banner
           
Project Overview
Language Arts Unit 1
Language Arts Unit 2
Science Unit
Social Studies Unit 1
Social Studies Unit 2
       

Social
Studies (1)

Unit Overview

1. Introduction

2. Rights Scorecard

3. Amendment Comics

4. Separation of Powers

5. Vocabulary Assessment

6. Graphic Images

7. Search and Seizure

8. A Debate on Cruel and Unusual Punishment

9. Due Process

10. Project

 

 


Part 3
A New Model for the War on Terror

Given our government’s laws, how can America prevent terrorism?

Lesson 10: Project
Synthesis (Differentiated)

Differentiation: This lesson will take advantage of student differentiation by giving students choices in the summative assignments. They will be given opportunities to choose which types of assignment they want to complete, and then be graded accordingly.

Class Time Required: four 45 minute periods.

Purpose, Background and Context: Students will use their notebooks to create new methods of waging the War on Terror. This will be the most creative component of this lesson, as students will be allowed to expand beyond their understanding of the current war. This lesson will also cater to individual student strengths by presenting a multitude of ways to turn in completed work.

Objectives for Student Understandings: Students should understand vocabulary words relevant to the Constitution and the federal government, the principles and workings of the Constitution, the limits of executive power, our system of checks and balances, the Constitution and its amendment process, the Bill of Rights, and the legal implications of the War on Terror.

Objectives for Student Skill Development: Students should be able to read for understanding, evaluate primary and secondary documents using a variety of strategies, develop an increased vocabulary, learn to make choices based on reasoned arguments, translate facts that are read into other methods of information delivery, assess contrasting theories, generalize from given facts, predict and draw conclusions based on partial information, predict consequences of actions, and verify the value of evidence.

Materials, Resources and Readings: Menu for the Summative Project (see end of lesson for Menu) and computers for research and work-related projects. If there are no computers, the teacher may provide additional information to students specific to their project.

Lesson Questions:           
What has government done to fight terrorism?
What are two pros and cons of the method the government has chosen?
What might be better ways of fighting terror?

Procedures:

Procedure 1 (15 Minutes)
Review the lesson questions that deal with how the government fights terrorism.

Procedure 2 (120 Minutes)
Hand out the Menu for Summative Project and explain it in detail. Students will have a choice of picking 1 item from the top line, and 1 item from the bottom line to complete. Each item will be worth 25 points, and there is an attached rubric for grading.

By completing two of these assignments, students will be twice exposed to their understanding of the War on Terror. It will give them the chance to articulate how they feel about the war in several different ways.

As this is a project for an alternative school, you may have students rush to finish early, but you can ask them to be more specific or to find deeper answers.

Lesson 10: Return to the Essential Question

Given our government’s laws,
how can America prevent terrorism?

1

2

3

4

Write a 3 page essay from the perspective of an FBI agent. Be sure to describe how the government is currently fighting terrorists in America.

Complete a 5 Minute movie about the government’s search for terrorists. You can do this from the perspective of someone wrongly accused of being a terrorist

Write 3 pages of journal entries from the perspective of someone who lost relatives in the 9/11 attacks. Are you satisfied with what the government is doing to fight terrorism in America?

Complete a diagram of the federal government and it’s activities in the War on Terror. You can do this from the perspective of an FBI agent.

5

6

7

8

Write 3 songs, or make parodies of 3 existing songs, from the perspective of someone who has wrongly been accused of being a terrorist. Make sure you sing about what the government is doing to you in its search

Create a museum exhibit dedicated the government’s activities in the War on Terror. Make sure you do this from the perspective of the future, and that the exhibit shows the effectiveness of the strategies used to fight terror.

Complete a mural dedicated to the 9/11 attacks. Make sure it shows how the government responded to the attacks, and what the long and short-term effects of the attacks on the government have been.

Complete an Ad campaign run by the FBI. Explain why the FBI needs all of our help to fight terrorists, and what they are doing to win the War on Terror.

 

Name:                                                   I chose activities #            and #            

Date:                                                                           Due Date:                                    


Rubric for Lesson 10

Each item is worth a possible five points.


1

2

3

4

Has a title

Makes use of readings in previous lessons

3 paragraphs about what the government is doing right

3 paragraphs about how the government can do a better job fighting terror

Introduction and conclusion; correct spelling, mechanics, grammar

Has a title

Makes use of readings in previous lessons

Discusses 3 tools the government is using to find terrorists.

Shows advantages and disadvantages to each tool described

Movie has good technical qualities (actors can be heard, picture is not blurry, edits are appropriate)

 

Each journal entry has a title

Makes use of readings in previous lessons

Discusses tools used by the government to find terror

Captures appropriate tone of someone who has lost relatives in terror attacks

Correct spelling, mechanics, grammar

 

Has a title

Items in sequential order and relationships between items shown by arrows/lines

Shows separation of powers and relationships between branches of government

Describes major components of government

Suggests improved ways to fight terror

5

6

7

8

Has a title

Makes use of readings in previous lessons

Lyrics reference all branches of government

Recordings contain good voice projection and expression

Short explanation of each song included

Has a title

Makes use of readings in previous lessons

Exhibit map includes 3 areas that deal with terrorism

Museum does a balanced job of explaining war on terror.

Situates all branches of government and how they are involved in War on Terror

Has a title

Makes use of readings in previous lessons

Explains how life was affected by 3 strategies used in War on Terror

Mural deals with both long and short term effects of War on Terror

Illustrates all branches of government and how they are involved in War on Terror

Has a title

Makes use of readings in previous lessons

Uses persuasive language to encourage people to help the government fight the War on Terror

Appeals to all three branches of government to help fight War on Terror

Include color and pictures related to topic

 

 


 

 

Lesson Home
| Project Home