4/24/2019 SA Part 3 Project Narrative - Google Docs

Civic Virtue in Communities

Project Narrative - Day by Day

How does civic virtue effect communities? This is the driving question for this Project Based
learning lesson spanning 12 days. The project will focus on discovery and learning utilizing Professor
AND Student Driven lectures, small groups, and written reflections. Students will learn through both
structured activities as well as from their classmate's unique experiences and perspectives.
Assignments incorporate Anchor standards throughout each phase which will rely on students ability to
read write and comprehend large amounts of material, as such interdisciplinary support from the
English Language Arts department is highly encouraged. Additionally, both research and writing will
require technical support from the computer sciences department.
The Project is designed to be intensive and enlightening, to this end continued support for future
iterations will benefit students as word spreads and anticipation builds from the lower grades. It is
intended that this project learning will become a yearly tradition. Each iteration will bring its own
innovation as no two students think exactly the same. Students will bring their unique perspectives to
each activity, the original initiator of the Project Based Learning, as well as other teachers that
implement this, will find the true innovation.
Content Standards are addressed for each day’s activities. Each day has is structured to address
multiple content standards, however, the predominant primary standard is underlined and bolded
whereas the other standards are not. The project is designed as to where a content standard that may
be the primary one day becomes a secondary another day.
In support of 21st-century skills, each day incorporates small and medium groups to promote and
facilitate collaboration & communication with students (with the exception of days for guest speakers).
The following is a daily schedule of activities, to include objectives and standards:

I. DAY 1 Behavior Demonstration

A. Objective:
1. Students will be able to identify and/or speculate the roots of different behavior
patterns of students through modeling different types of behavior and self
reflection
B. Standards
1. Content:
a) Civic virtues and democratic principles are key components of the
American political system (8.C1.2 & 8.C1.3 & 8.C1.4)
2. Anchor (USED DAILY)
a) Speaking and Listening (Comprehension & Collaboration)
b) Writing (Text Types and Purposes & Research to Build and Present
Knowledge)
3. ISTE - S (USED DAILY)
a) Knowledge Constructor - 3d
b) Innovative Designer - 4a
c) Global Collaborator - 7c

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4/24/2019 SA Part 3 Project Narrative - Google Docs

4. ISTE - E (USED DAILY)

a) 3a Create Experiences
b) 6a Foster a culture where students take ownership of their learning
goals and outcomes in both independent and group settings.
c) 6c Create learning opportunities that challenge students to use a
design process and computational thinking to innovate and solve
Problems.

C. Activity
1. Video
a) Model behavior of “good & bad behavior”
b) Discussion of observed differences and speculate causes
2. Standard Student
a) Proficient - Identify 5 of the following 6 [parents & internal motivation &
external lessons & connection to community & personal values & family
interactions] as roots of behavior
b) Approaching - Identify 3 or more of the following 6 [parents & internal
motivation & external lessons & connection to community & personal
values & family interactions] as roots of behavior
c) Unsatisfactory - Identify 1 or unable to identify any of the following 6
[parents & internal motivation & external lessons & connection to
community & personal values & family interactions] as roots of
behavior

3. Differentiation
a) Have students create pictures, illustrations or pictographs that depict
“good and bad behavior”
b) Know students - ask those in need of accommodation (or those not
participating) to elaborate on responses from other students using
sentence stems such as:
(1) What resonated with you about what Student A just said
(2) Do you agree or disagree with Student A
4. Cooperative
a) Group Discussion
D. Daily Assessment (formative)
a) Hold a vote & ranking results from Chalk walk
b) Pair Students in groups of 3 to peer share essays on speculative
character narratives from the video shown at the start of class
c) Instruct students to conduct a self-reflection of what they don’t have
but feel they need

E. Technology
1. Tools Used
a) Standard Projector for Video
b) Presentation Tool - Google Slides
c) Teacher - Google Sites
(1) Lesson on Screencast-o-Matic for archive
2. District (or above) support
a) N/A

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4/24/2019 SA Part 3 Project Narrative - Google Docs

II. DAY 2 The Common Good

A. Objective
1. Students will be able to verbally explain the benefits of the Common Good
using logical and justified connections in relation to themselves and others
B. Standard
1. Content
a) Civic virtues and democratic principles are key components of the
American political system (8.C1.2 & 8.C1.3 )
2. Anchor
a) Speaking and Listening (Comprehension & Collaboration)
C. Activity
1. The secondary effects of helping others Discussion and 20 written C&E
reflections - Discussion THEN a premade worksheet
a) Exercises in cause and effect on self & community
(1) Cleaning a park increases property values
(2) Caring for homeless reduces diseases
2. Student Standards
a) Proficient - 15 or more logical and justified connections to self and
community
b) Approaching 12 or more logical or justified connections to self and
community
c) Unsatisfactory 12 or less logical or poorly justified connections to self
or community
(1) Cleaning a park gives my brother a place to play
3. Differentiation
a) Graphic organizers with premade examples of acts of the common
good
b) For those that need 1-3 examples with multiple in-depth connections to
one (per) demonstration of the common good
c) Create several pictures or illustrations of the common good in action
d) Individual works on worksheet 10-15 minutes

D. Daily Assessment
1. Group presentation on top 2 demonstrations of the Common Good
2. Identify the most common (Top 5) demonstrations of Common Good
3. Class vote on top 5 demonstrations of Common Good
E. Technology
1. Presentation Tool - Google Slides
2. Teacher - Google Sites
a) Lesson on Screencast-o-Matic for archive
F. District (or above) support
1. N/A

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4/24/2019 SA Part 3 Project Narrative - Google Docs

III. DAY 3 THE LAW

A. Objective
1. Students will be able to identify the internal rationale for respecting the law
(participation in creation facilitates a desire to comply)
B. Standard
1. Content
a) 8.C1.1.2 & 8.C2.3 & 8.C3.2
C. Activity
1. Understand the importance of law, creation of law, and participation
a) Discussion why are laws created
b) Group Discussion why do people break the law
c) Lecture How are laws created (10 Minute Lecture time)
(1) Ancient Greek philosophy of participation & citizenship
2. Student Standard
a) Proficient - Verbally describe how and why laws are created and
identify 2 reason why participation correlates to compliance
b) Novice - Verbally describe how OR why laws are created and identify 1
reason why participation correlates to compliance
c) Unsatisfactory - Unable to verbally articulate why laws are needed
AND unable to identify how participation correlates to compliance
3. Differentiation
a) Small group discussion on why people break the law
b) Pre-made text with a flow chart on how laws are created
D. Daily Assessment
1. Round the Classroom verbal reason for why people break the law
a) Primary answer lack of participation & involvement in creating the laws
2. Written Exit Ticket
a) self-reflection on how students view the law (just or unjust)
b) What laws would you like to see created
E. Technology
1. Presentation - Google Slides
2. Portfolio - Google Sites
a) Archive Screencast-o-Matic posted to Google Sites
F. District Support
1. NA

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4/24/2019 SA Part 3 Project Narrative - Google Docs

IV. DAY 4 Guest Speaker (City Council / Local Politician)

A. Objective
1. Students will be able to gain a deeper understanding of how laws benefit the
community as well as the legislative process
B. Standard
1. Content
a) 8.C2.2 & 8C3.3 & 8.C4.5
C. Activity
1. Guest Speaker presentation - Local Politician
a) The cost of enforcing the law
b) A Closer look at creating the law
c) Justification for specific laws - Community and Individual impact
d) How the community gives input, feedback, and scrutiny of the law
2. Student Standard
a) Proficient - inquisitive questions (or answers) that include internal
motivation or enforcement
b) Novice - questions (or answers) that focus on enforcement
c) Unsatisfactory - unable to ask (or answer) questions from the Guest
Speaker
D. Daily Assessment
1. Interaction with the Guest Speaker
2. Written reflection - as a member of your community reflect on how the law
shapes your role of supporting, introducing, or evaluating civic virtue in your
community and its individuals
E. Technology
1. Presentation - Google Slides
2. Portfolio - Google Sites
a) Archive Screencast-o-Matic posted to Google Sites
F. District Support
1. Coordination with the office of a local politician

V. DAY 5 6 & 7 Evaluation / Field Trip

A. Objective
1. Students will be able to observe, identify, and chronical behaviors in different
schools in order to validate challenge or debunk observations and speculations
from day 1 activity
B. Standard
1. Content
a) 8.C3.3 & 8.C4.2 & 8.C4.5
C. Activity
1. Over 3 days
a) Travel to a school that is thriving academically
b) Travel to a school that is underperforming academically
c) Interview students & staff
d) Write observations comparing the two schools and provide & make
connections to 1st day speculations
(1) How do students interact with
(a) Each other

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4/24/2019 SA Part 3 Project Narrative - Google Docs

(b) Staff faculty and teachers

(c) How are they dressed
(d) Conduct themselves in hallways classrooms &
recreational facilities

2. Differentiation
a) Students peered with (homeschool) faculty
b) Guided questions or Sentence Stems for interviews
D. Daily Assessment
1. Day 1 & 2 note-taking strategies employed
2. Day 3 written notes compiled into a compare and contrast report
a) Proficient - Identify 4 differences AND similarities while chronicling 4
behaviors that justify (or debunk) original speculations
b) Novice - Identify 3 differences OR similarities OR chronicling 3
behaviors that justify (or debunk) original speculations
c) Unsatisfactory - Unable to identify 2 differences OR similarities AND
chronicling 2 or fewer behaviors that justify or debunk original
speculations
E. Technology
1. NA
F. District Support
1. Coordination for in and out of district visits
2. Transportation

VI. DAY 8 Guest Speaker (Judge or Lawyer or Law Enforcement)

A. Objective
1. Students will be able to identify the importance of enforcing executing and
obeying the law as well as distinguish between the function of the law in high
and low crime communities
B. Standard
1. Content
a) 8.C3.3 & 8.C4.1 & 8.C4.2
C. Activity
1. Guest Speaker will talk about statistics strategies and impacts in different
communities (comparing) from the perspective of
a) Crime rates
b) Family structure
c) Cost of Crime (prevention and addressing)
d) Rehabilitation
e) The Common Good
D. Daily Assessment
1. Exit ticket with self-reflection of their role in their community in relation to
established law. Does your behavior support civic virtue and if so how
E. Technology
1. Video/Audio recording equipment
a) Google Sites for archive
F. District Support
1. Coordination for speaker

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VII. DAY 9 & 10 Foreign Country Comparison

A. Objective
1. Students will be able to compare and contrast 2 different countries in order to
identify factors such as law and philosophy that contribute to crime rates
B. Standard
1. Content
a) 8.C1.2 & 8.C4.1 & 8.C4.5
C. Activity
1. Students will compare and contrast two countries (with & without high crime
rates) and then submit a 2-4 page written paper
a) Focus on the constitution & type of government
b) Laws (the process of creation / existing laws)
c) National outlook and societal cohesion
d) Energy & Infrastructure & Industry
e) Education
2. Student Standard
a) Proficient - Student can make and justify 5 correlations to crime rate
population behavior and or government functions
b) Novice - Student can make and justify 3 correlations to crime rate OR
population behavior OR how government functions
c) Unsatisfactory - Student can make and justify 2 or fewer correlations to
crime OR population behavior OR government functions
3. Differentiation
a) Students work in groups of 2 OR 4 with assigned group roles
b) Suggested Foreign Nations
c) List of Crime Rates by Nation
D. Daily Assessment
1. Research Paper
E. Technology
1. Laptops or Desktop Computers to accommodate Individual or Small group
a) WITHIN REASON - unfiltered internet search capabilities
2. Google Sites to submit and archive research papers
F. District Support
1. NA

VIII. DAY 11&12 Summary Reflection and preparation for Presentation

A. Objective
1. Students will be able to report their observations from the project in order to
determine the value of civic virtue and the impact that it has on a community
B. Standard
1. Content
a) 8.C1.2 & 8.C1.4 & 8.C4.5
C. Activity
1. Students will write a 2-4 page paper and share their observations, conclusions,
evaluations, and propose solutions to implement or ignore policies that promote
civic virtue throughout their communities
2. Student standard

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a) Proficient - Logically Justify the inclusion or exclusion of civic virtue

AND explain how the Common Good, Participation, and The Law
impact communities (with logical connections), AND catalog individual
behavior influenced by civic virtue
b) Novice - Moderate justification of the inclusion or exclusion of civic
virtue AND explain how the Common Good OR Participation OR The
Law impacts communities AND catalog indirectly how individual
behavior is influenced by civic virtue
c) Unsatisfactory - No logic evidence of the inclusion or exclusion of civic
virtue, AND indirect explanation of how the common good and
participation and the law impacts communities AND unable to catalog
how individual behavior is influenced by civic virtue
D. Summative Assessment
1. The final paper contains references to each lesson that connects behavior to
internal motivation for behavior
2. Using the final paper as a guide, create a 10-20 minute professional Podcast
a) Record your podcast onto Screencast-O-matic
E. Technology
1. Google Sites for Archive and feedback
2. Screencast-o-matic
F. District Support
1. NA

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