3rd nine weeks - suffolk public schools...

D. Curran, L. Ellis, M. McClain and L. Perry-Clarke Gifted Resource Teachers Suffolk Va.

Suffolk Public School’s

Quest Portfolio

3rd

Nine Weeks Student’s Name: __________________________________

School: _________________________________________

Accelerated Course: 7th Civics _____.

Core Teacher: __________________________Block: ____

Gifted Resource Teacher: ___________________________

Each assignment must be submitted on the assigned due date for this

nine week grading period. Students are responsible for completing the

following activities:

Written reflection on a lesson from this nine weeks

A – Community Activist Movie and Letter to Representative

B - School or Community Service, Reflections

C - Landmark Supreme Court Case Presentation

Please do not wait until the end of the quarter to begin working on your portfolio

project. These projects are designed to require several days of planning,

research and assembly.

___________________________________ ____________________________________

Student Signature GRT Signature

D. Curran, L. Ellis, M. McClain and L. Perry-Clarke Gifted Resource Teachers Suffolk Va. Page | 2

Welcome to 7th

grade Civics and Economics!

Your packet for this nine weeks only includes the portfolio projects that you will be completing at home. Any

other materials that we work on in class will be given to you at the appropriate time. We will be working from

the following SOLs this upcoming nine weeks when we come into class:

CE.1a-g The student will develop the social studies skills responsible citizenship requires.

CE.2a-d The student will demonstrate knowledge of the foundations of American constitutional

government.

CE. 3a-e The student will demonstrate knowledge of citizenship and the rights, duties, and

responsibilities of citizens.

CE.4a-g The student will demonstrate knowledge of personal character traits that facilitate thoughtful

and effective participation in civic life.

CE.5a-g The student will demonstrate knowledge of the political process at the local, state, and national

levels of government.

CE.6a-d The student will demonstrate knowledge of the American constitutional government at the

national level.

CE.9a-b The student will demonstrate knowledge of how public policy is made at the local, state, and

national levels of government.

CE.10a-b The student will demonstrate knowledge of the judicial systems established by the

Constitution of Virginia and the Constitution of the United States.

Expectations:

1. All assignments are due on the assigned date. Students are expected to follow the handbook policy for all

assignments.

2. Students will be responsible for seeking out missing work due to absences.

These unit packets can be electronically accessed at http://blogs.spsk12.net/spsgifted/. If there are ever any

questions or concerns, please do not hesitate to contact your assigned teacher or Gifted Resource Teacher.

Core Teacher: ___________________________________ Email: ___________________________________________

GRT (KFMS): Debra Curran Email: [email protected]

GRT (FGMS/JYMS): Linda Ellis Email: [email protected]

GRT (JFKMS/JYMS): Michael McClain Email [email protected]

GRT (JYMS): Linda Perry-Clarke Email: [email protected]

We look forward to working with you and to all the exciting adventures that

the second nine weeks holds!

Student Name (please print) _______________________________

Parent Signature _______________________________________ Date ________________________

http://blogs.spsk12.net/spsgifted/

mailto:[email protected]





Unit Lesson Plan

Time Allottment: 9 weeks (one quarter)

Curriculum Standards: Adaptations from CE.1, 2, 3, 4, 5, 6, 9, and 10

Lesson Objectives:

In the first nine weeks of Civics and Economics, the students will learn

the requirements, responsibilities and duties of a United States citizen.

Students will also study governmental processes and identify specific documents with historical significance.

Students will describe and compare the functions of political parties. Students will also describe the structure

and powers of the national government, including the branches of government, legislative, executive and

judicial. Students will also describe the organization and jurisdiction of federal (national) courts and the

exercise of judicial review. Students will explain the principle of separation of powers and the operation of

checks and balances, along with the process for amending the Constitution.

Unit Vocabulary/Terms:

CE.2 Foundations of

Constitutional Government

CE.3 Citizenship CE.4 Character Traits

Rule of law

Consent of the governed

Limited government

Representative government

Democracy

Fundamental

Charters of the VA Co. of London

VA Declaration of Rights

Declaration of Independence

Articles of Confederation

Virginia Statute for Religious

Freedom

Constitution of the United States of

America

Unalienable rights

Grievances

Domestic tranquility

Preamble

Liberties

Rights

Due process

Petition

Absolute

Unduly interfere

Naturalization

Diverse society

Duties

Responsibilities

Voluntary

Register

Community service

Welfare

Democratic institutions

Community

Accountability

Patriotism

Trustworthiness

Courtesy

Self-reliance

Honesty

Respect

Financial

Fourteenth amendment

Citizen


CE.5 Political Processes CE.6 Constitutional Government

at the Federal Level

CE.9 Public Policy and

CE.10 Judicial System

Political party

Recruit

Monitoring

Nominate

Electorate

Candidate

Liberal

Conservative

Platform

Third parties

Influence

Organize

Media

Bias

Propaganda

Evaluate

Editorial

Political cartoons

Op-ed pieces

Advertisements

Finance

Political Action Committee

(PACs)

Campaign

Oriented

Designated

Registration

Registrar

Qualifications

Precinct

Elections

General elections

Primary elections

Electoral College

Popular vote

Two-party system

Slate

Elector

Winner-take-all

Congressional representation

simulation

Bicameral

Legislative

Congress

House of Representatives

Senate

Confirm

Revenue

Levies

Interstate trade

Foreign trade

Expressed powers

Implied powers

Unconstitutional

Amendment

Ratification

Virginia General Assembly

Ambassador

Administer

Bureaucracy

Cabinet officers

Veto

Regulatory groups

Architect

Foreign policy

Ratified

Domestic

Policy making

Ceremonial head

Judicial review

Separation of powers

Checks and balances

Impeach

Veto

Override

Public agenda

Forum

Accountable

Lobbying

Interest group

Conform

Appeal

Appellate jurisdiction

Original jurisdiction

Marbury v Madison

Judicial review


Understanding By Design Unit Plan

Title: What is a good citizen? Subject/Course: Civics

Topic: Citizenship

Grade: 7 Designer(s):

D. Curran, L. Ellis,

M. McClain, and

L. Perry-Clarke

Quest Standards: Q1.1 The students will apply problem solving skills (i.e.: identify problems, formulate hypotheses, generate

ideas, employ deductive reasoning, choose and apply solutions) to achieve an outcome or solution to

problems.

Q1.2 The students will use critical thinking skills (i.e.: inquiry, abstract logical thinking, inductive reasoning,

critical analysis, and the ability to find and use information) to achieve understanding, evaluate view

points, and solve problems.

Q1.3 The students will be able to use effective communication in processing complex problems.

Q2.1 The students will be able to identify and utilize inductive and deductive thinking processes.

Q2.2 The students will gather and assess relevant information using abstract ideas to interpret the information

effectively.

Q2.3 The students will arrive at well reasoned conclusions and solutions, testing them against relevant criteria

and standards.

Civics Standards:

CE.1 The student will develop the social studies skills responsible citizenship requires, including the ability to

a) examine and interpret primary and secondary source documents;

b) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets;

c) analyze political cartoons, political advertisements, pictures, and other graphic media;

d) distinguish between relevant and irrelevant information;

e) review information for accuracy, separating fact from opinion;

f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed

solutions, and recommend solutions, using a decision-making model;

g) formulate an informed, carefully reasoned position on a community issue;

h) select and defend positions in writing, discussion, and debate.

CE.2 The student will demonstrate knowledge of the foundations of American constitutional government by

a) explaining the fundamental principles of consent of the governed, limited government, rule of law,

democracy, and representative government.

b) explaining the significance of the charters of the Virginia Company of London, the Virginia

Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia

Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights.

c) identifying the purposes for the Constitution of the United States as stated in its Preamble.

d) identifying the procedures for amending the Constitution of Virginia and the Constitution of the

United States.

CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of

citizens by

a) describing the processes by which an individual becomes a citizen of the United States.

b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the

rights guaranteed by due process and equal protection of the laws.

c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation,

and serving in court.

d) examining the responsibilities of citizenship, including registering and voting, communicating with

government officials, participating in political campaigns, keeping informed about current issues, and

respecting differing opinions in a diverse society.

e) evaluating how civic and social duties address community needs and serve the public good.


CE.4 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and

effective participation in civic life by

a) trustworthiness and honesty

b) courtesy and respect for the rights of others

c) responsibility, accountability, and self-reliance

d) respect for the law

e) patriotism

f) practicing decision making

g) practicing service to school and/or local community

CE.5 The student will demonstrate knowledge of the political process at the local, state, and national levels of

government by:

a) describing the functions of political parties.

b) comparing the similarities and differences of political parties.

c) analyzing campaigns for elective office, with emphasis on the role of the media.

d) examining the role of campaign contributions and costs.

e) describing voter registration and participation.

f) describing the role of the Electoral College in the election of the president and vice president.

g) participating in simulated local, state, and/or national elections.

CE.6 The student will demonstrate knowledge of the American constitutional government at the national

level by:

a) describing the structure and powers of the national government.

c) explaining and/or simulating the lawmaking process.

d) describing the roles and powers of the executive branch.

CE.9 The student will demonstrate knowledge of how public policy is made at the local, state, and national

levels of government by:

a) examining the impact of the media on public opinion and public policy.

b) describing how individuals and interest groups influence public policy.

CE. 10 The student will demonstrate knowledge of the judicial systems established by the Constitution of

Virginia and the Constitution of the United States by:

a) describing the organization of the United States judicial system as consisting of state and federal

courts with original and appellate jurisdiction.

b) describing the exercise of judicial review.

Topic(s)

Citizenship Political parties Election campaigns Voting The electoral college Branches of government The media and public policy The court systems.

Activities

1. Community Activist Movie and Letter to Representative 2. School or Community Service, Reflections 3. Landmark Supreme Court Case Presentation 4. Written Reflection


Stage 1 - Desired Results

Established Goals: 1. Students will demonstrate knowledge of good citizenship and the ways people become United

States citizens. 2. Students will understand the importance and value of community service. 3. Students will be able to describe the important documents and the philosophies behind them

used in the foundation of the United States Constitution. 4. Students will demonstrate their opinion on a current issue in Suffolk and their ability to express

their opinion to their United States Congress Representative by writing a letter. 5. Students will complete three choice activities based on their knowledge of civic responsibilities,

the philosophies of the American governmental foundation, or Landmark Supreme Court cases. Students will Understand: 1. Political parties play a key role in government and

provide opportunities for citizens to participate in the political process.

2. A two-party system characterizes the American political process.

3. Although third parties rarely win elections, they can play an important role in public politics.

4. Voters evaluate information presented in political campaigns to make reasoned choices among candidates.

5. The media play an important role in the political process.

6. Running for political office is expensive. 7. Voting is a basic responsibility of citizenship. 8. Voter registration is required before a citizen may

vote. 9. The number of citizens who register and vote is

related to how important election issues are to citizens.

10. The Electoral College process is used to select the president and vice president of the United States.

11. All citizens can learn the importance of the individual’s participation in the political process either through direct involvement in campaigns or through simulations.

12. The Constitution of the United States defines the structure and powers of the national government.

13. The powers held by government are divided between the national government in Washington, D.C., and the governments of the 50 states.

14. Officials who are elected to serve in the national legislature make laws.

15. National laws are made by Congress. 16. All citizens can learn the importance of the

individual’s participation in the policymaking process through direct participation and simulations.

17. The executive branch plays a key role in the

Essential Questions: 1. What roles do political parties play in

the American political process? 2. How are the two major political parties

similar, and how do they differ? 3. How do third parties differ from the two

major parties? 4. How do citizens make informed choices

in elections? 5. How does the media play a role in the

political process? 6. How has the high cost of getting elected

changed campaigning for public office? 7. What are the qualifications for voter

registration in Virginia? 8. What factors influence voter

registration and turnout? 9. How does the Electoral College select

the president and vice president of the United States?

10. How can students under 18 participate in the democratic process?

11. What is the structure of the national government as set out in the United States Constitution?

12. What are the powers of the national government?

13. Which branch of the national government has the power to pass laws?

14. How does Congress make laws? 15. How can citizens learn the importance

of the individual’s participation in the policymaking process?

16. What are the roles and powers of the executive branch of the national government?

17. What are the roles and powers of the president?

18. How are federal courts organized, and


policymaking process. 18. Presidential power is broad in both domestic and

foreign affairs, but there are limits on what the president can and cannot do.

19. The judicial function is exercised in a dual court system, which consists of state courts and federal courts.

20. The power of judicial review is an important check on the legislative and executive branches of government.

what jurisdiction does each exercise? 19. How are state courts organized, and

what jurisdiction does each exercise? 20. What is judicial review?

Stage 2 - Assessment Evidence

Completion of all Required Activities 1. Reflection on a Lesson 2. Choice of:

A – Community Activist Movie and Letter to Representative B - School or Community Service, Reflections C - Landmark Supreme Court Case Presentation

Stage 3 - Learning Plan

Learning activities:

1. Students will work independently to meet project due dates. 2. Students will demonstrate research capabilities by successfully completing assignments 3. The teacher will provide a positive learning environment to foster student independent learning.


Choice A

Community Activist Movie and

Letter to Your Representative

Part of our responsibility as United States citizens is to keep informed

about current issues that are affecting our country. That responsibility

extends to communicating how we feel about those issues with our

governmental officials. You are going to choose one of the following

topics and create a Public Service video. Once you have created your

video you will make a copy to send to the correct public official. You will also write a letter introducing yourself

and the topic to the public official who would best be able to help you with this issue. The topic should reflect

who you want to write to, for ex. If you think we need a stoplight at a certain intersection then you would not

write to our senator you would write to the mayor or city council. If you think we should do something about

social security then you should write to one of our U.S. representatives.

Task I – Choose one of the following topics

(or another one with teacher approval)

Federal/State /Local Budget

and/or government

spending

Crime

Defense (military)

Economy (state/federal)

Education

Energy and Gas prices

Environment

Government Reform

Health Care

Homeland Security

Immigration

Social Security

Taxes

Transportation

Workforce

Task II – Write your topic here:

____________________________________

Task III - Research your topic.

Answer the following questions about your issue.

1. Why is this issue important?

2. Who are the people that are most impacted by this issue?

3. What is the impact of this issue?

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=MnhF36iebnCwSM&tbnid=qEodEySe5ON0JM:&ved=0CAUQjRw&url=http://www.pppst.com/government.html&ei=_tSgUuyQL8u6kQfft4DoBQ&bvm=bv.57155469,d.eW0&psig=AFQjCNG9msQ1mUCyY4xdJifAB5z80hUseQ&ust=1386358366623308

D. Curran, L. Ellis, M. McClain and L. Perry-Clarke Gifted Resource Teachers Suffolk Va Page | 10

4. Why does this issue need to change?

6. What are the changes that you would recommend?

7. How would these changes make the issue better?

8. Use statistical figures to support your recommendations.

Task IV - Determine the three most important points that you want to make

about your topic. Explain why they are important? 1) ____________________________________________________________________________________

____________________________________________________________________________________

___________________________________________________________________________________

2) ___________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3) ____________________________________________________________________________________

____________________________________________________________________________________

___________________________________________________________________________________________

Task V – While conducting your research determine who you need to contact

about your issue. Circle the name below or write it in the blank box if it is

someone else.

Suffolk Mayor

Linda T. Johnson U.S. Congressman 4

th District

Randy Forbes

Suffolk City Council

Jeffery Gardy (Holy Neck)

Curtis R. Milteer Sr. (Whaleyville)

U.S. Senators Tim Kaine

Mark Warner

VA Delegates, VA General Assembly

Chris Jones


Task VI – Use your research to create a “Public Service” video explaining/

showing what the problems are and the solution(s) that you think should be

applied. Your video should include:

Title and your name

Introduction to issue

Who the issue impacts

Why the issue is important

What you think a good solution would be to help or solve this issue

Request for help with this process

Conclusion

Thank you for watching, etc.

Task VII - Write a draft of your letter using the correct letter writing format. Type your

letter when you are done and make sure to check it for correct usage and mechanics

From Your Name

(School address) 200 Forest Glen Drive

Suffolk, VA 23437

To Congressman, Delegate, Senator, Mayor etc.

Street

City, State Zip code

(Current date)

Dear Congressman,

(Introductory paragraph) I am writing this letter to discuss my

(concerns, ideas, thoughts) about… (each paragraph should have four to six

sentences)

(Issue/Paragraph 1) Concerning this issue I would like to (inform you, draw to your attention, make you aware,

etc.) (each paragraph should have four to six sentences)

(Issue/Paragraph 2) (each paragraph should have four to six sentences)

(Issue/Paragraph 3) (each paragraph should have four to six sentences)

(Concluding paragraph) (each paragraph should have four to six sentences)

Sincerely,

(Signed) ___________________________________________

Your name here


Choice B

School or Community Service

When you choose to serve -- whether it's your nation, your community or simply

your neighborhood -- you are connected to that fundamental American ideal that

we want life, liberty and the pursuit of happiness not just for ourselves, but for all

Americans. That's why it's called the American dream.

According to the traits to be a good citizen we know that we need to be involved in school or

community service. In this assignment you will choose a school or community service

activity and complete it.

Nonprofit organizations provide opportunities that address need in the greater community

directly or indirectly. For example:

Nonprofit organizations provide opportunities that

address needs in the greater community directly.

Serving the elderly and working at soup kitchens are

examples of direct service activities.


address needs in the greater community indirectly.

Clothing and food drives are examples of indirect

service activities.


address needs in the greater community through

advocacy activities. Letter writing promoting a

particular viewpoint and participation in community

events are examples of advocacy service activities

Task I - What activity do you want to do for school or community service? Think of

different ideas and what you might enjoy doing to help others. Some ideas might be:

At school:

Collecting toiletries for the homeless

Participating in the Recycling club

Organizing or actively participating in a fundraiser for the SPCA or other charity

Organizing care packets for our military serving overseas

The Jr. Beta club

Collecting goods and items for charity

Participating in Crime-stoppers club


At home:

Walking in a walkathon (March of Dimes, Cancer)

Doing chores or cutting the grass for elderly or sick neighbors

Going to a nursing home and visiting with some of the residents

Working in a soup kitchen

Working at or collecting for the Food Bank

Providing goods and items for a Homeless Shelter

Church sponsored charitable activities

There are all kinds of activities that you can participate in for

community service.

Write your activity here

_____________________________

Example: I will organize a fundraiser for the SPCA.

Task II - Explain what/how you will do your community service here. (Example: I will get

a teacher to be my sponsor. I will get a group of my friends together and we will place big

boxes in the library, the lobby, and the cafeteria at school to collect donations for the SPCA

like canned food, water bowls, toys for dogs and cats, etc. I will have the fundraiser

announced on the announcements at school every day so people will know about it. When

the fundraiser is over my friends and I will take the supplies to the local animal shelter).

___________________________________________________________________________

__________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


Task III -What days and times will you perform your community service? List them here. Day of the

week

Example

Monday

Month

February

Date

4th

Times

3:00 – 4:15

pm

Hours (use time

increments of 15 minutes to record

your time, ex. 45

minutes or 1 hour 15 minutes)

1 hr. 15

min.

Total hours

1 hr. 15

min.

Parental

Signature (or teacher)

For time worked

J. Smith

GRT sign and date to

indicate progress

L. Ellis

4. You should perform 6 - 10 hours of community service over 6 weeks. You may do all of your service in

one day (cleaning a park, volunteering at the food bank, etc. or you may perform your service in increments

of time, 30 minutes, 1 hour-15 minutes, etc.)


*Possible Questions* Question:

Can I complete an activity that is not on the list?

Answer: The choice of your activity is up to you and your parents. There are many activities that are not

listed that would be acceptable activities for you to participate in just make sure that you have

parental permission and support. Make sure that your topic has been checked off by your

teacher before starting your service.

Question:

Can Community Service requirement hours be earned

by assisting classroom teachers with instructional tasks?

Answer:

Yes. One CSR hour may be awarded for every hour of

service spent in a school and outside of a student’s

instructional day for assisting classroom teachers with

tasks such as: setting up and cleaning up labs and

learning centers, reading to students, tutoring students in

academic subjects (Math, Science, Social Studies,

Language Arts, etc.), updating bulletin board displays,

copying, and collating worksheets, participating in

content-based PowerPoint presentations, etc. Classroom teachers may not award CSR

hours for tasks that involve student access to the work of other students. Such

as Activities that would support the instructional program of a teacher, but potentially

jeopardize the confidentiality of another student such as checking or correcting student papers

(including homework, projects, tests, etc.), computer use that would reveal student records

(confidential, personal, academic, attendance etc.), or entering grades in student records.

Overall, any activity that would reveal to one student the achievement record of another student

is not appropriate for CSR.

http://www.google.com/url?sa=i&source=images&cd=&cad=rja&docid=UfJJddgdAATBnM&tbnid=zzjhVjaICboQXM:&ved=0CAgQjRwwADgY&url=http://www.suffolkhumanesociety.com/member.htm&ei=2qOgUsnULpTLkAeGkoGoDA&psig=AFQjCNGQ4z9iClWCyiiq10UsBB969CP-qg&ust=1386345818884943


Task IV- Reflection

After you have completed your school or community service, write a reflection on what you

have learned through your actions. Please include descriptions of the work and work

environment, the people that you met or helped, and how your service made you feel and what

you accomplished. Also explain whether or not you would like to continue to do school or

community service and how you would like to accomplish that service. Include reasons why it

is important for people to perform school or community service. Make sure to make valid

points in your writing. Your presentation should be neat, orderly, and have no usage and

mechanics errors. _________________________________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

__________________________________________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


Choice C - Court Cases

The laws and freedoms that we as individuals have in this country did not just happen. This

country was founded on the ideas of great philosophers and the documents that these

philosophies inspired. Many of the freedoms that we enjoy today had to be fought for through

Congress and determined by the courts. The process of amending the Constitution is a lengthy

one and amendments are only made when they are felt to be essential to our country. The first

amendment gives us certain freedoms, like the freedom of the press, speech, assembly, petition,

and religion. Other amendments extend due process to include not only the National

government but to the individual state governments as well. Our Supreme Court has made

many decisions in determining if individual or governmental rights are protected. In this

activity you will be examining an important Landmark Supreme Court case.

Task I - Choose a Supreme Court case from the following list:

Marbury v. Madison (1803) - Judicial Review

Gibbons v. Ogden (1824) – States Rights

Dred Scott v. Sandford (1857) - Due Process

Plessy v. Ferguson (1896) - “Separate but Equal” Equal Protection

Brown v. Board (1954) - Equal Protection

Tinker v. Des Moines (1969) - Speech

United States v. Nixon (1974) - Checks and Balances

Miranda v. Arizona (1966) - Due Process

Write the name of your court case here:

____________________________________

Task II

Answer the following questions and research your case. 1. Who were the participants in the case?

Defendant_________________________________________________

Plaintiff __________________________________________________

2. Where did the case begin? (What state?)

__________________________________________________________________________


3. Use the following space and summarize (or give an overview) of what the case was about.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. What were the decisions in the case? (The first decision, second decision, Supreme Court

decision).

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

4. What principles made this case a “Landmark Supreme Court Case”?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

5. Go to the http://www.streetlaw.org website and find your case. Under background there is a

section called summary and questions to consider. Choose two questions and answer them

completely and with thought, include your opinion. (Use a separate sheet of paper).

http://www.streetlaw.org/


Task III- Choose one of the following projects to present your case findings to the class.

Choice A - Newspaper Choice B - Scrapbook Choice C – Multimedia

Presentation Newspaper must include the following:

(may be digital)

3-4 articles about the case with different

information based on your research

Follow a newspaper format headlines on the

front page

articles may start on one page and end

on another

remember to tell the reader which page

to go to so they can follow the article

from one page to another

pages must be numbered

Front and back cover. Cover of Project

must have a flashy title, an illustration, and

your name.

Newspaper should be bound in some form.

Loose pages will not be accepted.

4 illustrations, with captions (may be

pictures from the internet). The illustrations

should be relevant to the case

2 advertisements

that relate to judicial

research

Works cited page

for references –

follow MLA style

*Note* Pages can be

1 or 2 sided (but they

must be neat, no magic

marker bleed through etc.)

Scrapbook must include the following: (may be digital)

8- 10 pages

with different

information

about your case

based on your

research

Front and back

cover. Cover of Project must have a

flashy title, an illustration, and your

name

Scrapbook should be bound in some

form. Loose pages will not be

accepted.

8-10 illustrations, with captions. The

illustrations should be relevant to the

story (may be printed off of the

computer)

May be designed as if you were

following the case, ex., like news

articles, pictures, etc.

Works cited page for references – follow

MLA style

*Note* Pages can be 1 or 2 sided (but they

must be neat, no magic marker bleed through

etc.)

PowerPoint or Prezi PowerPoint or Prezi Presentation

must include the following:

Title slide must have a flashy title, an

illustration, and your name

10-20 slides based on your research

8-10 pictures with captions. The pictures

should be relevant to your research

May include video clips or music

Works cited slide for references

You must use a minimum of three reliable

sources (Wiki anything is not reliable.)

Use the MLA style to credit your sources.


Reflection

Block ______Name ____________________________________________________________Date __________________________

Select a lesson that was presented to you when the Gifted Resource Teacher was in your class this quarter. Construct a personal narrative (at least 1 page) in which you fully

develop your voice addressing the main topic/s covered from the lesson. [1] Include the important elements of the lesson and how it connects to your life [2] what aspects of this

lesson were particularly positive or negative to your own personal academic development and learning style (Metacognition), [3] what would you do to improve the lesson if you

were given the opportunity to present the lesson yourself (If you wouldn’t change the lesson, you must fully justify why). You will be scored based on the following RUBRIC:

CRITERIA UNDERSTANDING PERSONAL RESPONSE CRITICAL RESPONSE PRESENTATION 100 Points

Total

EXCEEDS THE

STANDARD

25 points

I recall the important

elements of the lesson in

order, with details. My

response has a sense of

story.

I made connections from my life

to the lesson. I made

connections to my own personal

academic development and

learning style. I give details to

explain my connections.

I tell what I think about

the lesson. I support it

with details from the

lesson or my life.

Presentation is neat,

orderly, and has no usage

and mechanics errors.

MEETS THE

STANDARD

22 points

I recall the important

elements of the lesson in

order. My response has a

sense of story.


or to my own personal

academic development and

learning style to the lesson. I

give few details to explain my

connections.


the lesson. I support it

with details from the

lesson.

Presentation is neat,

orderly, and has few usage

and mechanics errors.

NEARLY MEETS

THE STANDARD

19 points

I recall some important

elements of the lesson. The

elements are not in order

and/or complete.


or to my own personal academic

development and learning style

to the lesson. I lack details to

explain my connections.


the lesson, but I don't use

details from class.

Presentation is sloppy, has

little sense of order, and

has several usage and

mechanics errors.

LITTLE

EVIDENCE OF

THE STANDARD

17 points

I recall elements of the

lesson. They may not be

important or complete.

I tell events from the lesson

and/or my life, but they are not

connected.

I tell about the lesson

without telling what I

think.

Presentation is sloppy, no

sense of order, and has

many usage and

mechanics errors.

TEACHER COMMENTS : Total Score:


Name _________________________ Are You a Good Citizen?

Student Portfolio Activities

Each assignment must be submitted on the assigned due date for this nine week grading period to demonstrate

their academic growth and development. Completion of student work will be monitored throughout the nine

weeks. Students are responsible for completing the following activities:

Portfolio Submissions Teacher Monitoring

dates

Grade (100 point total)

Daily Grade Reflection – Portfolio Piece # 1

Lesson Topic: __________________________________________

(Completed reflection from 2nd

quarter Quest lesson. See rubric on page 20 of this packet).

Reflection _______

Test Grade Choice of one of the following activities:

A – Community Activist Movie and Letter to Representative

B - School or Community Service, Reflections

C - Landmark Supreme Court Case Presentation

A _______________

B________________

C _______________

Total Score:

Total Score:

3rd nine weeks - suffolk public schools...

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