Delaware Model Unit Gallery Template

This unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has undergone a rigorous peer review and jurying process to ensure alignment to selected Delaware Content Standards.

Unit Title: Project Citizen

Designed by: Chris Kenton, Lake Forest Kim Statham, Caesar Rodney

Content Area: Social Studies Grade Levels: 6-8 ________________________________________________________________________

Summary of Unit

This instructional unit uses the Project Citizen workbook (teacher and student editions) to examine how citizens can participate in solving community problems.

Civics Standard Four 6-8a asks students to move from becoming informed about candidates to staying informed about elected officials. Student understanding of participation is expected to spiral at the grade 6–8 level so that students acquire the skills and understandings needed to monitor the actions of, and communicate effectively with, officials after they have been elected to office. Influencing public policy and participating in solving community problems gives students a reason to foster methods of communication and remain informed about elected officials.

Understanding the mechanisms for communicating with officeholders involves why a citizen should communicate and awareness of the available means to communicate as well as their relative effectiveness. What is an effective method of communication depends on the person in office and circumstances. For example, a citizen just cannot walk to the front door of the White House and ask to see the President (at least not anymore). But, a citizen could (and often will) call a school board member or other local official at home to discuss issues of importance. A representative democracy is supposed to function at its best when informed citizens communicate a range of ideas, opinions, desires, and concerns to their representatives so that they might enact prudent public policies and serve in ways that honor and promote the common good. Failure of citizens to communicate with officials tends to give unwarranted weight to the views of those who do take time to contact them. ________________________________________________________________________

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Stage 1 – Desired Results (What students will know, do, and understand)

________________________________________________________________________

Delaware Content Standards

Civics Standard Four 6-8a: Students will follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office.

Big Ideas • Social decision-making • Public policy • Citizenship

Unit Enduring Understandings • Effective citizens can research issues, form reasoned opinions, support their positions,

and engage in the political process. • Effective governance requires responsible participation from diverse individuals who

translate beliefs and ideas into lawful action and policy.

Unit Essential Questions • Which means for communicating with officeholders is usually more effective and why?

How can citizens influence the public policy-making process? • Why is it important to know about the person and circumstances when communicating

with an officeholder? How can a citizen persuade a policymaker to adopt a public policy problem?

Knowledge and Skills

Students will know… • The public policy-making process • That the effectiveness of communicating with public officeholders often depends upon

the person as well as the position they hold. • The well-being of a society that governs itself relies on people being informed.

Students will be able to… • Identify public policy issues in their community. • Implement research strategies to effectively gather information on a particular public

policy issue. • Act responsibly with the interests of the larger community in mind.

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Stage 2 – Assessment Evidence

(Evidence that will be collected to determine whether or not Desired Results are achieved)

________________________________________________________________________

This summative assessment requires students to chronicle their activities during the unit. Completing the project as a class or in a group is a significant step toward achieving the Civics Standards Four 6-8a benchmark.

The assessment and scoring guide should be reviewed with students prior to any instruction. Students should do the assessment after the lessons conclude.

Essential Questions • Which means for communicating with officeholders is usually more effective and why? • Why is it important to know about the person and circumstances when communicating

with an officeholder?

Have students maintain a contact log with elected officials as they work on Project Citizen. Even when students work in groups, each student should include an entry in their personal journals. Use the following chart as evidence of the contact.

Public Policy Issue:

Elected official

Why I selected that elected official to contact

Method of contact

What I said or wrote

Response from elected official

Next steps

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Rubric

Public Policy Issue: Student selects a valid, relevant issue

Elected official Student selects an appropriate official for the issue selected

Why I selected that elected official to contact Student gives a valid reason

Method of contact Student gives an accurate and relevant method of contact

What I said or wrote Student gives a valid explanation

Response from elected official

Student summarizes a response (if any)

Next steps

Student generates possible follow-up actions

Student Self-Assessment and Reflection

When students are required to think about their own learning, to articulate what they understand and what they still need to learn, achievement improves.

– Black and William, 1998; Sternberg, 1996; Young, 2000.

How a teacher uses the information from assessments determines whether that assessment is formative or summative. Formative assessments should be used to direct learning and instruction and are not intended to be graded.

The Checks for Understanding at the end of each instructional strategy should be used as formative assessment and may be used as writing prompts or as small-group or whole-class discussion. Students should respond to feedback and be given opportunities to improve their work. The rubrics will help teachers frame that feedback.

An interactive notebook or writing log could be used to organize student work and exhibit student growth and reflection.

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Stage 3 – Learning Plan

(Design learning activities to align with Stage 1 and Stage 2 expectations) ________________________________________________________________________

Lesson One

Essential Question

How can citizens influence the public policy making process?

Delaware Standards Integrated in the Instructional Strategies

Civics Standard Four 6-8a: Students will follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office.

Instructional Strategies

Strategy 1: Gathering Information Think-Pair-Square

Using student Handout #1 from Project Citizen: What is public policy? (Page 86 Teacher’s Edition)

My definition of public policy

Then students will read the Project Citizen text. Based upon their reading they will add: Essential elements of public policy

Once the students have thought about their initial definition vs. the essential elements, they will complete the row:

My revised definition of public policy

Check for Understanding

How did you add, modify, or delete your original definition of public policy? Explain your answer.

Rubric 2 – This response gives a valid addition, modification, or deletion with an accurate and relevant explanation. 1 – This response gives a valid addition, modification, or deletion with an inaccurate, irrelevant, or no explanation.

Strategy 2: Extending and Refining Categorizing

Use Student Handout #2 (page 87, Teacher’s Edition) with students to think about:

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What is and what is not public policy?

Public Policy Solution Community Problem Civil Society Solution

City officials fund a program for needy individuals to “buy” food and clothing from participating merchants using vouchers

Poor families in need of food and warm clothing

Churches in the local community organize a drive to collect food and clothing and then distribute it.

School-aged children are out on the streets late at night.

Parents are not using child protective car seats properly.

The lake in the community is polluted and filled with litter.

Owners of a professional football team want to build a stadium in the city.

Many students in the local high school have been cheating on homework and tests.

Students will categorize the suggestions into public policy and civil society solution columns.

Check for Understanding

How do public policy solutions differ from civil society solutions? Explain your answer.

Rubric 2 – This response gives a valid difference with an accurate and relevant explanation. 1 – This response gives a valid difference with an inaccurate, irrelevant, or no explanation.

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Strategy 3: Extending and Refining Graphic Organizer

In Strategy 3, the teacher will choose two community problems that may be of interest to their students and have the students generate a public policy solution and a civil society solution for each. The students will then generate two community problems of their own and list a possible public policy solution and a civil society solution for each.

Public Policy Solution Community Problem Civil Society Solution

Teacher generated

Teacher generated

Student generated

Student generated

Students may use Internet news sources to identify community problems. Compile a class list of the various community problems students identify.

Check for Understanding

Use the class list of generated community problems for this check for understanding.

Which problems are more readily solved by using the public policy solution instead of the civil society solution? Explain your answer.

Rubric 2 – This response gives a valid identification with an accurate and relevant explanation. 1 – This response gives a valid identification with an inaccurate, irrelevant, or no explanation.

Strategy 4: Application Discussion Web

Have students use the chart on page 88 Teacher’s Edition (Student Handout #3) for this strategy.

Pair students together to think about the chart and discuss this question:

How can citizens influence the public policy making process?

A student should draw on research conducted in the previous strategy, a textbook, previous classroom discussion, and personal experience as he or she thinks about the question and discusses with the partner.

The partners must come up with evidence that supports a response. Opinions are fine as long as they are supported by information.

Then the partners are paired with another set of partners to form a discussion group. The members of the group share their responses. Together they reach a consensus on a point of view. Then student groups have the opportunity to share their point of view with the entire class.

Check for Understanding

How has your understanding of public policy changed? Explain your answer.

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Rubric 2 – This response gives a valid change with an accurate and relevant explanation. 1 – This response gives a valid changed with an inaccurate, irrelevant, or no explanation.

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Lesson Two

Essential Questions

Which means for communicating with officeholders is usually more effective and why?

Why is it important to know about the person and circumstances when communicating with an officeholder?

Delaware Standards Integrated in the Instructional Strategies

Civics One 6-8b: Students will analyze the different functions of federal, state, and local governments in the United States and examine the reasons for the different organizational structures each level of government employs.

Civics Standard Four 6-8a: Students will follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office.

Instructional Strategies

Strategy 1: Gathering Information Cooperative Learning using a Graphic Organizer

Students will use Handout 4a (Teacher’s Edition, page 89) as a model to complete Student Handout 4b: Who are the responsible policymakers? (Teacher’s Edition, page 90)

Using a community problem such as one of the six found on Student Handout #2 (Teacher’s Edition, page 87), students will complete Handout 4b.

Identify issue/problem Identify appropriate policy makers Identify possible action (rule, law, regulation, etc.)

Check for Understanding

Using the student generated community problems from Lesson 1, Strategy 3, students will complete Handout 4b.

Have students pair check each other’s responses.

Strategy 2: Extending and Refining Categorizing

Prior to class, the teacher will post a sign in each corner of the room with the label e-mail, telephone, personal contact, or letter. As the class begins, students will be given four cards, each labeled with the types of communication used to contact an elected official. Students will place those cards in order of how THEY would want someone else to contact THEM.

After the class is finished categorizing, students should be asked to move to the corner of the room labeled with their first choice (i.e., e-mail, telephone, personal contact, or letter). Each group reports out on why that was the preferred method of communication for them.

Check for Understanding

Why is it important to know about the individual when choosing the best way to communicate with them? Explain your answer.

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Rubric 2 – This response gives a valid reason with an accurate and relevant explanation. 1 – This response gives a valid reason with an inaccurate, irrelevant, or no explanation.

Strategy 3: Extending and Refining Think/Pair/Share

Have the students select one of the “notecards” from Strategy #2 and complete a Think/Pair/Share focusing on the questions:

1. Why are some methods of communication better to use than others with particular policymakers?

2. Under which circumstances would this form of communication work best (i.e., what type of elected official? At what government level—federal, state, or local?)?

3. How might the size of the community influence the method of communication?

Check for Understanding

Why is it important to know about the person and circumstances when communicating with an officeholder?

Rubric 2 – This response gives a valid reason with an accurate and relevant explanation. 1 – This response gives a valid reason with an inaccurate, irrelevant, or no explanation.

Strategy 4: Extending and Refining Case Studies

In groups of three, students will be given the scenarios below. Each student should focus on a specific scenario and based upon the situation determine:

1. Is this public policy being decided at the local, state, or national level? 2. Who should you contact to voice your concern and opinion about this public policy

issue? 3. What form of communication would you use to contact this person? 4. Why would you use that form of communication?

Case Scenario #1 A portion of your taxes goes toward funding the maintenance of local public parks. You do not mind this because you enjoy using the park next to your neighborhood for soccer practice. Unfortunately, the park is scheduled to close for public use because it has become too expensive to keep the grass mowed and the playground equipment in good repair.

Case Scenario #2 A bill is currently being debated that would decrease funding for public school construction projects. Your school is overcrowded and in need of repairs. The paint is chipping through the building, the cafeteria has broken ovens, and there are 35 students per class.

Case Scenario #3 A bill is currently being debated that would close Dover Air Force Base. You believe that keeping the base open is essential to national security interests, plus with the members of buildings and recent improvements, you feel it would be wasteful not to use the space. You are also worried that the local community businesses will be harmed due to the number of people who would leave the area.

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After each student has read his/her card and answered the questions, each student will share with the larger group. The group should discuss each individual case scenario as presentations are made. After everyone has had an opportunity to share, the group will discuss the similarities and differences of the case scenarios.

Check for Understanding

How do the responsibilities of each level of government influence how a citizen would contact them? Explain your answer.

Rubric 2 – This response gives a valid influence with an accurate and relevant explanation. 1 – This response gives a valid influence with an inaccurate, irrelevant, or no explanation

Strategy 5: Application Think/Pair/Square Using Graphic Organizers

Using the hypothetical example of students skipping school, students will be asked to answer:

What strategies might citizens use to influence public policy decision makers?

• Who should be contacted? • What forms of communication should be used?

To record their thoughts, students will create a web or other type of graphic organizer.

Students will first brainstorm individually. Then, the students will merge into pairs and discuss their findings. As the pairs talk, each student should modify their graphic organizer to include thoughts that they did not originally have recorded.

The pairs will then merge with another pair, creating groups of four. After all groups have had a chance to share, a class-wide debriefing should take place with each group sharing their findings.

A completed graphic organizer may resemble the following:

StateLegislature

Call local Rep.;E-mail local

Rep.

SchoolBoard

Attend schoolboard meeting;

Call localboard

KidsSkippingSchool

CityCouncil

Attend CouncilMeeting

GovernorWrite a letter

to theGovernor

StateLegislature

Call local Rep.;E-mail local

Rep.

SchoolBoard

Attend schoolboard meeting;

Call localboard

StateLegislature

Call local Rep.;E-mail local

Rep.

SchoolBoard

Attend schoolboard meeting;

Call localboard

KidsSkippingSchool

CityCouncil

Attend CouncilMeeting

GovernorWrite a letter

to theGovernor

KidsSkippingSchool

CityCouncil

Attend CouncilMeeting

GovernorWrite a letter

to theGovernor

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Check for Understanding

Why are there different forms of communication for different policymakers? Explain your answer.

Rubric 2 – This response gives a valid reason with an accurate and relevant explanation. 1 – This response gives a valid reason with an inaccurate, irrelevant, or no explanation.

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Lesson Three

Essential Question

How can a citizen persuade a policy maker to adopt a solution to a public policy problem?

Delaware Standards Integrated in the Instructional Strategies

Civics One 6-8b: Students will analyze the different functions of federal, state, and local governments in the United States and examine the reasons for the different organizational structures each level of government employs.

History Two 6-8a: Students will master the basic research skills necessary to conduct an independent investigation of historical phenomena.

Civics Standard Four 6-8a: Students will follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office.

Instructional Strategies

Strategy 1: Gathering Information Case Study – Humpty Dumpty

Using the nursery rhyme of Humpty Dumpty, students will begin to gather information about the steps required to adopt a solution to a public policy problem. Students will work in groups of three or four to complete an outline of the process of developing public policy.

The Problem The Problem – Current Policy – Disagreements in the Community

Alternative Policies

Alternative #1 Advantages: Disadvantages:

Alternative #2 Advantages: Disadvantages:

Our Policy

Our Proposed Policy

Advantages: Disadvantages:

Constitutional?

Agency of Government:

Our Action Plan

Steps We Will Follow: 1. 2. 3. 4. 5. Supporters: Opponents:

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Check for Understanding

Why is it important to understand the steps needed to solve a public policy problem? Explain your answer.

Rubric 2 – This response gives a valid reason with an accurate and relevant explanation. 1 – This response gives a valid reason with an inaccurate, irrelevant, or no explanation.

Strategy 2: Extending and Refining Reaching Consensus • Create groups of four. Refer back to the student-generated list created in Lesson 1/

Strategy 3, supplemented by the problems identified on pages 10–11 in the Project Citizen student booklet.

• Ask the group to come to consensus regarding one problem that they think the class could help solve by contacting a public policy maker. Each group should report to the class the problem that was identified and the criteria that were used to make the decision. A class list should be generated.

• Using the problems and criteria identified during the class discussion, groups should discuss which one they would like to select for the Project Citizen research. They can either use their original choice or change their selection due to the persuasive arguments of another group. Or, the class as one group may vote on one that every student will research using the persuasive arguments.

It is important to understand:

The teacher could allow multiple groups of four to each research a separate public policy issue; however, if the overarching goal is to participate at the national level, the national showcase limits projects to one topic per class. As a result, if more than one topic is chosen, no group within the class will be eligible to participate in the national showcase.

Now that your class has selected a problem, you must decide where to get additional information. You will find that some sources of information will be better than others. For example, if you have selected an environmental problem, you will find that certain individuals and groups know more about that problem in your community than others.

Ask students to read through pages 18–20 to identify possible sources of information regarding their public policy issue.

Examples of sources of information include: Libraries Newspaper offices Professors and scholars Lawyers or judges Community organizations

Interest groups Legislative offices Administrative agencies Internet Other

Distribute copies of the Information from Print or Electronic Resources form found at http://www.civiced.org/index.php?page=student_forms#level1 (student booklet page 23–24). Students will be given research time to access various sources and record their findings on the Information from Print or Electronic Resources forms distributed by the instructor, based upon their research. After research is completed, the students will reconvene and share their findings. Once their common background knowledge is established regarding their public policy issue, they will identify how the list of possible

sources may expand their knowledge on this public policy issue. Students will then divide up the research responsibilities, with each group taking the lead on each of the sample sources of information provided. At this point in time, the instructor can pass out the “Information From Letters or Interviews Documentation Form” found at http://www.civiced.org/index.php?page=student_forms#level1 or pages 25–26. Any contacts made with elected officials should be entered in the summative assessment task log.

NOTE to teachers: Having students complete all three checks for understanding below allows the opportunity to scaffold student thinking to the level of the targeted benchmark.

Check for Understanding

Why is setting criteria used to help reach consensus? Explain your answer.

Rubric 2 – This response gives a valid reason with an accurate and relevant explanation. 1 – This response gives a valid reason with an inaccurate, irrelevant, or no explanation.

Check for Understanding

Why is using a variety of resources important in researching a public policy issue? Explain your answer.

Rubric 2 – This response gives a valid reason with an accurate and relevant explanation. 1 – This response gives a valid reason with an inaccurate, irrelevant, or no explanation.

Check for Understanding

Why would different sources provide you with different types of information? Explain your answer.

Rubric 2 – This response gives a valid reason with an accurate and relevant explanation. 1 – This response gives a valid reason with an inaccurate, irrelevant, or no explanation.

Strategy 3: Extending and Refining Think/Pair/Square

Using the format of a Think/Pair/Square (as explained in Lesson 2/Strategy 3), students will generate a list of possible alternative policies to help solve the public policy problem identified in Lesson 3 Strategy 2. Once that list has been generated, each possible solution will be put on a large piece of paper and placed around the room.

Students will then rotate around the room and jot down anything that they know about that solution, good or bad, including the advantages and disadvantages of each.

Then students will be given three dots each to place on the alternative policy that they think is best based upon the discussion from Lesson 3 Strategy 2. The top three alternative policies will be those placed on the Project Citizen board.

Check for Understanding

What criteria did you use in selecting your top 3 choices?

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Rubric 2 – This response gives valid criteria with an accurate and relevant explanation. 1 – This response gives valid criteria with an inaccurate, irrelevant, or no explanation.

Strategy 4: Extending and Refining Reaching Consensus

Place the three alternative policies on a piece of paper in a different corner of the room. Students may choose to go to that corner to support the policy they want to implement. Anyone that is still undecided will go to the fourth corner. Each of the other three corners will be given a few minutes to discuss the reasons why the undecided students should join them.

Once all the undecided students have chosen one of the three corners, each group should be given an opportunity to make their arguments and provide rebuttals to the other group’s arguments. The corner with the least amount of students supporting it is then eliminated. The students in that corner should then choose one of the remaining two corners or go to the undecided corner. The remaining two corners will again be given time to persuade the undecided students to join their corner. Once there are no undecided students, the corner with the most students wins. That alternative policy will become the class policy for the board.

Check for Understanding

Why is it important to use criteria such as weighing advantages and disadvantages in solving a public policy issue? Explain your answer.

Rubric 2 – This response gives valid reason with an accurate and relevant explanation. 1 – This response gives valid reason with an inaccurate, irrelevant, or no explanation.

Strategy 5: Extending and Refining Socratic Seminar

As preparation for the Socratic Seminar, students will answer questions 2-9 from pages 33 and 34 in the Student Booklet. (Answers to the questions will serve as an entrance ticket to the Socratic Seminar.) The entrance ticket can either be assigned the day before the scored discussion and completed in class or assigned as homework. If the student does not have the entrance ticket completed, then during the discussion he or she must sit on the outside of the circle.

To begin the discussion, the moderator asks the essential question:

“How will the strengths and weaknesses of our proposed policy influence our action plan?”

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Once the discussion begins, the teacher acts as the moderator but should not call on specific students who do not wish to speak. The discussion itself is not scored, only the entrance and exit tickets. This allows shy or quiet students to participate by actively listening and reflecting without fear that they will be put on the spot. If those students who are more vocal tend to go off topic, it is the moderator’s responsibility to reintroduce the essential question.

Based upon the discussion from the Socratic Seminar, students will start generating a list of activities for the action plan (Question 1 from page 33) as the exit ticket. A list of activities from the exit tickets should be compiled and placed where all of the students can see it.

Pyramid discussion should take place until the class reaches a consensus on ways to gain community and government support. The pyramid begins with pairs working together, then pairs merge making groups of 4, then those groups merge making groups of 8, then 8 merge to make 16, and then a circle is formed with all of the students participating in a large group discussion with the teacher acting as the facilitator. By the end of the large group discussion, the main activities of the action plan will be decided.

Check for Understanding

How are you going to gain government and community support to solve the public policy problem?

Rubric 2 – This response gives valid criteria with an accurate and relevant explanation. 1 – This response gives valid criteria with an inaccurate, irrelevant, or no explanation.

Check for Understanding

Think about the most effective argument given by students during the Magnetic Debate.

What made it effective? Support your answer with an example.

Rubric 2 – This response gives valid explanation with an accurate and relevant example. 1 – This response gives valid explanation with an inaccurate, irrelevant, or no example.

Strategy 6: Application Persuasive Writing - Contacting Government and Community Officials

Students will be divided up into groups to start contacting the government and community officials identified in Lesson 3, Strategy 5. Each group should determine the best method of communication and enter this information in their summative assessment logs. Each group will then take the lead in contacting one or two elected officials. Once the group has heard back from the elected officials, they will begin working on the actual project.

If the instructor chooses to divide the class into four groups: The class will be divided into four groups. Each group will be responsible for one of the panels on the presentation board, as well as the binder section that corresponds to their panel.

If the instructor chooses to divide the class into eight groups: The class will be divided into eight groups. Four groups will be asked to put the board together, one group per panel. The other four groups will be asked to put the binder together, one group per section.

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As each group is working on their board or binder, a “Fishbowl” activity will occur to make sure everyone is on the same page. Each group will take turns sitting in the middle of the room giving a report on what they have done thus far, and what they have left to do. The groups on the outside will be given time to ask that group questions.

Students are reminded to visit page 48 for sample boards and page 49 for the Portfolio Criteria Checklist in the Student Booklet.

Check for Understanding

Think about your activities while you were completing Project Citizen.

What rights and responsibilities of citizens did you exercise?

Rubric 2 – This response gives valid rights and responsibilities. 1 – This response gives either a valid right or a valid responsibility.

Check for Understanding

How can citizens influence government officials and community members to adopt a public policy solution? Explain your answer.

Rubric 2 – This response gives a valid influence with an accurate and relevant explanation. 1 – This response gives a valid influence with an inaccurate, irrelevant, or no explanation.

Teacher Tip: After students have completed their boards and portfolios, presentations could be made to the appropriate government agency with the authority to change public policy.

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Resources and Teaching Tips A variety of resources are included (texts, print, media, web links). Help in identifying and correcting student misunderstandings and weaknesses.

Project Citizen is managed nationally by the Center for Civics Education. Programs are in place for both middle school (Level I) and high school (Level II). Electronic resources are available at: www.civiced.org

Each state has a coordinator. Delaware’s coordinator is: Pat Quann, Executive Director of the Delaware Law Related Education Center, Inc. Wilmington, DE 19801 302 -778-0643 delrecntr@aol.com

She is assisted by Chris Kenton who coordinates the distribution of free textbooks: Mr. Chris Kenton 302-284-9291 cekenton@lf.k12.de.us

Differentiation Stage 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety in the

products and performances without compromising the expectations of the Content Standards. Instruction is varied to address differences in readiness, interest, and/or learning profiles. Accommodations and differentiation strategies are incorporated in the design of Stage 2 and 3.

Linguistic (learns by reading and writing)

Current events, internet resources, self-reflections, letters to elected officials, written summaries on each board and portfolio, using graphic organizers, summarizing activities

Logical/Mathematical

(likes classifying and categorizing, patterns, and relationships)

Categorizing public policy vs. civil society solutions

Auditory/Musical (learns by listening, likes rhythm and song)

Reaching consensus, Think/Pair/Share, Think/Pair/Square, Fishbowl

Visual/Spatial (learns by drawing and designing, using videos, maps, charts, etc.)

Graphic organizers, using pictures of sample projects

Tactile/Kinesthetic (likes to use tactile methods of learning)

Four Corner Activities, Carousel Brainstorming

Interpersonal (likes to work with others)

Think/Pair/Shares, Think/Pair/Square activities, graphic organizers, making contact with community and government officials

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Intrapersonal (likes working independently)

Identifying community problems, internet searches, and library visits

Naturalist (learns by investigating and questioning, particularly in nature)

Students are asked to investigate and use questioning techniques throughout the project.

Design Principles for Unit Development At least one of the design principles below is embedded within unit design.

• 8th Grade Technology Literacy - the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st Century (SETDA, 2003).

• International Education - the ability to appreciate the richness of our own cultural heritage and that of other cultures in to provide cross-cultural communicative competence.

• Differentiated instruction - the ability to effectively and efficiently reach all students in a heterogeneous environment.

• Universal Design for Learning - the ability to provide multiple means of representation, expression, and engagement to give learners various ways to acquire and demonstrate knowledge.

• 21st Century Learning – the ability of to use skills, resources, & tools to meet the demands of the global community and tomorrow’s workplace. (1) Inquire, think critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply knowledge to new situations, and create new knowledge, (3) Share knowledge and participate ethically and productively as members of our democratic society, (4) Pursue personal and aesthetic growth. (AASL, 2007)

21st century skills include: Demonstrate teamwork and leadership Develop, implement, and communicate new ideas with others Frame, analyze, and solve problems Act responsibly with the interests of the larger community in mind Work productively with others

21st century skills are required since the students are working in cooperative groups throughout the unit.

Technology Integration The ability to responsibly use appropriate technology to communicate, solve problems, and access, manage,

integrate, evaluate, and create information

Throughout this unit students are learning the appropriate use of technology to communicate and access, mange, integrate, evaluate, and create information. Useful websites are embedded within the lessons and student use of computers for some strategies is encouraged.

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Content Connections Content Standards integrated within instructional strategies

ELA 3.1a1 (5-8): Identify and locate a variety of sources including printed materials, personal interviews, oral reporting forums, and technological forms of information.

Civics Standard Three 6-8b: Students will understand that American citizenship includes responsibilities such as voting, jury duty, obeying the law, service in the armed forces when required, and public service.

History Standard Two 6-8a: Students will master the basic research skills necessary to conduct an independent investigation of historical phenomena.

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Case Scenario #1

A portion of your taxes goes toward funding the maintenance of local public parks. You do not mind this because you enjoy using the park next to your neighborhood for soccer practice. Unfortunately, the park is scheduled to close for public use because it has become too expensive to keep the grass mowed and the playground equipment in good repair.

Case Scenario #2

A bill is currently being debated that would decrease funding for public school construction projects. Your school is overcrowded and in need of repairs. The paint is chipping through the building, the cafeteria has broken ovens, and there are 35 students per class.

Case Scenario #3

A bill is currently being debated that would close Dover Air Force Base. You believe that keeping the base open is essential to national security interests, plus with the members of buildings and recent improvements you feel it would be wasteful not to use the space. You are also worried that the local community businesses will be harmed due to the number of people who would leave the area.

Project Citizen – The Center for Civic Education

HUMPTY DUMPTY’S GREAT FALL Use the problem solving process and the Project Citizen handbook to develop a public policy for Humpty Dumpty’s community.

The Problem

The Problem – Current Policy – Disagreements in the Community

Alternative Policies

Alternative #1 Advantages: Disadvantages:

Alternative #2 Advantages: Disadvantages:

Our Policy

Our Proposed Policy Advantages: Disadvantages:

Constitutional?

Agency of Government:

Our Action Plan

Steps We Will Follow: 1. 2. 3. 4. 5. Supporters: Opponents:

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Project Citizen – The Center for Civic Education

HUMPTY DUMPTY’S GREAT FALL COMPLETED SAMPLE Use the problem solving process and the Project Citizen handbook to develop a public policy for Humpty Dumpty’s community.

The Problem

The Problem – Unsupervised youth hanging out and loitering Current Policy – Laws against loitering Disagreements in the Community Parents are not keeping an eye on their children vs. Police are not enforcing the policy of anti-loitering

Alternative Policies

Alternative #1 Better enforcement of anti-loitering laws and stricter penalties (such as mandatory community service)

Advantages:

Actual consequence + increased parent accountability

Disadvantages: Parents might still not care

Alternative #2 Open the school on weekend evenings to provide opportunities for supervision

Advantages: The kids are supervised and they are provided an opportunity to play sports or participate in productive activities Disadvantages: 1. Funding 2. Use of facilities 3. Supplies 4. Paying staff 5. Give up the space which could be

used for other activities

Our Policy

Our Proposed Policy Open the school on weekend evenings.

Advantages: Proactive rather than reactive.

Disadvantages: Lots of funding would be needed for the use of the facilities, supplies, staff, etc. + Some people might get upset when they cannot use the space for other purposes.

Constitutional? Yes – Participation in the school related activities would not be mandatory.

Agency of Government: School Board and City Council

Our Action Plan

Steps We Will Follow: 1. Survey the parents, students, and

faculty to determine interest and public support.

2. Research statistics of the number of case of vandalism, loitering, etc. committed by unsupervised youth to determine if there is a need.

3. Research what types of community funding might be available to support weekend activities.

4. Present the idea to the leadership of the school to determine support and get ideas.

5. Interview the local police and city council to determine police support.

Supporters: Kids and parents Police Community Possibly the school board Opponents: Possibly the taxpayers Possibly the school board Others who would want to use the facility