Kaleena+Kessling

__Final Project__
**Title:**  The Bill of Rights

**Subject and Grade Level:** 7th grade U.S. History


 * Goal ** : The goal of this lesson is for the students to have an in depth and concrete knowledge of the Bill of Rights, it's main purpose and the freedoms it provides Americans then and today.

**Objectives**: During this lesson the students will... > **Standards Alignment**: Identify content and NETS-S
 * Analyze images from the Constitutional convention and determine what they see that is wrong or incorrect in the image.
 * Create a Go Animate video depicting one of the first ten amendments in a real life situation.
 * Implement what was presented about the first ten amendments (The Bill of Rights) and apply it to real life situations via video and game format.
 * **14.F.3a ** Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and the Illinois Constitution.
 * **14.F.3b ** Describe how United States political ideas and traditions were instituted in the Constitution and the Bill of Rights.

**NETS-S Standards:** **1.** Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. **b.** Create original works as a means of personal or group expression

**2.** Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. **d.** Contribute to project teams to produce original works or solve problems

**Initial Engaging Activity** (Student centered – This will take one 57 minute class period):
 * Students will complete a photo analysis journal on the Constitutional Convention photo manipulation image below. The journal is based on the previous class which discussed the Constitutional Convention and why there was a need for a new government. Students will be asked to analyze this image and answer the questions, "What is wrong with this picture?" They will also be asked to explain their reasoning in the same journal exercise. There will then be a short whole group discussion- students will share their thoughts and reasoning.

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 * Teacher will then play 10 minutes of the video clip provided (Future Fright- Losing the Bill of Rights), found at []. Teacher cannot tell the students the title or the video or let them see it on the video clip, this will effect their video analysis they will need to complete. While watching the first 10 minutes of the video clip students will need to complete a video analysis worksheet to interpret and infer what they are viewing. They need to make connection between the video and what they are studying in their C onstitution Unit.
 * Students will need to use their analysis and interpretation skills to analyze bot the manipulated photo and the YouTube video on the Bill of Rights. If the analysis is done properly the students will be able to infer that the next lesson in the Constitution unit will be the Bill of Rights, without the teacher directly telling them what the next lesson will be.
 * __**Assignment:**__With the remaining class time (or Homework assignment), students will post a Voice Thread on the thread created by the teacher, The thread will be based on the students analysis of the Bill of Rights YouTube video viewed during their core/class period. Students will be required to answer the following questions.
 * **//"Your assignment is to think back from to the video from today’s class period and comment on this voice thread. Your comment needs to include what you think would happen if the Bill of Rights were to disappear or be removed by future political leaders. What//** **//would you do if you were thrown into the exact same issue you witnessed in the 10 minute clip from today’s video? "//**


 * Student posts must be posted verbally on the Voice Thread via microphone, video, or phone call. All students have iPads provided by the school so creating a post like this will not be a problem.

**Concept Development** (This will take one full 57 minute class period):  media type="custom" key="15798740" **Reinforcing Activity** (This activity will take one 57 minute class period): media type="custom" key="15462400" width="140" height="140"
 * The teacher will present a Prezi //**(created by Stacey Baker modified by Kaleena Kessling****)**// with the students in a whole groups setting. As the teacher and students work through the Prezi, they will discuss each of the first 10 amendments in detail. As the discussion continues, the students will complete the Bill of Rights notes on their iPads. The notes go right along with the Prezi. The students will focus on what each amendment states and how it translates to U.S. citizen rights.
 * **Assignment:** Students will complete the Bill of Rights Online Game. Students will complete the "Secondary Level: game. In the game student must read through 8 bill of rights scenarios. They will need to answer yes or no to a stated question and they they will need to choose which amendment (1-10) is being addressed in each scenario. Students must print the certificate at the end of the quiz to turn in or e-mail to their teacher as proof that their assignment was completed.
 * The students will choose one of the first ten amendments <span style="font-family: 'times new roman',times,serif;"> from the Bill of Rights to create a Go Animate video. This video must depict a real life application of one of the Amendments in the Bill of Rights. The students will be broken up into groups of 2 and given the opportunity to choose or be assigned one of the first ten amendments in the Bill of Rights. Student will use the rubric to create a video about that amendment. Student should NOT identify or mention what amendment they have. This will be done in the next exercise. Students will create their videos in class.

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 * <span style="font-family: 'times new roman',times,serif; font-size: 16px;">Once videos are complete students will embed the <span style="font-family: 'times new roman',times,serif;">videos <span style="font-family: 'times new roman',times,serif; font-size: 16px;"> to the class wiki under the "Go Animate Amendment Videos" page. In their groups of 2 the students will watch each groups video and attempt to correctly identify which amendment is being portrayed in each video. Students will use a piece of notebook paper to complete a Go Animate Amendment Video sheet identifying which video is <span style="font-family: 'times new roman',times,serif;">portraying <span style="font-family: 'times new roman',times,serif; font-size: 16px;"> which amendment as well as a brief description of the video.

=__** Commentary: **__= __Team Rachel and Jen C.__ Suggestions:
 * 1) Maybe break up the initial activity into 2 class periods? It seems like a lot to digest in one session.
 * 2) Sorry....we really tried to offer critical feedback! This is all we could come up with!

Acknowledgements:
 * 1) Photoshop picture was put together perfectly! So seemless!
 * 2) The video is a great compliment to the lesson! It's a good way to get kids involved in the lesson, and reflect on how the Bill of Rights is related to their own life.
 * 3) Prezi is also a great addition....with the worksheet to hold them accountable for using it.
 * 4) Allowing students to make Go Animate videos is a great way to assess what they understand. The "audience" aspect will likely increase engagement.
 * 5) Great presentation!