A We the People Portfolio Based Program

Project Citizen

“A We The People Portfolio Based Program”

Aligned To: Show-Me Standards/Goals, Performance Standards, Course Level Expectations, and Depth of Knowledge.

Modified in December 2008, from the original by Stacy Cole, State Coordinator, Missouri.

Project CitizenShow MePerformanceCLE/DOK Content Knowledge/Content Process

Introduction:
Public policy is defined and established as laws, rules, or regulations. Students consider examples of public policy and the governmental agencies responsible for carrying them out. Then students review their rights established by the Constitution. An overview of the project follows, including the development of a class portfolio. The benefits of participation are summarized at the end of the introduction. / Social Studies 1 Principles expressed in the documents shaping democracy in the U.S.
Social Studies 2 Principles and processes of governance systems
Social Studies 6 Relationships of the individual and groups to institutions.
Communication Arts 3 Reading and evaluating nonfiction works and material / 1 / 1
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Step 1: Identifying Public Policy Problems in Your Community
Students read about and discuss common problems found in communities in the U.S. Then students work with one or two other students to complete a “Problem Identification and Analysis Form” for a given problem. As a homework assignment, students discuss a selected problem with family, friends, neighbors, or others. This information is recorded on the “Interview Form.”
They also look for any printed source of information for local evidence of the problem and policies designed to deal with it. Students use the “Printed Source Form” to record the information. Finally, students look or listen for news reports on television or radio concerning the problem. They use the “Radio/Television Observation Form” to record information. / Social Studies 7 Knowledge ofthe use of tools of social science inquiry (such as surveys…)
Communication Arts 3
Reading and evaluating nonfiction works and material / 1.4 Use technological tools and other resources to locate, select and organize information
3.1 Identify problems and define their scope and elements
3.4 Evaluate the processes used in recognizing and solving problems
3.6 Examine problems and proposed solutions from multiple perspectives
4.1 Explain reasoning and identify information used to support decisions
4.2 Understand and apply the rights and responsibilities of citizenship
4.4 Recognize and practice honesty and integrity in academic work
4.6 Identify tasks that require a coordinated effort and work with others to complete those tasks. / 5-I 1
7-G 2
7-G 2
6-C 3
7-A 2
1-B 2
1-B 1
2-C 2
Step 2: Selecting a Problem for Class Study
Students share and discuss what they have discovered about the problems in the community to decide if they have enough information to select a problem for class study. If more information is needed, assignments can be given to different groups to gather more information on the problems. When enough information is secured, a majority vote should determine the problem selected. Care should be taken to select a problem about which students can gather information to develop a good portfolio. It also needs to be important to the students and the community. / Social Studies 6 Relationships of the individual and groups to institutions
Social Studies 7 The use of tools of social science inquiry (such as surveys) / 1.4 Use technological tools and other resources to locate, select and organize information
2.2 Review and revise communications to improve accuracy and clarity
2.3 Exchange information, questions and ideas while recognizing the perspectives of others
3.1 Identify problems and define their scope and elements
3.4 Evaluate the processes used in recognizing and solving problems
3.6 Examine problems and proposed solutions from multiple perspectives
4.2 Understand and apply the rights and responsibilities of citizenship
4.4 Recognize and practice honesty and integrity in academic work
4.5 Develop, monitor and revise plans of action to meet deadlines and accomplish goals
4.6 Identify tasks that require a coordinated effort and work with others to complete those tasks / 5-I 1
7-A 2
6-C 3
7-6 2
7-G 2
6-C 3
1-B 2
1-B 2
6-C 3
2-C 2
Step 3: Gathering Information on the Problem Your Class Will Study
Students consider possible sources of information (libraries, newspaper offices, professors, lawyers/ judges, community organizations/
interest groups, legislative offices, administrative agencies, internet) and decide which sources will best address the class problem. Research teams are organized for gathering information. In addition to the forms listed above, students complete the “Documentation Form” to record information. Students will also want to develop surveys to acquire information needed from other classrooms, parents, board member, etc. / Social Studies 3 Principles and processes of governance systems
Social Studies 6 Relationships of the individual and groups to institutions
Social Studies 7 The use of tools of social science inquiry (such as surveys)
Math Arts 3 Data analysis, probability, and statistics
Communications Arts 3 Reading and evaluating nonfiction works and materials
Communications Arts 6 Participating in formal and informal presentations and discussions of issues and ideas / 1.1 Develop questions and ideas to initiate and refine research
1.2 Conduct research to answer questions and evaluate information and ideas
1.3 Design and conduct field and laboratory investigations to study nature and society
1.4 Use technological tools and other resources to locate, select and organize information
1.8 Organize data, information and ideas into useful forms (charts, graphs, etc.) for analysis or presentation
2.2 Review and revise communications to improve accuracy and clarity
2.3 Exchange information, questions and ideas while recognizing the perspectives of others
3.1 Identify problems and define their scope and elements
3.4 Evaluate the processes used in recognizing and solving problems
3.6 Examine problems and proposed solutions from multiple perspectives
4.5 Develop, monitor and revise plans of action to meet deadlines and accomplish goals
4.6 Identify tasks that require a coordinated effort and work with others to complete those tasks / 6-C 3
6-C 3
6-C 3
5-I 1
7-A 3
7-A 3
6-C 3
7-G 2
7-G 2
6-C 3
6-C 3
2-C 2
Step 4: Developing a Class Portfolio
Students will be divided into four groups. Each group will develop one part of the portfolio. The work of all four groups will be featured in a class portfolio, containing two sections: a display section, and a documentation section.
Group 1: This group is responsible for explaining the problem the class has chosen to study. They should also explain why the problem is important and why that level of government or governmental agency should deal with it.
Group 2: This group is responsible for explaining present and/or alternative policies designed to solve the problem.
Group 3: This group is responsible for developing and justifying a specific public policy that the majority of the class agrees to support.
This policy must not violate our federal or state constitution. Completing a “Constitutional Opinion Form” will help students decide.
Group 4: This group is responsible for developing an action plan showing how citizens can influence their government to adopt the policy the class supports.
Students will need to collaborate as they decide what specific items should be included in the two sections of the portfolio. This collaboration will avoid displaying the same information more than once and guarantee the inclusion of the best exhibits or evidence. Communication between and among groups is essential for sharing ideas and information. Each group should keep the entire class informed of its progress and work cooperatively so that the class develops the best portfolio it can. / Social Studies 1 Principles expressed in the documents shaping constitutional democracy in the U.S.
Social Studies 3 Principles and processes of governance systems
Social Studies 6 Relationships of the individual and groups to institutions
Social Studies 7 The use of tools of social science inquiry (such as surveys)
Communications Arts 1 Speaking and writing standard, English
Communications Arts 4 Writing formally
Communications Arts 6 Participating in formal and informal presentations and discussions of issues and ideas / 1.4 Use technological tools and other resources to locate, select and organize information
1.8 Organize data, information and ideas into useful forms for presentation
2.1 Plan and make written, oral and visual presentations for a variety of purposes and audiences
2.2 Review and revise communications to improve accuracy and clarity
2.3 Exchange information, questions and ideas while recognizing the perspectives of others
2.7 Use technological tools to exchange information/ideas
3.2 Develop and apply strategies based on ways others have prevented or solved problems
3.3 Develop and apply strategies based on one’s own experience in preventing or solving problems
3.6 Examine problems and proposed solutions from multiple perspectives
3.7 Evaluate the extent to which a strategy addresses problems
3.8 Assess costs, benefits and other consequences of proposed solutions
4.1 Explain reasoning and identify information used to support decisions
4.2 Understand and apply the rights and responsibilities of citizenship
4.4 Recognize and practice honesty and integrity in academic work
4.5 Develop, monitor and revise plans of action to meet deadlines and accomplish goals
4.6 Identify tasks that require a coordinated effort and work with others to complete those task / 5-I 1
7-A 3
7-A 3
7-A 3
6-C 3
5-I 1
6-C 3
6-C 3
6-C 3
6-C 3
4-A 2
7-A 2
1-B 2
1-B 2
6-C 3
2-C 2
Step 5: Presenting Your Portfolio
Students will present their project before an audience, preferably to a three- or four- person panelrepresenting the school and community. The panel will “judge” the presentation based on the same criteria used to develop the portfolio. This will give students a valuable experience in presenting important ideas to others and convincing others of their position. The presentation will consist of a four-minute opening (during which the groupwill present orally the most significant information from its part of the portfolio), and a six- minute follow-up question period (during which the panel of judges will ask the group about its portfolio presentation). Some of the questions posed might ask students to explain further or clarify points they have made, give examples of specific points they have made, defend some of their positions, or simply reflect about the experience. / Communications Arts 1 Speaking and writing standard, English
Communications Arts 5 Comprehending and evaluating the content and artistic aspects of oral and visual presentations
Communications Arts 6
Participating in formal and informal presentations and discussions of issues and ideas / 2.1 Plan and make written, oral and visual presentations for a variety of purposes and audiences
2.2 Review and revise communications to improve accuracy and clarity
2.3 Exchange information, questions and ideas while recognizing the perspectives of others
2.7 Use technological tools to exchange information and ideas
4.1 Explain reasoning and identify information used to support decisions
4.2 Understand and apply the rights and responsibilities of citizenship
4.4 Recognize and practice honesty and integrity in academic work
4.5 Develop, monitor and revise plans of action to meet deadlines and accomplish goals
4.6 Identify tasks that require a coordinated effort and work with others to complete those tasks / 7-A 3
7-A 3
6-C 3
5-1 1
7-A 2
1-B 2
1-B 2
2-C 2
Step 6: Reflecting on Your Learning Experience
Students reflect upon the experiences they have had completing Project Citizen. The reflection portion of the documentation section should describe what each group learned, how they learned, and what they might do differently if they were to develop another portfolio. Reflecting should be a cooperative class effort. Students should reflect as an individual as well as a member of the class. Topics should include working as a team, problem-solving skills, and what students learned about public policy. / Social Studies 3 Principles and processes of governance systems
Social Studies 6 Relationships of the individual and groups to institutions
Communication Arts 1
Speaking and writing standard, English
Communication Arts 4
Writing formally and informally
Communications Arts 5 Comprehending and evaluating the content and artistic aspects of oral and visual presentations / 2.3 Exchange information, questions and ideas while recognizing the perspectives of others
3.4 Evaluate the processes used in recognizing and solving problems
3.6 Examine problems and proposed solutions from multiple perspectives
3.7 Evaluate the extent to which a strategy addresses a problem
3.8 Assess costs, benefits and other consequences of proposed solutions
4.1 Explain reasoning and identify information used to support decisions / 6-C 3
7-G 2
6-C 3
6-C 3
4-A 2
7-A 2

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