Constitution 2019 Project Based Learning Plan

Timothy McBride

October 17th 2019

 Abstract

The Constitution 2019 Project is an in-depth examination of political process, philosophies, and

exploration of student’s views on the pressing demands of society upon them. By exploring these

processes, and thoughts students are given a meaningful and personal view of what Government

does and what it can do for the student and community in which they live. Students will learn not

only historical but current political thought, and be pressed to learn how to effectively compromise

by being involved in a process where they must not only consider their own needs and wishes, but

those of their fellow students. This process will help in addressing bias and force students to look

at issues from multiple perspectives.

 Applicant and School Narrative

My name is Timothy McBride and this is my second-year teaching Social Studies at

Smith Junior Highschool. My academic background is in North American History with an

emphasis on the South West North American Region, having conducted 2 research grants with

the School of Transborder Studies. These research projects focused on the Treaty of Hidalgo -

Guadalupe provisions for the guarantees of Mexican and Spanish land grants in the American

court systems post American-Mexican War. Prior to teaching I was formerly involved in my

community as a Law Enforcement officer and prior to that I served in the United States Army.

Although new to teaching I bring a rich and varied level of experience into the classroom. In the

classroom I believe strongly in student engagement in the discussion of the complex issues

United States history, the processes of representative government, and empowering students with

the skills needed to become active community members. I believe that students need to learn

more than just dates and names, but understand the broader concepts that link together the

history and roles of the various cultures have played in North American history. By

understanding the concepts and “big picture” issues students will learn critical thinking skills to

deal with their own future problems as concerned citizens. A great way for students to build and

grow these critical thinking skills is through project-based learning that empowers the student

through critical skills development instead of instructor focused learning.

Technology integration into the current classroom is very limited. Currently Smith Junior

High has 1 computer cart with laptops for all 7 classrooms in the Social Studies department.

Consequently, there has not been much technology integration into the current Social Studies

curriculum and instruction. Technology in the classroom is currently limit to each room having a

computer linked projector that I currently use for classroom warmups, lectures and other teacher
led activities. A goal of mine is to integrate more technology into the classroom to bring us up to

21st century learning standards and expectations.

With the Constitution 2019 project the students will be researching the US Constitution,

it’s philosophical, societal and cultural roots. Alongside this, students will also develop an

understanding of historical and modern governmental systems and their potential effects on a

community. Students will then conduct a mock Constitutional Convention to form a new

Constitution that is relevant to modern student issues and philosophical thought on culture and

society.

School Narrative

Smith Junior High is one of nine junior high schools in the Mesa Public Schools which has a

total of eighty-two schools. Located on the far eastern edge of Mesa, Az, Smith serves residences

in the city of Mesa, and parts of unincorporated Maricopa County communities. Smith serves

983 students of a diverse background. (Smith Junior High, 2019) The average home price for the

area is $244,400 (Zip Codes, 2019) which is slightly below the city average of $254,200.

(Zillow, 2019). The Students population is approximately 60% White, 32% Hispanic, 4%

African-American, and 1% Native American. (Smith Junior High, 2019) 59% of the students at

Smith are considered to be of low-income households and 7% of the students are identified as

having a learning disability. (Smith Junior High, 2019)

This project will be completed in all 5 of my social studies hours, however the class I will

focus on is the second hour Social Studies. The student population is 30 students; 17 female, 13

males. 16 students are white, 10 are of Hispanic ethnicity, 1 native American, 3 African

American students. This class has the median of test scores and the demographic makeup most
consistent with the overall student population. This class has the least learning disruptions and is

one of the most attentive to classroom instruction.

Summary of Project and Impact

The Constitution 2019 project purpose is to engage students into considering current and

past political processes from an objective standpoint removed from the rhetoric of modern

politics and discourse. If we consider that “participatory citizens, are necessary for democracy to

function, and therefore public schools, as a state institution, have an interest in preparing youth

for active citizenship” (Siegel-Stechler, 2019), the instruction of Social Studies at Smith Junior

High may be one of the most critical courses in that it shapes an entire student bodies future

participation in the Government in which they live. Unfortunately, voter turnout for those aged

18-29 in the 2016 election was only 46%, with significantly less participation within this range

for the youngest voters. (The United States Census Bureau, 2017) In comparison, voter turnout

for those aged 65 and older stood at more than 70%. (The United States Census Bureau, 2017)

While voter turnout may not be the entire picture civic health and engagement, it is a key

indicator in the health of any democratic nation. (Siegel-Stechler, 2019) According to research

done by K. Siegler-Stechler in 2019, a positive correlation between voter participation as youth

and civics instruction was found. (Siegel-Stechler, 2019)

The Constitution 2019 Project is taught alongside the traditional 8th grade civics

curriculum and aligns with current state common core standards requiring a broad instruction in

the American system of Government. By allowing the students to explore the various topics that

are important to them, it brings students a mindset that civics instruction is not only interesting

and relevant to their lives but also something that they can be a direct participant in. The project

aims to take the 8th grade core instruction in the philosophical and historical roots of the US
constitution and expands it to cover not only historical governmental systems such monarchy,

historical republics, limited democracies and others, but also modern systems of government that

have evolved since the writing of the US Constitution. Subjects such as 19th century populism,

constitutional monarchies, communism, socialism, direct democracy and others will all be

discussed and presented so that students can explore the systems and develop their own opinions

of the pros and cons of these governmental systems. The students will begin with the scenario

that they are the founders of a new Government tasked with researching governments, laws and

political philosophies and given the end goal of writing a Constitution that can be approved by a

three quarters majority of the students. Students will not only explore the various political

systems, but will also be forced to deal with the issues of compromise, and civil debate on civic

issues.

Student Impact

The impact for Students of the Constitution 2019 Project is the early understanding of the

political process, styles of government and most key, to build a desire to participate in

government by understanding that they can directly have an effect because their opinion matters.

By instructing students in not only our current Constitutional government and its roots, but also

those outside systems that influence current thought, students are shown the relevance of

Government instruction and given a solid base to judge political thought and ideas when

presented with choices as a young voter.

Instructor Impact

As an instructor the impact is the chance to not only assist youth in becoming

participatory members in their community but also allows the instructor to confront any
internally held biases against alternative forms of government by allowing an open and free

discussion amongst students with the teacher’s role of that of a guide and mentor. The project

challenges the instructor to take the instruction of civics from something that many students

consider “boring” (a direct quote from a current 8th grade student) into a subject that encourages

deep, higher order thinking and fuels an interest in political participation at an early age.

Community Impact

This project assists the community in the process of building a student body that is not

only educated about the basic facts of American Government, but also enthusiastic about

participating in the system. Voter participation means an engaged and healthy community that

reaches all socio-economic backgrounds, overcomes internal biases and addresses issues that

matter to all citizens, not just the select few who choose to participate. By building students with

critical thinking, critical understanding of political thought and most importantly, participatory

advocates for change, the community as a whole can move towards a more inclusive and

equitable status that works for all citizens regardless of age, socio economic status, race or

sexuality.

Project Narrative

The goal of this project is ultimately to build informed citizens who understand critical

thinking and how to research an issue for themselves. To that end each day of instruction will be

broken down into essential and guiding questions as outlined below.

Learning Goals, Outcomes and Activities

This project is designed to dovetail into existing lesson plans, and will be conducted on Fridays.

A full listing of the driving questions, standards, goals and activities are listed at the end of this

document in Table 1. This project, by tying back into the weekly lessons in the normal class

hours, will help facilitate the learning of the existing material by giving the students yet another

reason to learn, as they will be able to apply the material in the weekly Constitution 2019

session.

Students will be expected to spend approximately 1 to 2 hours of outside classroom time on this

project, writing drafts, responses and editing. Students will be given a class period between week

nine and eleven to work independently on their final presentation.

Assessment

Students will be maintaining a composition book with writing reflections, lecture notes, and

research information throughout the project. On the Monday following the Friday class work

period, students will turn in the comp book allowing weekly review of student progress. Students

are required to submit an electronic draft of their Constitution the two days prior to the peer

editing session for instructor review and comment. The final assessment will be a combined

grade for both the presentation quality and the quality of the finished constitution.
 Sustaining the Project and Innovation

Technology

Students will use the chrome books supplied to the Social Studies department to conduct

research during group discussion and debates. Students will be given an opportunity to use the

chrome books to conduct scholarly research during the writing session preformed at week ten.

After the Proposal Period

This project can be expanded and reused on a yearly basis. With expansion it can include guest

lectures such as local governmental officials to describe the “daily reality” of running a

government at the various levels. This project gives a wide range of inter disciplinary options for

the English Language arts and the graphics arts.

Innovation

As discussed earlier this project will be primarily focused on transforming a student’s desire and

ability to participate in the American political process. It will give students the chance to expand

upon their critical thinking abilities, ability to compromise, and knowledge of the civic duties of

citizens and governments alike. As an instructor it will allow the teacher to continue to stay

relevant to the issues that most directly affect their students, what plaques their community and

student solutions to these issues.

 Budget Narrative

Very few extra items are needed for this project. However, a few items will be needed, quantities

and costs are outlined in Table 2. A key item is the composition book, these books will be used

for written responses, notes, and brainstorming. This project will also require more white board

time, and extra markers and erasers will be needed. Lastly, in order to give the students a

presentation grade final product, high quality parchment paper is requested. This paper will be

used to print the final product, signed by the group members and presented to each student. This

gives the students an item that they can display and show lasting pride in the project.
References
Siegel-Stechler, K. (2019). Is civics enough? High school civics education and young adult voter

turnout. The Journal of Social Studies Research, 43(3), 241-253.

Smith Junior High. (2019, September). Retrieved from Great Schools:

https://www.greatschools.org/arizona/mesa/2753-Smith-Junior-High-School/

The United States Census Bureau. (2017, May 10). Voting in America: A Look at the 2016

Presidential Election. Retrieved November 02, 2019, from The United States Census

Bureau: https://www.census.gov/newsroom/blogs/random-

samplings/2017/05/voting_in_america.html

Zillow. (2019). Retrieved from Zillow: https://www.zillow.com/mesa-az/home-values/

Zip Codes. (2019). Retrieved from Zip Codes: https://www.zip-codes.com/zip-code/85207/zip-

code-85207.asp
 Table 1.

Project Schedule: Standards Activities: Goal of the

Addressed: Activities:
Week One 8.C1.1; 8.C3.1 Reference Inquiry The purpose of the
Daily Goal: Lesson plan including Week 1 lesson is to
What is a in Appendix. give a broad
Constitution? overview of the
Understanding the project and ask the
Project. essential thinking
questions that will
guide the project.
Students will be able
to conceptualize the
purpose of a
Constitution by the
end of the day in
written form.
Week Two 8.C1.2; 8.C1.3; Brief lecture on the This week’s goal is to
Daily Goal: 8.C2.2 Role of Government flesh out student
What is the Role of and Citizens. Socratic understanding of the
Government? / discussion on student role of Government,
What is the Role of views of the two and the Citizen.
Citizens? roles. Second lecture Integral in this is the
bringing student class discussion on
response into the student views. Will
broad philosophical be summarized in a
basis of Government. half page written
response for the
students view.
Week Three 8.SP4.1; 8.C1.1; Brief lecture followed Student will gain an
Daily Goal: 8.C3.1; 8.E5.2 by discussion on the understanding of
Despotism, merits and issues historical forms of
Monarchy, and with various government, and the
Republics; why and historical forms of application of them in
who? Government. today’s world. Exit
ticket asking on the
students ‘preferred’
historical
government.
Week Four 8.SP4.1; 8.C3.1; In depth lecture, and Students will gain an
Daily Goal: 8.E5.2 leading Q&A on in depth
Populism, modern forms of understanding of
Communism, government, and modern forms of
Socialism, Fascism discussion of forms government. Students
and Modern will write a half page
Democracies; why with theory versus response on the
and who? reality. government they
would least want to
live under and why.
Week Five 8.SP4.1; 8.C1.1; Lecture on The goal is to solidify
Daily Goal: 8.C1.2; 8.C1.3 philosophical roots of the understanding of
The Common Good, Government. the role of
Rights of Man, and Students will take Government and it’s
To each his own. notes that will be philosophical roots
turned in at the end of through primary
the lecture. source discussion.
Students will then Students will then
form groups to begin formulate in groups
discussing their ideal their basic proposed
government. government.
Week Six 8.C1.1; 8.C1.3; Group discussion The goal of this is to
Daily Goal: 8.C4.2 with leading get students thinking
Modern issues and questions to get beyond the self, and
solutions discussion. students discussing to consider issues that
and evaluating just face the broader
what problems community and
modern society faces. society in which they
reside. Students will
write a half page
response on what is
the biggest problem
society faces and
their solution.
Week Seven 8.SP3.6; 8.C1.3 Brief lecture on the The goal is to help
Daily Goal: three appeals in students understand
Compromise and debate, logic, effective debate and
Debate. emotion, and ethics. compromise.
Students will be Collaborative group
given the rubric for discussion will drive
how the class this lesson.
compromise debate
and a selection of
topics based off of
the previous weeks
“biggest issue”
responses. Students
will then break into
groups (self-picked)
for the topics and
discuss their
arguments.
Week Eight 8.SP3.6; 8.C1.3; Students will present Students will
Daily Goal: 8.SL.3; CCR 2 their arguments or the demonstrate effective
Class committee of selected topics. After methods of debate
compromise debate. the debate the two and compromise with
sides of each topic a written compromise
will combine and to the selected topics.
produce a
compromise solution
to the issue.
Week Nine 8.W.5; ISTE 7a Students will peer Collaborative group
Daily Goal: edit their written editing and work. The
Peer edit of draft Constitutions within editing will be
Constitution their groups. conducted with
Google Docs,
allowing the group to
give detailed
comments and
suggestions on the
document, as well as
the student being able
to review the
teacher’s comments.
Week Eleven 8.SP3.8; 8.C1.1; Student groups will Students will gain
Daily Goal: 8.C3.1; 8.C4.4; present their public speaking skills
Project CCR4; ISTE 6b Constitution to the by presenting their
Presentation. class. finished product in an
organized and
confident manner.
Students will use
Google slides or
another electronic
presentation program
to present their
Constitution project

Table 2.

Item # and Cost per Item Where to Purchase Possible Funding

Source
Composition Book 150 @ $2 ea ($300 total) Amazon.com Adopt a Classroom
Dry Erase Marker 52 @ $29 total Amazon.com PTO
Antique Gold 150 sheets @ $84 total Amazon.com Donors Choose
Parchment Paper, legal
sized
White board eraser 8 @ $11 total Amazon.com Adopt a Classroom
 Appendix

Week 1 / Day 1 Opening Lesson

Inquiry (5E) Lesson Plan Template

Teachers: Subject:
Timothy McBride Constitution 2019 Opening Event
Common Core State Standards:
• 8.C3.2 Examine the origins and purpose of constitutions, laws, treaties, and international agreements.
• ISTE 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or
other resources.
• RH6-8.2: Determine the central ideas or information of a primary or secondary source, provide an accurate
summary pf the source distinct from prior knowledge of opinions.
• Workplace 1b: Communicates effectively in the workplace environment
Objective (Explicit):
• By the end of the day students will be able to answer what the goal of the “Constitution 2019” project is by
filling out an exit ticket with a one paragraph response.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.

Students will show a basic understanding in written form of what the end goal of the Constitution 2019 project is in one
to two paragraph response.
Sub-objectives, SWBAT (Sequenced from basic to complex):
 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?
Lesson will tie back into previous material by requiring response that use past learning.
Students will need to take notes, use previous knowledge, and participate in group discussion to master the objective.
Relevance to student lives is obtained by giving a tie in to local government participation and a deeper understanding
of political process.
Key vocabulary: Constitution, Law, Natural Rights, Social Materials:
Contract Theory
Engage
 How will you activate student interest?
 How will you hook student attention?
 What questions will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Student Will:
Open with an introduction that the students imagine Observe, take notes in provided composition books.
themselves settlers in a new land tasked with establishing
a constitutional government.
This opening will be a combination of a video and
presentation.
Explore
 How will model your performance expectations? Remember, you are not modeling what you want students to discover but
need to model expected behavior or required procedures.
 How will students take the lead and actively use materials to discover information that will help them answer the question
posed in Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Ask guided questions such as: Student Will:
What things are important to them? Will they be an Take notes and respond to questions using information
equitable society? A dictatorship? A free or restricted from previous lessons such as founding philosophies, and
society? classical forms of government lectures.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Teacher’s aide will facilitate discussion by playing “The devil’s advocate” when students present an idea firmly to
one side or the other of the Authoritive/Freedom scale.

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Provide a written list of questions and possible responses for students who have difficulty taking notes.

Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the
question from Engage before moving on?
Teacher Will: Student Will:
Explain the basic format of how the 2019 Constitutional Take notes, and ask clarifying questions. Notes will be
Convention will be run, roles students can take, and what taken in the composition books provided.
is expected for the formal end of the project.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Teacher’s aide will take notes of any student questions

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
A handout will be made available, along with a short video for parents of students with specific learning disabilities
describing the accommodations taken for students with special educational needs.

Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular
aspect of this learning at a deep level?
 How will students use higher order thinking at this stage? (e.g. A common practice in this section is to pose a “what If
question”)
 How will all students articulate how their understanding has changed or been solidified?
Teacher Will: Student Will:
Divide the students into several groups. Rights, Laws, and Brainstorm within their specific group using Padlet, an
Procedures. Students will be allowed to pick the group of online collaboration page. This page will be pre-created
their choice as long as groups are even. for each group and shared with the specific students.
Instructor will circulate answering specific questions of Students will use this as their brainstorm and notes
the various groups. collaboration.
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?
Teacher’s aide will assist with answering group specific

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Students with learning disabilities that prevent full use of Padlet will be assigned a buddy to help with posting of
their ideas.

Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the Elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?
Teacher Will: Student Will:
Ask students to write one to two paragraphs summarizing Write one to two paragraphs summarizing the end goal,
what they feel is the end goal of the project. in their own words, of the project and what they hope to
achieve at the end of the project.
Answers will be used to formulate additional instruction
to help facilitate the projects
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Students with writing learning disability will be allowed to verbally answer the question to the teacher or aide.