Sample Project Planning Journal

Page 1

Journal of Civic Studies Volume 1

Issue 1

Fall 2014

“Knowledge will forever govern ignorance; and a people who mean to be their own governors must arm themselves with the power which knowledge gives.� James Madison



Welcome to Civics Studies

Welcome to Senior Civics Studies. Ms. Diaz and Mr. Johnson are excited to embark on this journey with you. Throughout the next semester, we will examine many of the core principles that make up our American government, as well as, prepare you to take the next step in your journey to college or your career.

You will be responsible for helping us plan the SIX core projects we will have covering the themes of: -Constitutional Era -Legislative Branch -Executive Branch -Judicial Branch -Foreign Relations -Citizenship In Civics Studies, you will be challenged to read a variety of Senior level literature and primary sources. As well as this, you will keep track of your progress as a writer. As Seniors, we believe it is important that you have a voice in your education and the direction this class heads!


Project 1: 2 Weeks

Constitutional Era: The Quest for Utopia

When the Founding Fathers sought out Independence from Britain, it was important for them to decide what government and society should look like in America. Free from oppression, they asked themselves, “what is our ideal society?” In this project, we will examine this quest for Utopia and how the Constitution and founding civic principles have guided American politics since the late 1700’s. We must ask ourselves, is the Constitution still relevant today? Government

Writing

Reading

Relationship Between Politics & Government

Write argument using valid reasoning & sufficient evidence

Democracy in America by Alex de Tocqueville

Purpose & Function of Government

Identify significant & opposing arguments

U.S. Constitution & Bill of Rights

Types of Governments

Identify the audience's knowledge, concerns, & possible biases

Federalist Papers No. 10 & No. 51

Representative Democracy

Use appropriate style & tone

Drawing inferences from texts

Federalists vs. Anti-Federalists

Note: Gives more specifics about style & rhetoric; explore new writing styles

Evaluate the reasoning behind creating the Constitution

Liberty, Justice, & Equality

Summarize meaning of the text

Limited vs. Unlimited Government

Analyzing author's point of view Analyze the purposes & rhetoric to determine historical & literary significance


Project 2: 3 Weeks

Legislative Branch: The Power of Words

Words can have a powerful impact. Words can be even more powerful when coming from the mouths of legislators that have been entrusted to make decisions. In our democratic society, the Legislative Branch, nationally or locally, can have a drastic impact on our daily lives. In this project, we will examine what is important and the consequences decision-making can have, positive or negative. Who really makes the rules we live by? How do these rules come in to play? Government

Writing

Reading

Characteristics of Government

Write argument using valid reasoning & suďŹƒcient evidence

Animal Farm by George Orwell

Principles of the Constitution & Article IV, Section 4

Identify significant & opposing arguments

Excerpts from The Republic by Plato

Distribution of Power

Produce clear and coherent writing in multiple genres.

Evaluate the style and structure the author uses in the text & how it adds meaning.

Relationship Between Branches

Draw evidence from literary or informational text to support analysis, reflection, & research.

Examine the central ideas of the text & how they interact to provide meaning.

How a Bill Becomes a Law

Write for various amounts of time for a range of purposes and tasks.

Analyzing author's point of view using allegory.

Congress: Senate vs. House Media, Special Interests, & Lobbying

Analyzing author's point of view using rhetoric.


Project 3: 3 Weeks

Executive Branch: Archetypes in Life & Literature Power is given to one person in our nation through the elective process. In this project, we will examine how the President is chosen and the impact that oďŹƒce can have on determining what society values. Can power unite people? Can it divide it? Throughout the course of our history, many men have stepped up to the challenge of leading our great nation. Have these archetype figures done the job? Government

Writing

Reading

Characteristics of Government

Identify audience and use relevant details in writing.

Macbeth by William Shakespeare

Distribution of Power

Utilize eective organizational methods to create unified writing piece

Various Presidential Speeches

Functions of Executive Branch

Write informative/explanatory text to examine & convey complex ideas, concepts, & information clearly accurate.

Determine the meaning of words and phrases through analyzing author's tone and word choice.

Electoral Process

Use metaphor, simile, and analogy to direct reader through topic.

Determine the figurative & connotative meaning of words & phrases.

Electoral College

Draw evidence from literary or informational texts to support analysis.

Analyzing texts point of view by distinguishing what is explicit vs. implied.

Political Parties

Citing specific material from text to support analysis of explicit vs. implied meaning.

Fiscal & Monetary Policies

Understand the basic meaning of Shakespearean text.


Project 4: 2 Weeks

Judicial Branch: Equity & Disparity

Equality has been a struggle for human nature since the beginning of time. In our society, the Judicial Branch plays the role of deciding how the idea of equality is reached. In this project, we will examine landmark Supreme Court cases that have changed the shape of our nation and the dierence between equity and disparity. Why do we need law & order for our society to function? Government

Writing

Reading

Characteristics of Government

Correctly identify the purpose & audience of your writing.

Supreme Court Cases such as:

Distribution of Power

Write narratives that develops real or imagined experiences or events by using dialogue, description, & reflection.

McCullough v. Maryland, Brown v. Board, Miranda v. Arizona, Marbury v. Madison, & Dred Scott v. Sanford

Judicial Review

Within narrative, incorporate research smoothly.

Analyze multiple interpretations of a story & evaluate how each version interrupts the event.

Due Process

Determine authoritative & accurate sources from inferior sources and identify the strengths & weaknesses of each source.

Understand the sequence & development of individuals, ideas, & events.

Independent Judiciary

Understand meaning of words & phrases as used in legal documents.

Landmark Court Cases

Analyze texts point of view that specifically requires using satire, irony, sarcasm, or understatement.


Project 5: 3 Weeks

Foreign Relations: Change & Tradition

Since the turn of the 20th Century, the role of the U.S. in the world has changed. As a leader in global affairs, it is important for our nation to honor traditions, but prepare for the change of the future. In this project, we will examine how the dissonance between the two have shaped society, as well as, the role the United States plays in foreign relations. How has global competition and cooperation affected our stance? Government

Writing

Reading

Compare & Contrast Governments

Combined multiple sources to demonstrate understanding of a topic.

World War Z by Max Brooks

Interaction in World Affairs

Determine authoritative & accurate sources from inferior sources and identify the strengths & weaknesses of each source.

Determine author's tone through analysis of word choice, such as figurative and connotative meaning.

Conflict Amongst Nations

Draw evidence from literary or informational texts to support analysis.

Examine the central ideas of the text and how they interact to provide meaning.

International Organizations

Write for various amounts of time for a range of purposes and tasks.

Connecting theme's of non-fiction with historical & real world experiences.

Foreign Powers of US Government

Correctly identify the purpose & audience of your writing.

Foreign Policy Issues & Objectives


Project 6: 3 Weeks

Citizenship: Transition into a Community Member

What does it mean to be a citizen in the United States? As our civil rights and liberties have been shaped throughout time, this meaning has evolved to meet the 21st Century. In this project, we will examine what qualities and characteristics are necessary to become a functioning member of society. What is our role as a citizen? How does it shape our view of our identity as an American? Government

Writing

Reading

Legal Meaning of Citizenship

Write argument using valid reasoning with relevant and suďŹƒcient evidence.

Gettysburg Address by Abraham Lincoln

Requirements of Citizenship

Identify significant and opposing arguments.

Excerpts from Civil Disobedience by Henry David Thoreau

Role of Citizens

Answer questions, including self-generated questions, to answer driving question through research.

Determine two or more central ideas of a text and how they interact to provide meaning.

Citizen Actions

Determine authoritative & accurate sources from inferior sources and identify the strengths & weaknesses of each source.

Analyze how the author's choices (i.e. setting, word choice, or organizations) impact the development of a text.

Civil Rights & Civil Liberties

Logically sequence claims, counter-claims, reasons, and evidence.

Read and comprehend diďŹƒcult texts independently and proficiently.

Civil Issues Today

Combine multiple sources to demonstrate understanding of topic.

Evaluate whether the author's organization is clear, convincing, & engaging.

Cite sources using MLA format and in-text citations.


Project Planning Process Project ideas can generate from a wealth of areas. A news story you read. A family vacation to the coast. A question you always wondered if it could be answered. As a group, you will go through the journey of helping us plan out the course of the semester. Based on the SIX projects given to you previously, we must decide: what needs to be explored and how will we explore it? You will plan the entry event. You will determine the driving question. You will choose the final product. You will pick the right audience. Are you and your peers up for the challenge? Principle 1: Begin with the End in Mind • Where do project ideas come from? • What are potential final products that will engage my peers?

Principle 2: Craft the Driving Question • What problem or question are we trying to solve? • How will we creatively intrigue and provide direction for the project?

Principle 3: Plan the Assessment • How will we effectively assess the outcomes of the project? • What benchmarks will provide along the way?

Principle 4: Map the Project • How will we plan the scaffolding to make the project flow? • What are the key government, writing, and reading tasks of the project?

Principle 5: Manage the Process • How will we make sure the project runs smoothly? • How will student voice and choice be provided in a productive manner?

Principle 6: Evaluate & Reflect • Who is the audience that will be evaluating the project? • How will we reflect on the work that we have done?


Post High School Readiness Throughout the course of the year, we will give every Senior the chance to explore their future college or career options using a concept from Google called “20% Time”. This concept was incorporated at Google to allow their employees the chance to explore their passions to make the whole company better. We are going to use this concept to give you a chance to explore what steps you will need to take to be ready to step into college or your chosen career field. Every Friday, we will take 45 minutes to help guide you on this journey. What path will you map out for yourself?

August

September

• College & Career Exploration

• College & Career Exploration

• SAT/ACT Prep

• College Essay Drafts

January •Financing College •FAFSA

February

December •What’s My Major? •Finding Your Path in College

March

•College Lifestyle Budget

•What’s Your Summer Plan

•Campus Resources

•Finalize Financials

May • Reflect on Where I’m Going • Celebrate Our Success

October • College Essays • Preparing to Apply

November •Re-Focus •Applications

April •Making the Choice •School vs. Job


Writer’s Notebook Your Writer’s Notebook is a place to store your ideas, observations, reactions to content, collect ideas about what we talk about in class. As well as practice/attempt writing strategies and writing techniques without worrying about grammar (although I strongly urge you to practice proper grammar so you acquire good habits) and/or what Ms. Diaz wants. Simply, the Writer’s Notebook is for YOU.

What Goes In Your Notebook

-Any material that represents the writers thinking or feeds the writing process such as: -Writing ideas, plans, sketches, photos, diagrams, or other visual representations -Connections between class content & YOUR life. -Practice of strategies & technique for writing. -Artifacts that nurture potential writing ideas. -Examples of effective writing gained from reading showing patterns & techniques -Revision strategies: trying out different angles for a piece of writing. -Collecting ideas and thoughts around a topic.

Students can be Expected to do the Following:

Teachers can be Expected to do the Following:

Use notebooks to explore new ideas and be OPEN to trying new writing ideas & techniques.

Explicitly teach writing strategies as ways to discover writing topics.

Harvest ideas and topics from your life, your reading and natural curiosity for the notebook.

Conduct conferences that encourage the writer to think more deeply about their writing.

Try strategies from mini-lessons, conferences, and own original ideas.

Teach mini-lessons that provide daily opportunities for students to become better writers.

Respect the integrity of the notebook by taking care of it and having it accessible in class.

Have their notebook in class on a daily basis to model and share aspects of their own work.

Practice the strategies that effective writers know about conventional grammar and spelling so that your writing remains “reader friendly”.

Teachers will respect the integrity of the student’s notebooks they collect by not losing them or writing in them.

Discover how writing helps them communicate more effectively thus enriching their lives/

Actively teach (within the context of writing) the generalizations that apply to spelling and grammatical conventions

Conference consistently with Ms. Diaz about writing from notebook.

Discover how their lives are enriched by the writing of every member of the classroom.


Writing Norms As writers, it is important to understand that there will be a set of norms that we will follow. These norms are important not only for improving the quality of our work, but also the next steps of our lives after high school. These norms are, but not limited to, the following: 1. 2. 3. 4. 5. 6.

All assignments will be turned in with the same writing expectations. We will never, ever, ever use contractions (don’t, won’t, we’re, etc...) Standard Format: 12 pt font, Times New Roman, Double-spaced, 1 inch margins Heading on the left hand top including: Name, Date, Class, Assignment No first person unless specified to do so. I will learn the difference between plagiarism and my own work, using MLA format to cite sources. 7. If works cited is used, must have in-text citations. 8. Bring Writer’s Notebook everyday to class. 9. When turning in writing assignments: Hard copy to Diaz, Share on Google with Johnson

Writer’s Notebook Example Left Side: Purpose of Lessons (i.e. workshop notes, writing strategies given, etc.)

Right Side: Creative Implementation (Here you will apply the techniques & strategies you have learned.)

English Lesson: Exploring Experiences through Question/ Answer Poetry Question/Answer poetry allows the writer to explore ideas, create characters, or reveal important details of lesson.

WHO: Fed up and genius trailblazers vying for freedom & function.

5-W Questions: rely on the 5 W’s (who, what, where, when, why). Best to use when writing about a moment, person, event, or object. Topic: Constitution Introduction A document known as the “supreme law of the U.S.A”. It embodies the separation of powers, whereby the federal government is divided into three branches: the legislative, consisting of the bicameral Congress; the executive, consisting of the President; and the judiciary, consisting of the Supreme Court and other federal courts. The Constitution was adopted on September 17, 1787, by the Constitutional Convention in Philadelphia, Pennsylvania, and ratified by conventions in eleven States. It went into effect about 1.5 years later in 1789. The first ten amendments to the Constitution are know as the Bill of Rights. The Constitution of the United States was the first constitution of its kind, and has influenced the constitutions of many other nations.

WHAT: Drafted and amended the first Constitution. WHAT: This dazzling document displays the separation of the three giants: Congress, President, & Supreme Court. WHERE: Dark, dry, smell of wood & whiskey, pipe-smoke reeking, funky smelling old men infused room in Philadelphia, Pennsylvania WHEN: September 17, 1787 WHY: To enhance and fortify the Constitution a document to bring order to the government created by man. HOW: Swiftly and united with the sign of a pen, the Bill of Rights started a new nation and order began.


Socratic Seminar’s Socratic Questioning A “Socratic Seminar” is a timed discussion where group members work together to help each other dive deeper into the understanding a specific concept. It is named after a famous Ancient Greek thinker named Socrates. He believed that most things worth understanding have more than one “right” answer; we learn by asking questions, not giving answers. Seminars work like this: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Ground Rules: YOU are important - VITAL - to the seminar YOU are the student AND the teacher TRY to solve the problem or answer the question TOGETHER ASK questions; MAKE guesses; LEARN from other’s observations Speak and LISTEN Have FUN doing it Don’t “HOG THE SHOW” by talking too much or too loudly Don’t “NITPICK” or point out the minor flaws in other’s statements Don’t give your OWN opinion as the final word

Types of Questions: Agree/Disagree Has anyone else has a similar...? Who has a different...? Do you see gaps in my reasoning? Support Questions Can you give us an example of...? Where in the story...? What would be a good reason...? What is some evidence for...?

Clarification I’m not sure I understand...? Tell me more about...?

Benefits/Burdens What are some of the reasons this would (wouldn’t) be a good idea? What might have made this different?

Cause and Effect Why do you think that happened? How could that have been prevented? Do you think that would happen that way again?

Solicit Questions What are some things that you wonder about? What would you like to know about?

Compare/Contrast How are ____ & ____ alike? Different? What is that similar to? Can you think of why this feels different than...? How does this piece remind you of...?

Point of View/Perspective How might she/he have felt? What do you think she/he was thinking when...? Do you have a different interpretation? How did you arrive at your view?

Personal Experience What would you do in that situation? Has anything like that ever happened to you? In what ways are you alike or different from...?

Structure/Function If that was the goal, what do you think about...? What rules would we need to make sure...? What better choices could they have made?