<p> Understanding by Design 6-page Template, page 1</p><p>Unit Title: Rule book for new policies Grade level: 8</p><p>Subject/Topic Areas: Social Studies/Biofuels</p><p>Key Words: 3 Branches of Government-Legislative, Executive, Judicial; 7 Principles of the Constitution-Popular Sovereignty, Republicanism, Federalism, Limited Government, Individual Rights, Checks and Balances, Separation of Powers; Bill, Law, Senate, House of Representatives, Veto, Biofuel, Incentives, Opportunity Cost, Washington’s Farewell Address, Political Parties, Judicial Review, Marbury Vs. Madison.</p><p>Designed by: James Warner Time Frame:10 days School District: __Kalamazoo Public Schools _____ School: Milwood Magnet School </p><p>Brief Summary of Unit (including curricular context): This unit looks at the powers of our government and why it was created the way it was. Students will analyze how the framework of the Constitution grants all the power given to our government in this country. This will make them aware of the necessary processes and pathways necessary to effect change in our Nation. At the end of the section, students will apply this knowledge of governmental roles/responsibilities to the policy issues revolving around alternative energy sources. They will use this knowledge to develop and substantiate a political position on the issue of alternative energy sources. This will be part of the multimedia project assigned in the Marking Period. </p><p>Unit design status: □ Complete template pages – Stages 1, 2, and 3 (Review use)</p><p>□ Completed blueprint for each performance task □ Completed rubrics </p><p>□ Directions to students and teachers □ Materials and resources listed </p><p>□ Suggested accommodations □ Suggested Extensions</p><p>Status: □ initial draft (date ______) □ Revised draft (date ______)</p><p>□ Peer reviewed □ Content reviewed □ Field tested □ Validated □ Anchored</p><p>Notes: 6-Page Template, Page 2 Stage 1 – Identify Desired Results Established Goals:</p><p>U3.3.4 Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal government institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise. U3.3.6—Explain how the Bill of Rights reflected the concept of limited government, protections of basic freedoms, and the fear of many Americans of a strong central government. U3.3.7 Using important documents describe the historical and philosophical origins of constitutional government in the United States using the ideas of social compact, limited government, natural rights, right of revolution, separation of powers, bicameralism, republicanism, and popular participation in government. P3.1.1 Identify, research, analyze, discuss, and defend a position on a national public policy issue.</p><p>What understandings are desired? Students will understand that… The principles of the U.S. Constitution bind the development of ideas and laws in the United States.</p><p>What essential questions will be considered? How does our framework for government affect social development?</p><p>Scaffolding Questions : a) How does the American government regulate or legislate to the demands of the majority within the framework of the Constitution. (U3.3.4, U3.3.7, P3.1.1) b) How does the Constitution regulate the political processes in American society? (U3.3.4, U3.3.7, P3.1.1) c) How are laws made? (U3.3.4, U3.3.7, P3.1.1) d) What policies are their on American energy use?(P3.1.1) e) What should the policy(s) on biofuel be and how would you use this period of history’s knowledge and the Constitutional framework to identify and develop your position? (U.3.1.1, U.3.3.4,U.3.3.6,U.3.3.7,U.4.1.1,U4.1.3, U.4.1.4)</p><p>What key knowledge and skills will students acquire as a result of this unit? Students will know… Students will be able to … a) What the major powers, duties, and a) Explain the powers of governments on checks/balances our on the branches of all levels. government. b) Identify and examine how the b) How the Constitution affected separation of powers affects alternative Individual rights. energy development. c) How the laws are made and this c) Analyze and display how people can processes effect on Energy policy. affect the government and what the appropriate processes are to do so. 6-Page Template, Page 3</p><p>Stage 2 – Determine Acceptable Evidence</p><p>What evidence will show that students understand? Students will have to create a public policy and provide justification on why their law on alternative energy development is appropriate. Once they identify what their policy is they will have to develop a realistic plan of how their idea would become a bill/law. This would force student’s to be aware of where the responsibilities of government lie in influencing society. A plan would include where the idea would have to be taken to, how it would need adequate support, and who would it appeal to in order to make it win in a vote.</p><p>* Complete a Performance Task Blueprint for each task (see next page)</p><p>Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):</p><p>1. Primary source use of the Constitution to determine where the powers of the government our derived. 2. Thinking Maps:  Tree Map on separation of powers and checks/balances.  Multi-flow map on policy outline. 3. Lancer Notes 4. Whole Group discussion 5. Small Group discussion</p><p>Student Self-Assessment and Reflection:</p><p> Whole Group Reflection</p><p> Small Group Reflection</p><p> Lancer Notes</p><p> Varieties of Personal activities: Discussion prompts and other strategies will be used to help students reflect on or make connections about the importance of their work and its impact on society. 6-Page Template, Page 4</p><p>Performance Task Blueprint Supplement to Stage 2 performance task</p><p>What understanding and goals will be assessed through this task?</p><p>How does our government operate and how does it affect the development of alternative energy?</p><p>What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met? Analysis Interpretation of primary source materials Critical thinking regarding the creation of a specific policy</p><p>Through what authentic performance task will students demonstrate understanding? Students will create a proposal that will call for a vote in the local government (class hour, social studies classes in general). They will have to manufacture campaign materials and propaganda for their policy in multimedia format. The goal is to develop a realistic plan for alternative energy development that will promote and support American Core Democratic Values, making it appealing for the community. Using economic, social, and ethical principles students will target their voting audience. </p><p>What student products and performances will provide evidence of desired understandings?</p><p>Campaign material Propaganda - Written and Video. Thinking Maps</p><p>By what criteria will student products and performances be evaluated? All the assigned GLCEs in this marking period guide. 6-Page Template, Page 5</p><p>Stage 3 – Plan Learning Experiences and Instruction</p><p>Consider the WHERETO elements:</p><p>W – Where are they going? Why are they learning this? What is required?</p><p>H – How will you Hook the students? (through inquiry, research, problem-solving, and experimentation)</p><p>E – How will you provide opportunities will for student to Explore and Experience the Big Ideas and concept? How will you Equip them for required performances?</p><p>R – Provide opportunities for student to Rethink, Rehearse, Revise and Refine their work based on feedback.</p><p>E – How will students Evaluate their work and set future goals?</p><p>T – How is the lesson Tailored to address student interests and learning styles?</p><p>O – How is it Organized to maximize engagement and effectiveness. 6-Page Template, Page 6 Stage 3 – Plan Learning Experiences and Instruction</p><p>Monday Tuesday Wednesday Thursday Friday 1 2 3 4 5 </p><p>6 7 8 9 10 </p><p>11 12 13 14 15 </p>