Driving Question
How can we use historical documents to inform and motivate community members to be active in our local, state and federal government?
How can we use historical documents to inform and motivate community members to be active in our local, state and federal government?
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Project Description
Our young people can impact change. Our young people will be the change. For this project, the students will be determining how they can inform and motivate our community to be involved in our government process. Many times we can think that our government is too big for us to have an impact when with intentional steps our impact can be monumental. The students will have to decide what issues are important enough to them to encourage others to be involved. Our young people's voice will be heard. |
Learning Targets
Checkpoint #1 - August 30th
#1 - I can explain the importance of compromise in the development and application of the Constitution.
#2 - I can explain how democratic ideals are reflected in the Declaration of Independence and the U.S. Constitution.
#3 - I can analyze the roles and responsibilities of citizens.
#4 - I can identify my own political ideology and explain why my participation is important.
#5 - I can explain how the different processes work in presidential, congressional, state, and local elections.
Checkpoint #2 - September 27th
#6 - I can explain how the balance of power between national and state governments has been interpreted differently over time.
#7 - I can analyze the changing roles and influence of individuals, political parties, interest groups, and the media on political institutions over time.
#8 - I can analyze how changes in technology influenced political communication and behavior.
#9 - I can evaluate how political participation has been shaped by unique circumstances of time and place and how they impact my life.
#10 - I can construct an argument (using claim, evidence, and reasoning) about what action(s) I will take and what responsibilities I have as a member of society in the United States.
Checkpoint #1 - August 30th
#1 - I can explain the importance of compromise in the development and application of the Constitution.
#2 - I can explain how democratic ideals are reflected in the Declaration of Independence and the U.S. Constitution.
#3 - I can analyze the roles and responsibilities of citizens.
#4 - I can identify my own political ideology and explain why my participation is important.
#5 - I can explain how the different processes work in presidential, congressional, state, and local elections.
Checkpoint #2 - September 27th
#6 - I can explain how the balance of power between national and state governments has been interpreted differently over time.
#7 - I can analyze the changing roles and influence of individuals, political parties, interest groups, and the media on political institutions over time.
#8 - I can analyze how changes in technology influenced political communication and behavior.
#9 - I can evaluate how political participation has been shaped by unique circumstances of time and place and how they impact my life.
#10 - I can construct an argument (using claim, evidence, and reasoning) about what action(s) I will take and what responsibilities I have as a member of society in the United States.
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Presentation
Campaign. Specific targeted audience for desired change. This presentation will be taking place in the community on the ground level. |
Audience
Community Members Local/State Elected Officials |