About This Lesson
Project Title: Learn about the law
Author: David Bricker
Project Idea: Recent problems in schools with violence have sparked an outcry. Research the current law, research articles regarding social needs, present evidence of advantages and disadvantages to lawmakers and a separate proposal to the community, prepare a position argument with scholarly reinforcement
Entry Event: to launch inquiry and spark curiosity.
Power Standard: Objectively present evidence and arguments for a position
Content Standards & Objectives: Evaluate local, state, and national statutes regarding the issue; Prepare arguments for a position statement; Research positions; Prepare advantages and disadvantages of the position; Prepare a presentation with notes, charts, handouts, etc.
Objectives Directly Taught or Learned Through Discovery Identified Learning Targets Evidence of Success in Achieving Identified Learning Target
Prepare a position argument Prepare a cogent argument, backed up with facts, scholarly reinforcement, statistics, and explained fully by cogent opinion.
Effectiveness of the argument, particularly with respect to reinforcement provided through scholarly references, facts, and statistics.
21st Century Skills:
21st Century Skills Learning Skills &
Technology Tools Teaching Strategies
Evidence of Success
Information and
Communication PowerPoint
Thinking and Reasoning Skills Online search engines, legal references, ProQuest Guidance on how to properly search, guidance on ProQuest, scholarly information Effectiveness of websites and information used. Is the information peer reviewed, is the information credible and backed up?
Personal and Workplace Skills Computer skills, online knowledge Guidance provided by instructor, websites used for guidance Cogency and clarity of the information presented
Performance Objectives: How to present a cogent argument, supplemented by PowerPoint, but backed up by facts, statistics, and viable opinions
Know: How to research a position argument, back up the argument with opinions and scholarly references, prepare a proposal to present the argument
Do: Practice the argument presentation, persuade classroom as to the viability and cogency of the argument
Driving Question: Recent violence in school has resulted in a vehement public outcry. Obviously the current social status quo is unviable, but the question is what to do about it. You should research current laws as to the current situation, research arguments about what to change and how to change it, back up the argument with facts, statistics, and scholarly reinforcement, and present the argument.
Assessment Plan: Define the products and artifacts for the project. Be sure to include a variety of assessments for learning that are closely tied to the content, learning skills and technology tools outcomes. The products and criteria must align with the objectives and outcomes for the project. State the criteria for exemplary performance for each product. Plan for assessments that provide student feedback as the project progresses and provide for a culminating appraisal of performance or product with an accompanying rubric that clearly assesses the learning targets. When building the culminating assessment, remember the acronym GRASPS.
Major Group Products
Based primarily on the self and peer evaluation. Self and peer grading has a positive effect when used with rubrics and training (Sanchez, Atkinson, Koenig, Moshontz, & Cooper, 2017).
Major Individual Projects
Individual parts of the discussion and presentation.
Assessment and Reflection:
Rubric(s) I will use: (Check all that apply.) Collaboration Y Written Communication
Critical Thinking & Problem Solving Y Content Knowledge Y
Oral Communication Y Other Y
Other classroom assessments for learning: (Check all that apply) Quizzes/ tests Practice presentations
Self-evaluation Y Notes
Peer evaluation Y Checklists/observations
Online tests and exams Concept maps Y
Reflections: (Check all that apply) Survey Focus Group
Discussion Y Task Management Chart
Journal Writing/ Learning Log Other
Map the Project: PowerPoint is the major product to be used in this project. It will be the guide and source for the argumentative presentation given by the students. They will need to know how to construct an effective PowerPoint that does not detract from the argument, but supplements their argument. PowerPoint is used in the class, so basic skills should already be learned. Additional tools might need to be taught and guided. The presentation should be designed by means of argument (Gross & Harmon, 2009)
Product: PowerPoint, perhaps supplemental information presented graphically. Research suggests music and rap can be used effectively to supplement learning on how to write an opinion essay (Fink, 2017)
Knowledge and Skills Needed Already Have Learned Taught Before the Project Taught During the Project
1. Statutes (local, state, federal) Perhaps in government classes Some discussion and information on statutes Will probably need to be discussed
2.Constitution Overview Overview, governmental processes Further information about historical change
3.Social influences Mainly based on personal knowledge Discussion based, somewhat opinion Research on social interaction, discussion and thoughts
4.Powerpoint Information about how to construct Same Same
5.Presentation Practice on how to give an effective presentation Group presentation How to give an effective presentation while presenting a cogent argument
6.Political influences Personal knowledge as well Discussion mainly based on personal knowledge Discussion and research on lobby efforts
Resources:
School-based Individuals: Primarily derived from the instructor
Technology: Internet searches, ProQuest and other scholarly sources
Community: Invitation, but primarily centered on local law enforcement, attorneys and prosecutors, and judges
Materials: Dependent on student needs, but probably printing needs, paper, perhaps cardboard and other large materials used for charts and other graphical needs
Manage the Process: Management of the process will largely be self directed learning and evolution, but monitored through classroom and instructor led proctoring and guidance. While students work in their groups (chosen through a brief, independent interview process, groupings of four students), the instructor will walk around and help as needed, giving guidance and suggestions on how to move forward.
Project Evaluation: Should be ongoing, but discussions within groups, during presentations (set time aside for each group to have a discussion with the class), and as a class for final thoughts.
References
Fink, R. (2017). Rap and technology teach the art of argument. Learning Disabilities -- A Contemporary Journal, 15(1), 39-53.
Gross, A.G., & Harmon, J. E. (2009). The structure of PowerPoint presentations: The art of grasping things whole. IEEE Transactions on Professional Communication, Professional Communication, IEEE Transactions on, IEEE Trans. Profess. Commun, 2, 121. doi:10.1109/TPC.2009.2020889
Sanchez, C. E., Atkinson, K. M., Koenka, A. C., Moshontz, H., & Cooper, H. (2017). Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis. Journal Of Educational Psych
