Attack of the Amendment Snatchers! 1. Teacher: Jennifer Ladieu 2. Subject: Civics 3.

Unit Title and Central Focus: Attack of the Amendment Snatchers! The student will evaluate positions and evidence and then make their own decision and present that decision with regard to the most important amendment. 4. Grade Level: 12th 5. Length of Lesson: 3 weeks 6. Academic and Content Standards: Common Core Standards: Reading Standards for Literacy in History/Social Studies 1112 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Writing Standards for Literacy in History/Social Studies 1112 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

EALRS: 1. CIVICS The student understands and applies knowledge of government, law, politics, and the nation's fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship. o 1.1 Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents. 5. SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating. o 5.4.1 Evaluates positions and evidence to make one's own decisions in a paper or presentation. (Power Standard) 7. Learning Objectives: Students will analyze the history and importance of the amendments of the Constitution. Students will evaluate positions and evidence to make their own decisions in a presentation. (Power Standard) 8. Academic Language Objectives: Constitutional language will be explored throughout this unit. However, I will also need to spend time explaining, demonstrating and facilitating website/webquest building skills and related vocabulary. 9. Assessment: Formative:

o The class will have an initial discussion about what they already know about the bill of rights and other amendments. This will allow me to adjust the project according to student knowledge. o Once in groups, the students will each fill out their own group action plan. I will discuss the action plans with each group. o There will be periodic check ins for the group work to keep the pace moving smoothly. Additionally, I will always be discussing progress with the groups as they research and create their presentations. Summative: o Finally, the students will present their projects to the class and be graded by a rubric that was passed out at the beginning of group work. 10. Lesson Rationale: This lesson is based upon the Power Standards of Spokane Public Schools and the Common Core Standards. It is important as U.S. citizens, critical thinkers and in their communities and the world, that students analyze and evaluate the U.S. Constitution. 11. Instructional Strategies and Learning Tasks to Support Student Learning (Rough Draft): Introduction: Alien Video Student Voice: A summative assessment rubric will be passed out at the beginning of the project. The class will discuss this rubric and perhaps adjust it according to the class dialogue. There will be various checkpoints throughout the project where groups will discuss with teacher progress and/or difficulties.

Students can choose whether or not to support an amendment and, in the end, it is a student democratic process which chooses our final amendment.

Students may choose how they are to present their research and recommendations.

Learning Tasks: 1) Students watch alien video. 2) Class discusses Bill of Rights. 3) Students form groups of three. 4) The student groups will research the history and significance of their amendments. Collaboration skills will be explicitly taught. 5) Student groups will produce either a website, PowerPoint or Webquest that details their research and recommendations. Peer review and editing skills will be explicitly taught. Closure: Student will present their products to the class and adult volunteers. Class will have a debate and vote as to which amendment we are to keep.

Differentiated Instruction: Students have choice in how to present their project. The project is designed to allow time for additional teacher support to individual students and groups. Resources and Materials: I need the alien video, Points to Consider worksheet, summative rubric, computers and internet, action plan worksheets, and perhaps other items which I have not considered yet. Management and Safety Issues:

I will need to go over proper internet browsing procedures with the students. I plan to spend time discussing proper collaboration techniques with the students.

Parent and Community Connections:

I hope to have parent or other community members volunteer to watch the debate.