOT LISTED

281-5011

ACCOUNTANCY BOARD

See Professional Licensing And RegulationDivision Of Commerce

ADMINISTRATIVE CODE EDITORLucas State Office Bldg 281-5285

ADMINISTRATIVE RULES COORDINATORCapitol Bldg 281-6331

AGRICULTURE AND LAND STEWARDSHIP

DEPARTMENTInformation Wallace State Office Bldg 281-5321

Agricultural Development AuthorityWallace State Office Bldg 281-6444

Agricultural Marketing DivisionWallace State Bldg 281-5993

Agriculture Diversification/Horticulture 281-5402Grain Market News 281-860424 Hour Grain Report 281-3755Sheep Bureau 281-5736

Animal Industry Wallace State Office Bldg . 281-530424 Hour Permits 281-5547Livestock Permits 281-5304

Apiary Division Wallace State Office Bldg . . 281-5736Chemical Laboratory

Wallace State Office Bldg 281-5861

Dairy Products InspectionWallace State Office Bldg 281-3545

Dairy Trade PracticesWallace State Office Bldg 281-5961


BEST COPY AVAILAMIE We the People... Project Citizen o 55

47

United States Government

UNITED STATES GOVERNMENT

AAGRICULTURE-DEPT OFAgriculture Marketing Service

Fresh Fruit & VegetableInspection13138S Utahna Dr Salt Lake City 84101 973-6535

Animal & Plant Health InspectionServIceAnimal Disease Lab

350 N Redwood Rd

Salt Lake City 84116 524-5018Plant Protection & Quarantine-1860 W Alexander W Vly Cty 84119 975-3310Animal Damage Control

1860 W Alexander W Vly Cty Ut 84119

975-3315Veterinary ServicesAirport Park Bldg 4

176 N 2200 West Salt Lake City 84116 524.5010Consolidated Farm Service AgencyOffice Of Director-Utah State

Office125 S State Salt Lake City 84138 524-5013

Price Support 524-3262Conservation Programs 524-3262Administrative 524-3259Production Adjustment 524-5014Aerial Photography Field Office

222 W 2300 5Customer Service & Sales 975-3503For All Other Offices 975-3500

Committee Of Salt Lake County10702 S 300 West S Jrdn 84095 571-0106

Food & Nutrition Service-FieldOffice1745 W 1700 Souls Salt Lake City 84104. . . . . 524-5007

Forest ServAvalanche Forecast Center Of c

2241 W North Temple

Salt Lake City 84118 524-5304Geometronics Service Cntr

2222 W 2300 South W Vty Cty 84119 . . . 975-3473Wasatch-Cache National Forest

Avalanche Forecast InformationWinter

2242 W North Temple

Sall Las C4811116 364-1581Interagency Fire Center

755 S Guardsman Wy

Sall Lake City 84108 582-1970Forest Serv

Wasatch-Cache National ForestFire Reporting Only

755S Guardsman Wy

Salt Lake City 84108 582-1973Saft Lake Ranger District

6944 S Grant Blvd

Salt lake City 84121 582-1973Supervisors Office 125 S StateForest Information 524-5030

TTY-Hearing & Speech Impaired . . . 524-6762Wasatch-Cache Work Center

1729 W 500 Soul) Salt Lake City 84104

975-3324Continued On Next Column

Continued From Last Column

UNITED STATES GOVERNMENTAGRICULTURE-DEPT OF

Four H Clubs2001 S State Sall Lake City 84190 468-3180

National Agricultural StatisticsService-Utah AgriculturalStatistics Service

176 N 2200 West Salt Lake City 84116 . . . . 524-5003Rural Economic And Community

Development (Formerly FarmersHome Administration)

County Office10702 S SOO West S Jrdn 84095 571-1598

Utah State Office-125 S StateState Director 524-4063Program Information 524-4404TTY-Hearing & Speech Impaired . . 524-3309

Soil Conservation Service-125 SState

Administrative Officer 524-5068Engineering 524-5025Public Affairs 524-5052

. Resource Planning 524-5054Soils 524-5064

State Conservationist 524-5050Snow Survey & Water Supply

245 N Arnroy Doodle Rd

Salt Lake City 84116 524-5213Reid Office

10702 S 300 West SJrdn 84095 . . . . 571-1292Utah State University Extension

Service2001 S State Salt Lake City 84190 468-3170

AIR FORCE-DEPT OFAir Force ROTC University 01 Utah 581-6236Air Force Recruiting Offices

Murray Office575E 4500 South Murray 84107 265-0639

West Valley Office2787 W aSCO South W Vly Cty 84119 . . . 963-8506

Air Force RecruitingAir Force Medical Recruiting

515E 4500 Souls Murray 84107 263-2763Air Force Nurse Recruiting

515E 4500 South Murray 84107 263-9337

Air Force Officer Placement814 E 9400 South Sandy 84094 571-9665

Air Force Reserve Recruiting675E 2100 Soul"! Salt Lake City 84106 . . 466-2377

Fax 466-2365Air National Guard Base-

765 N 2290 West Salt Lake City 84116 . . . . 595-2200Air National Guard Recruiting-

765 N 2200 West Salt Lake City 84116 . . . 595-2295765 N 2200 West Salt Lake ary 84116 . 595-2246

Civil Air Patrol-USAF Liaison OfficeUtah Wing Bldg640 N 2360 West Salt Lake City 84116 . 524-4022

Hill Air Force BaseCE Area G

4307 Richmond Or Hdl Afb 84056 825-4142Hill Aerospace Museum

7961 Wardleigh Rd Hal Alb 84056 777-6868Or Call 777-6818


BEST COPY AVAII A Et)

48

LE

Continued From Last Column

UNITED STATES GOVERNMENTAPPRENTICESHIP & TRAINING- BUREAU

OF

1745 W 1700 South Salt Lake City 84104 . . . 975-3650ARMY NATIONAL GUARDSEE UTAH STATE GOVERNMENT

ARMY-DEPT OFArmy Recruiting Battalion-Salt Lake

District2832 S Redwood Rd W Vly Cty 84119 . . . . 974-9510

Army Recruiting CompanyHeadquarters575 E 4500 South Murray 84107 265-1978

Army Guidance Counselor2832 S Redwood Rd w Vly cty 84t1 9 . . . . 974-7618

Army Recruiting StationsSalt Lake City-2709 S State So Slt Ur 84115 487-86862787W 3500 South W Vly Cry 84119 963-1990

Bountiful-1992 W Antelope I Layton 84041 776-3701Kearns-4090 W 5400 Soup Kearns 84118 969-1889Sandy -812 E 9400 South Sandy 84094 572-1720

Army Nurse Recruiting807 E South Temple Salt Lake City 84102 . . . 355-0494

Corps Of EngineersPermits & Regulatory Office

1403 S 600 West Wds Crss 84010 295-8380Resident Office

Bldg S-560 160 AFB 84056 825-1505Planning

125S State Salt Lake ary 84138 524-6890Dugway Proving Ground

Operator Information & Assistance831-2222

Emergency Medical 831-2222

Employment information 831-2181

831-2102Procurement OfficeProcurement Satellite Office

SADBUS Representative5500W Amelia Earhart Dr

Salt Lake City 84116 524-5484Satellite Education Office Fort

Douglas35 Hempstead Rd Salt Lake City 84113 . . 584-4010

Fort Douglas-Stephen A DouglasArmed Forces Reserve Center

Air Force-Dept OfSee United States Government -Air

Force-Dept Of96th Regional Support Command

(Army Reserves)Army Reserve information 584-4223Command Group

103 Sddiers Cr 84113 584-4318Public Affairs Office

100 Soldiers Cir 84113 584-4223

Chaplain 105 Soldiers Cir 84113 . . . 584-4322Inspector General

105 Sddias Cir 84113 854-4228

Personnel 103 Solders Cir 84113 . . . 584-4276Strength Division 584-4283

Human Resources (Family584292Outreach) -4


I]ke0i®,o

49

Center for Civic Education

5146 Douglas Fir Road Calabasas, CA 91302-1467 818-591-9321 818-591-9330 Fax

5 1BEST COPY AVAILABLE

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