2011-P2-Anna

=Project Overview=


 * Title**: Foundations of Government
 * Grade Level**: 2
 * Subject Area**: Social Studies
 * Time Frame (when, duration)**: 2nd Quarter, 2 weeks

=Description=


 * Summer:** Complete the first **four** sections
 * Workshops:** Complete the entire proposal or modify to your district and/or school's guidelines

Arizona Content Standards may be found at: [] Language from Bloom's Taxonomy for describing student outcomes may be found at: []

//A brief snapshot, as if// //someone asked you to// //briefly and clearly// //describe the intent of the// //lesson or project.// ||  ||   ||< In this unit, the students will examine the purpose for writing the U.S. Constitution and the Bill of Rights. The students will also determine that there are three branches of Government and the duties of each of the branches. Our digital story will focus on the purpose for writing the U.S. Constitution. || //What will guide student// //inquiry?// ||  ||   ||< 1. Why are the Constitution and the Bill of Rights important? 2. What can we learn about our current government by studying our Constitution? 3. Why do we celebrate Constitution Day? || //Include technology.// //Use district standards// //where applicable,// //targeting performance// //objectives you will// //assess.// ||  ||   ||< Academic" TSW explain the purpose of the purpose of the U.S. Constitution. TSW will discuss the reasoning behind the creation of the Constitution and the Bill of Rights. TSW describe the significance of national holidays.
 * < **Summary of Unit**
 * < **Essential Questions**
 * < **Academic Standards**

Technology: TSW identify and apply cooperative group rules to effectively collaborate in a classroom digital learning project (S2, C2;, PO1) || //What will students learn// //and do?// ||  ||   ||< The students will collaborate to create an iMovie describing the purpose for writing the U.S. Constitution and the Bill of Rights and also give facts about the historical meeting. || //Checklist, Presentation,// //Oral Response, Rubric,// //Test, Quiz, etc.// ||  ||   ||< doubleClickHereAndType || //(e.g., content,// //technology, etc.)// ||  ||   || doubleClickHereAndType || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||< doubleClickHereAndType || //- Computers// //- Software// //- URLs// //- ameras// //- Presentation Device// //- Handouts, Books// //- Supplies, Other// ||  ||   ||< doubleClickHereAndType || //- Location// //- Teacher / Student roles// //- Group Dynamics// //- Interactions with experts,// //other educators, etc.,// //if applicable// ||  ||   ||< doubleClickHereAndType || //Special Ed, Gifted, ELL// ||  ||   ||< doubleClickHereAndType ||
 * < **Objectives**
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**