Project Design TemplateProject Title: #Iprotest

Author:

Project Idea: One of the greatest benefits to the Constitution and Bill of Rights is that they are living documents.  In this project students will explore their development to discover why they were created and how they still provide the basic elements of freedom to all U.S. citizens.  In this project students will answer how does the Bill of Rights protect current movements such as the Tea Party?  Will it allow them to do anything or are some restrictions in place?  Students are encouraged to use previous political movements to help provide strength to their project.  Students will create a multimedia presentation and present it to their peers to explain their evaluation of the questions.  Students must also include information on a local protest, peaceful or not peaceful, to provide in their presentation.

Entry Event: The instructor will show recent news clips by two major news networks concerning the Tea Party or other event where citizens strongly voice their opinions.  The instructor may choose which two news networks they wish, but it is important to choose two that generally present two different viewpoints.  A basic search of any news network’s website will provide an appropriate video segment.  A class discussion will be prompted on the current state of the U.S. economy and the continued increase in spending by the federal government given the economy and why this has prompted some citizens to be involved in the grassroots Tea Party Movement.  This movement is just the latest in a long line of events that have caused citizens to strongly voice their opinions.  Using both primary and secondary sources students will examine and create a multimedia presentation to explain how the Bill of Rights protects political movements. An Entry Event Letter is included.

Content Standards:

Standards Directly Taught or Learned Through Discovery

Identified Learning Targets Evidence of Success in Achieving Identified Learning Target

SS.USC.2 Evaluate, then defend, the importance of the fundamental democratic values and principles of U.S. constitutional democracy in global context including conflicts between individuals, communities and nations:

liberty and equality

individual rights and the common good

majority rule and minority

Explain how citizens impact government and policy.

Students will work in groups to create a multi-media presentation on how protesting impacts government and policy.Presentation Rubric

rights the rule of law

vs. ethics (e.g., civil disobedience).

PatriotismDSS.9-12.1 Understand Self and Others

Analyze how thoughts, feelings, attitudes, values, and beliefs affect decision making and behavior.

Use active listening to identify and understand the feelings and perspectives of others.

Use mistakes as learning opportunities to grow personally and socially.

Decision Making and Personal Responsibility

Analyze the relationship between behaviors, choices, and consequences and apply a decision making model to achieve desired goals.

Develop and implement action plans to attain personal, school, and civic goals.

Utilize problem

solving techniques to generate alternatives and address changes to attain goals.

DSS.9-12.4 Identify possible long term consequences of decisions and take responsibility to achieve desired goals.

DSS.9-12.16 Promote Social Justice

Adhere to classroom and school rules, and community laws to protect individual rights and property.

Identify and discuss issues of social justice.

TCS.9-12.1 Utilize research strategies effectively to locate appropriate digital resources across all content areas.

TCS.9-12.2 Practice and demonstrate the ability to evaluate resources for accuracy, perspective, credibility and relevance.

TCS.9-12.3 Locate and collect resources from a variety of sources and organize assets into collections for a wide

range of projects and purposes.

SS.USC.1 Identify the issues regarding the evolution of United States citizenship and evaluate responsibilities and rights of United States citizens (e.g., landownership, race, gender and age).

TCS.9-12.10 Find or organize relevant data and use technology to analyze and represent it in various ways to solve problems and make decisions.

TCS.9-12.17 Articulate personal learning goals, select and manage appropriate technologies to achieve them, and reflect on their successes and areas of improvement in working toward their goals.

Summarize, explain and display the characteristics of United States citizenship.

Students will create a chart of their own design that lists the characteristics of good citizenship and place those characteristics under the appropriate term: duties, privileges, responsibilities and rights.

SS.USC.21 Demonstrate an understanding of the establishment of the new Republic.

Trace the major events leading to the American Revolution including the writing of the Declaration of Independence.

Examine the contributions of key individuals in the development of the Republic.

Determine the

Cite examples from the U.S. Constitution and the Bill of Rights to evaluate the impact that protesting has had on government and policy.

Students must incorporate into their multimedia presentation evidence of at least one protest/movement that has impacted government policy.Presentation Rubric

strengths and weaknesses in the Articles of Confederation and how their failure led to the development of the U.S. Constitution.

Compare and contrast political ideologies and sectional differences in the development of the U.S. Constitution (e.g. economic development, slavery, and social reforms).

DSS.9-12.14 Acquire a Diverse and Knowledgeable World View

Describe how the characteristics of diverse world regions and individual communities contribute to varying world views.

Investigate and explain how factors such as ethnicity, gender, religion, sexuality, and economic conditions contribute to different social and world views.

TCS.9-12.4 Explore real-world issues and problems and actively pursue an understanding of them and solutions

for them.

TCS.9-12.25 Use digital tools to interact with others to mutually develop a richer understanding of different perspectives and cultures.

TCS.9-12.26 Use collaborative technologies to connect with others, including peers, experts and community members, to learn about issues and problems or to gain broader perspective.

TCS.9-12.28 Explore local and global issues and select collaborative technologies use to work with others to investigate and develop solutions.

Performance Objectives:

KnowU.S. ConstitutionU.S. Bill of RightsHistorical ProtestsRight to Peaceable Assembly

DoCreate a multimedia presentation.Properly conduct Internet research.Work effectively as a group.Properly cite sources.Properly create a chart labeling the rights, duties, responsibilities and privileges of citizens.

Driving Question: How do citizens change government/policy through peaceable assembly?

Assessment Plan:

Major Group ProductsMultimedia PresentationTeam Contract

Major Individual ProductsIndividual Reflection Journal   Characteristics of a Good Citizen Chart

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.)

Collaboration X Written CommunicationCritical Thinking & Problem Solving

Content Knowledge

Oral Communication Other Presentation Rubric XOther classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentationsSelf-evaluation X NotesPeer evaluation X Checklists/observationsOnline tests and exams Concept maps

Reflections: Survey Focus GroupDiscussion Task Management Chart XJournal Writing/ Learning Log

X Other Entry Event Letter X

Map the Product: Product: Multimedia Presentation

Knowledge and Skills Needed Already Have Learned

Taught Before the Project

Taught During the

Project1. Knows what freedoms are provided by the Bill of Rights.

X

2. Works effectively with group members. X3. Conducts effective research to meet project needs timely.

X X X

4.5.6.

Resources:

School-based Individuals:LibrarianTechnology Integration SpecialistPrincipalCivics TeacherArt TeacherCounty Historian

Technology:Various computer programs to create multimedia presentationsComputer Lab

Community:Historical SocietyCounty Historical Archives

Materials:

Manage the Process: Step 1: The instructor will start the entry event and introduce students to the topic.  Students will be broken up into groups, and each group will be given a copy of the entry event letter, all of the rubrics and other project information.  The instructor will go over all of the information with students, so they know what is expected of them.  During this step groups will have time to organize and assign roles.  They will also fill out and sign the group contract and return to the instructor to be kept on file. Presentation Rubric, Collaboration Rubric, Group Contract Template, Self-Evaluation, Group Evaluation Rubric, Entry Event Letter, and Reflection Journal Template will be reviewed.

Step 2: The class will then be given a lesson on the duties, privileges, rights and responsibilities of being a good citizen. Some topics that should specifically be included in this lesson should be voting, jury duty, proper payment of taxes, and the responsibility of keeping up with government affairs. In this lesson the instructor will go over with students how to properly create an organizational chart. Students will then create a chart that lists duties, privileges, rights and responsibilities.  They will be responsible for providing examples of each of the four subjects. Students may use the Internet to research the aspects of citizenship to help them with their chart. Step 3:  Students will be given a portion of class times to conduct research and work on their project, but they will have to work outside of class to complete the project.  Students should be given at least one entire class period to conduct their research.  However, if the school has only forty-five minute classes students will probably require at least two class periods. Step 4: Each group must turn in a rough draft of their project on a date selected by the instructor, so the instructor can check for errors, make sure that students are properly citing sources in projects, and make sure progress is being made.  The instructor will provide feedback to each group on their project. Students should submit their rough draft to the instructor within two to three days after their final class period to conduct research on the project.  The instructor should have feedback to students within three days after all rough drafts have been submitted.  The instructor should then allow students at least three days to correct any errors found in the projects before students should be required to present. Step 5:  Students will present their multimedia presentation to the whole class.  Students must also provide a final copy of the presentation to the instructor.  The instructor will use the presentation rubric to grade each presentation. Step 6:  Each student will be responsible for filling out a Self-Evaluation and a Group Evaluation on each of

their group members.  This will allow the instructor to see if there are conflicting reports about people’s contribution. Step 7:  Each student will be given their grade.  Each group will also be given time to get together to view the feedback given to them by the instructor.

Project Reflection and Evaluation: The instructor will evaluate each group project using the Presentation Rubric.  Students will also fill out the Self-Evaluation and they will also complete a Group Evaluation Rubric on each of their group members.

Peaceful Assembly Collaboration RubricDIRECTIONS: Indicate the number from the following scale that reflects your assessment of the student’s or group’s work. 1= week 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. Each member of the group had a clear understandingof the group’s task. 1 2 3 4 5

2. Each member of the group had an understanding Of his or her expected contribution to the assignment. 1 2 3 4 5

3. Group members listened willingly to one another. 1 2 3 4 5

4. Members of the groups showed leadership qualities. 1 2 3 4 5

5. Group members presented information in a logical manner. 1 2 3 4 5

6. Group members encouraged one another. 1 2 3 4 5

7. Each member of the group fulfilled his or her responsibilities. 1 2 3 4 5

8. The group fulfilled all the requirements of itsassigned task. 1 2 3 4 5

9. Overall, the group worked well together. 1 2 3 4 5

10. The group performed to its full potential. 1 2 3 4 5

Comments:

Total Points _____________

To: Sophomore U.S. History StudentsFrom: Your InstructorDate:Re: Entry Event Letter - Multimedia Presentation on ProtestingENTRY EVENT LETTERAs we begin to further examine the U.S. Constitution and Bill of Rights, I would like for you to explore the right of U.S. citizens to peacefully assemble. It is important that all citizens inform themselves of their rights because informed citizens make good citizens. Upon completion of you research I would like for you to create a multimedia presentation. Each group may choose whether they wish to do a PowerPoint, Digital Story, video, etc.In your presentation you must include what gives citizens the right to protest, and you must also include any other legal stipulations that may be placed upon protesting. You will need to include information and images/video from at least two historical protests. You must also include the same information on a local protest. Your local county historian will be of help on this part of your project.I hope that you will do well on your project, and I am interested in seeing your final product. Be creative and enjoy your assignment.

Evaluator’s Name:___________________________Date:_______________Period:__________

Person being evaluated:______________________________

Group Evaluation Rubric

Directions: Circle the box that corresponds to you groups members level of participation. Then total the number of points.

Expert4

Advanced3

Intermediate2

Beginner1

Fulfills team role

Performs all of assigned team duties

Performs nearly all duties

Performs little duties

Does not perform any of assigned team duties

Shares information

Relays a great deal of information-all relatesto topics

Relays some basic information-most relate to the topic

Relays very little information-some relate to topics

Does not relay any information to teammates

Listens to other teammates

Listens and speaks a fair amount

Listens but sometimes talks too much

Usually doing most of the talking-rarely allows others to speak

Is always talking over-never allows anyone else to speak

Cooperative with teammates

Never argues Rarely argues Sometimes argues

Usually argues with teammates

Comments:

Team Contract

In the space below, list the members of your teamPrinted Name Signature

Project Title

Team Member Jobs:

Team Leader (this person will act as the main representative of the group)

Task Manager (this person will keep task log up to date and record daily work log)

Time Manager (this person will watch the time and remind the group when they need to be being performing daily project tasks)

Resource Manager (this person will keep track of the resources used in the project)

Working RulesIn the space below, list 3 to 5 rules to help your group manage the work.

1.

2.

3.

4.

5.

Consequences for breaking working rulesIn the space below, list 3 to 5 consequences for breaking the working rules of your team.

1.

2.

3.

4.

5.

Project GoalsIn the space below, write 3 to 5 goals for your team and the completion of your project (both multi-media presentation and brochure)

1.

2.

3.

4.

5.

Presentation Rubric

Group Score

Developing1-12

Proficient13-16

Exemplary17-20

Comments & Total Score

Organization, Mechanics, & Timeliness

Introduction is unclear or fails to capture audience attention

Presentation is confusing with limited supporting details

Vocabulary is limited Presentation is late

Introduction states purpose Presentation is organized and

sequential with some supporting details

Closing provides a basic summary of most of the major points

Vocabulary is appropriate to the topic

Presentation on time

Introduction captures audience attention and gives a clear statement of purpose

Presentation is well organized, sequential, and well supported by detail

Closing provides a through summary of all the major points

Demonstrates a rich vocabulary appropriate to the topic

Presentation is on time or earlyContent Important information is missing,

or there are few supporting details

Presentation seems to convey only limited understanding of the topic

Main points are not clearly stated

Student provides little or no grasp of the act of peaceable assembly

Student does not state the role of a U.S. citizen

All information is relevant to the topic

Information is complete with basic supporting details

Increases audience’s knowledge of the topic

Information conveys understanding of the topic

Student displays a basic grasp of the act of peaceable assembly

Student has effectively displayed the role of a U.S. citizen

Information is complete and well supported by detail, significantly increasing the audience’s knowledge of the topic

Presentation conveys deep and through understanding of topic

Speaker’s main points are logical and persuasive

Student displays an excellent grasp and examples of the act of peaceable assembly

Student displays and provides a detailed example of the roles of a U.S. citizen

Presentation Clarity of speech is uneven, delivery is halting

Limited evidence of creativity Speaker is not completely sure

of topic Limited eye contract with

audience

Good speaking voice; recovers easily from speaking errors

Creativity apparent Speaker is in command of the

topic Good eye contact with audience

throughout most of the presentation

Presentation aids are appropriate to the topic

Strong, clear speaking voice Use of creativity keeps audience

engaged Speaker conveys confidence in

talking about the topic Excellent eye contact with audience

throughout presentation Use of physical gesture and facial

expression conveys energy and enthusiasm

Local Protest Aspect

The student has not included a local protest aspect.

The student has provided information about a local protest, but the information is only partially complete.

The group has included an excellent example of a local protest.

The group has included appropriate information describing the location, date, and specifics about the local protest aspect.

Reflection Journal for PBL Unit

The reflection journal is your opportunity to write about what you are gaining from the class activities, class assignments, and any other information important to share with your instructor.

The reflection journal is also designed to help you articulate higher order thinking skills, apply your learning to experiences in the classroom, and reflect on the results. You should consider your reflection journal an important component for expressing honestly and openly how you feel about the information that you are learning.

Directions: Use the left side for detailed entries and the right side for brief comments about the most important points for of the day.

Reflection JournalName:Date:

Reflection Comments Detailed--a dialogue of the day’s events

Reflection Comments Summary—Key phrases and important points

1. How did I feel about the process of learning in a PBL setting as I worked through this project?

2. Did I do my best work?

3. Did I allow others in my group to do more of the work?

4. Do I feel that I did more work than anyone else in my group?

5. What did I learn about myself and my work ethic during this PBL experience?

6. What do I need to improve upon regarding how I do my work?