S+Barry,+Lillian

**Office:** //Room 8// **Office Phone:** //207-867-5309// **Office Hours:** //Tuesdays + Thursdays 3 p.m - 4 p.m// ** E-mail: **// Lillian.barry@maine.edu //
 * Teacher:** //Ms. Barry//

=Summary of Unit= //In this unit students will understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world. All students will need to draw on concept and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world. Though out the month there will be six lessons touching upon all of the understandings, these include: all citizens have constitutional and legal rights, in a constitutional democracy citizens must be aware of personal roles, and all citizens impact the government. These understandings will be reached by essential questions such as how do people influence government and work for the common good? Who is the relationship between government and individuals important? and How do the rights, duties and responsibilities of U.S citizens differ from those of other nations? The six lessons will enable students to understand key knowledge and skills such as vocabulary, key factual information and critical details. By the end of the the unit the students will be able to describe constitutional and legal rights of citizens, translate personal roles citizens have in a constitutional democracy, adapt to personal roles citizens have in a constitutional democracy, criticize the impact citizens make on the government, be open to the constitutional and legal rights citizens have and recognize the impact citizens make on government. This unit will offer type two technology to complete the assignments and incorporate both individual and group work.//

=Establish Goals= //Maine Learning Results: Social Studies// //B. Civics and Government// //B2 Rights, Duties, Responsibilities and Citizen Participation in Government// //9-Diploma// //Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world.//

= = =Students will understand that= //• all citizens have constitutional and legal rights.// //• in a constitutional democracy citizens must be aware of personal roles.// //• all citizens impact the government.//

= = =Essential Questions= //• How do people influence government and work for the common good?// //• Why is the relationship between government and individuals important?// //• How do rights, duties and responsibilities of U.S. citizens differ from those of other nations?//

= = =Students will know= //• Vocabulary: Civics, citizen, legal, constitution, democracy, government, duties, voting and rights.// //• Key factual information: Personal roles, laws, government, "who is a citizen" and rights.// //• Critical details: Citizens, government, voting, rights, and constitution//

= = =Students will be able to= //• describe constitutional and legal rights of citizens.// //• translate personal roles citizens have in a constitutional democracy.// //• adapt to personal roles citizens have in a constitutional democracy.// //• criticize the impact citizens make on the government.// //• be open to the constitutional and legal rights citizens have.// //• recognize the impact citizens make on government.//

**Performance Task Overview** You are being falsely accused of a crime and are on trial, you need to make a Xtra-Normal video showing that you understand your constitutional and legal rights as a citizen and that you are not receiving them by being accused for this crime. You are fighting for your freedom and the direction of the trial could change after you show the judge and jury members your movie, be courage and stand up for what you know is right! Research and time will be your best friend, you will beat this crime accusation with education. Each group is going to be assigned a different amendment and will need to create a plot that correctly shows how this amendment can be proven. Each video will have different outcomes.

=Expectations= //**Absent / Late Policy:** Excused absents will not receive any penalty to your participation or assignment grades. As for students that have an unexcused absence for class you will receive no participation grade and homework will receive no credit. You are expected to contact me about late work or extensions and meet with me to set up a time line for a new due date. You are expected to pass in what you have on the due date to get partial credit and prove that you have been working on the assignment. There will be no excuses for long term assignments being late, they will receive 10 pts off for everyday that it is late and stop at 60, because after that the assignment is failing.//

//**Assignment Expectations:** All students will be held to the same standards and are expected to pass in work on the due date. Every assignment must be typed and in size 12pt. font and essays will be in MLA and Turabian styles and will be help accountable for citations. Assignments will be handed back if there are more then three spelling errors and expected to be handed in by the following day.//

//**Classroom Expectations:** Students are expected to show up on time. The break between classes is your time to do what you need but once the bell rings it is my time. Walking in after the bell rings will result in a tardy and after 5 tardies you will serve a detention for every time you are late after that. After 5 detention you will get referred to the office and will have to deal with the school policy of suspension. Every student WILL give and get respect from peers and myself, if I believe you are being disrespectful then you will be subject to consequences. This will be at the teachers discretion.//

//**Plagiarism:** Students are expected to do their own work. There is no tolerance for plagiarism and not only will you receive a zero you will be reported to administration. All work that is not original has to be cited correctly.//

=Benchmarks (225 points)= //• **Glogster**- Students will create a glogster by using test and images students will show and describe constitutional and legal rights of citizens, glogster is a digital way to make a poster and each student will be assigned a different amendment. This is be an individual project and each student is expected to present their project to the rest of the class. (30 pts.)//

//• **Podcast**- Students will work in teams of three and talk on the podcast to translate what personal roles all citizens have. The team and decide how they want to split up the talking but each student must for at least 1 minuet. The students can choose the plot and characters in their podcast, examples could be a radio show or an informational program. The podcast can be no shorter then five minuets and not longer then ten. (30 pts.)//

//• **Comic Life**- Students will visually show roles citizens have with a comedic twist. This will be an indiviual project that can consist of personal pictures taken or ones taken off line. Remember that if you borrow picture you must ask permission and cite the author. The comic will be three pages long with no less then three pictures per page. This is designed for fun and at the end after presentations each comic will be hung up in the class room, so be proud of your work and as always put forth your best work. (20 pts.)//

//• **I-Movie**- As a group the students will debate and criticize the impact citizens make on the government. Groups will be made up of four students and will be expected to work on this project during and outside of class time. Subjects should be narrowed down and ideas must be passed in before filming to receive full credit. Show your creative side and make this both educational and enjoyable. Each group member will be expected to write a one page reflection and will be passed in the same day as the presentation. (40 pts.)//

//• **Capzles**- Capzel will help students visually see what things were like in history. Students can use film, photos and interviews from the past to show the rights citizens had versus what they have now. Students will work in groups and create online storytelling to use what they have learned and turn it into a seniero. Each member must be able to answer questions and explain the process that was taken to make the capzel. (40 pts)//

//• **Xtra-Normal**- In groups the students will be ask to make a Xtra-Normal movie that shows their understanding of personal rights and the amendments that each citizen should know. This is fun and you have the power to make your virtual characters do and say anything you want.// Each group is going to be assigned a different amendment and will need to create a plot that correctly shows how this amendment can be proven. Each video will have different outcomes.//This project is to be between two and three minutes and every group will present and explain their movie. Everyone in the group must be able to answer questions on the amendment and on the making of the project. This includes the scrip and how the group got to the final product. (50 pts.)//

//**Participation:** Each student will recieve participation points if they turn their homework in on time and are not tarfy to class. Being prepared and engaged will also help towards gaining participation points. (15 pts.)//

=Grading Scale= // **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59) //