We the People – The Citizen and the Constitution

United States History Final Project

As a member of a small group, you will be participating in a mock congressional hearing in which you will act as an expert witness and answer complex questions about the formation of the United States government and our Constitution.

During the hearing you team will sit facing a panel of judges who will be members of the Bartlett staff, the Alaska Department of Education and the Anchorage community. Your family and classmates will also be invited to watch the hearings. Hearings will likely be taking place in the Theatre. You will be required to dress and conduct yourself professionally at all times during the hearing. When the judges prompt you to begin, you will introduce yourselves briefly and then each teammate will take a turn reading a part of a written response to the questions that you have prepared in advance; no memorization is required, but extensive practice is encouraged. When you are done reading, the judges will ask your team follow up questions of their choosing. Follow up questions will not be directed at individuals, however, do your best to distribute the answers evenly. There should be no one person who does all the talking and no one person who doesn’t talk at all. The entire hearing will last about 10 minutes. Afterwards, the judges will give you feedback and evaluate your presentation.

How to prepare for you hearing:

Become an expert on your particular unit and questions through reading and research Write a clear, concise response to the questions based on your research Practice reading your response and answering questions with your group ASK for help when you need it – don’t wait until the last minute.

Grading and Expectations**This is only an outline and is subject to change**

Rough Draft of SpeechEach STUDENT must write a 500(minimum) word response that answers all parts of your questions. You will then combine all of your group responses and take the best parts for your collaborative speech.

Face-Off / Practice Trial (only if class time permits) Informal, practice hearing in front of a panel of your classmates. Each group member evaluates other groups with detailed and constructive feedback. This will allow you to practice and time your speeches.

Draft of Answers to Sample Follow-Up Questions Make sure each of your group members can answer the follow-up questions. Groups will lose points if all group members do not participate in the question and answer portion of the hearing. These questions and answers should NOT be included in the formal 4-minute response.

Final Draft of SpeechOne per group. Both in electronic version (shared on google.docs) and hard copy. The rough drafts with Ms. Callahan’s comments must be attached. This grade is based on the corrections made from the rough draft feedback and the polished final draft. All parts of questions MUST be addressed.

Annotated Bibliography This is done in MLA format and includes information on what the websites, books or sources were used and what specifically you used them for. Minimum number of sources for your research – 10.

Final Hearing – Ms. CallahanEvaluation based on group participation, clothing (individual), preparedness, hearing conduct, prep materials, annotated bibliography, drafts, etc. This is essentially a final project grade.

Final Hearing – Judges ReviewFinal Hearing in front of panel of judges. Grade is based on judge’s scoring, overall performance, ability to answer judge’s questions and judge’s feedback.

Research ChecksDone throughout the quarter and is signed off (or turned in, I haven’t really decided yet…) once week. We will have at least one (probably more) class workday per week leading up to the hearings.

Self Reflection and Project FeedbackYour honesty and thoughtfulness (and kindness, please) are all that is required. Be introspective about your work ethic and participation and the overall effectiveness of the project and Ms. Callahan’s teaching.

This project will make up the majority of your fourth quarter grade and will be presented in front of a professional audience, please take it seriously.

Question Analysis – How to Answer Your Question(s)

The hearing questions are VERY complex. You will have one essential question, with two or three supplemental questions that are REQUIRED to be answered in your speech. This does NOT include potential follow up questions from judges on the day of the hearing. In order to be successful, you must first be able to decipher WHAT a question is asking you to do. You must break down each part of your question and identify WHAT each piece of the question is asking. Circle which analysis method your question focuses on:

Evaluate Explain What Explain How Explain Why Take a Stand Do you agree? Compare

Step One: IdentifyMain Question

____________________________________________________________________________________________________________

Constitutional Principle/s? _______________________________________________________________

Sub-Question________________________________________________________________________________________________________

Constitutional Principle/s? _______________________________________________________________

Sub-Question________________________________________________________________________________________________________

Constitutional Principle/s? _______________________________________________________________

Step Two: What big idea or concept seems to be the over-arching theme?

Step Three: Identify and define essential vocabulary and terms.

Step Four: Go to the text! Use the white We the People textbook. Identify key Chapters.

Step Five: Prepare your main points:

Your answers/assertions should be connected to Constitutional Principles (overarching concepts that connect to relevance and significance of the Constitution to the lives of citizens).

ANSWER EACH PART of the question concisely, authentically and with power – Take a Stand! Include a Supreme Court case and/or current event. Include a SHORT historical quote from framers to lay a philosophical foundation. The vast majority of your

speech needs to be YOUR WORDS. Quotes are only for support. Include BOTH a current event and historical examples – make sure the organization of your speech makes

sense. Reference the CONSTITUTION.

Step Six: Individually, each student creates a rough draft. You will then combine these to make your final collaborative speech. This is graded individually.

Step Seven: Team Leader shares a google.doc with all team members and Ms. Callahan for writing your final speech.

Step Eight: Collaborate and create a plan of attack for creating draft ONE of your speech. PROOFREAD LOTS and get lots of help.

What are Constitutional Principles?

Constitutional principles are either ideas that helped guide the formation of the Constitution (the blueprint for the United States government) or ideals that evolved out of

the Constitutional Convention, the formation of the United States and the subsequent functioning of government.

Judicial Review

Checks and

Balances

Republicanism

Separation of Powers

Federalism

Limited Government

Popular Sovereignty

Conducting Research – Tips and Tricks

Your information search should be focused and specific, but pay careful attention to serendipity – finding, by chance, valuable things you weren’t even looking for. Keep your mind open to continue learning about your topic.

Carefully record your sources, including each necessary piece of biographical information. You should start creating your annotated bibliography IMMEDIATELY when you begin your research and add to it as you go. Use MLA format.

TAKE NOTES! Both sources and the accompanying information can be recorded in many ways (a T-chart, bullet points, google.doc, etc., pick the method that works best for you).

Pay attention to the quality and legitimacy of the information you find, especially if using information found on the internet.

As you gather information about your focused topic, you may find new information which prompts you to refine, clarify, extend or narrow your focus. Stay flexible and expand your information search as needed.

Start organizing your notes into logical groups. This will help you to notice any gap in your research.

Organization may be achieved by arranging note cards under title cards, creating a concept map, or by creating an outline. KEEP ALL NOTES, HANDOUTS AND RESOURCES IN ONE PLACE.

Ask for help! Ms. Callahan, Ms. Moten, your other teachers, your classmates, the library staff, your families…you have countless resources and people to help you. Take advantage of them!

Writing Essays as a Group – Collaborative Statements

Why write in a group?Although many students dislike the idea of writing an essay as a group, it does have some advantages:

It allows you to become better prepared for the workplace by honing skills that don’t often get used in the individualistic university setting.

It allows you to accomplish more than they could have by working alone. It allows you to gain insights into how your peers construct a paper, which may encourage them to

reevaluate their own methods. Proofreading and peer-editing is naturally built into the process.

How to work efficiently as a group1. Communicate. This is a vital component of working together successfully. Before the writing stages even

begin, you need to sit down together and establish what it is you want to accomplish. Once the writing stage commences, each of you needs to keep the others informed of your progress. Exchange phone numbers and share google.docs!

2. Plan. If your group creates a plan in the beginning, setting out who is responsible for what and when, you are less likely to feel that one person is not pulling their weight. Sticking with the plan and communicating with each other throughout the entire process will also ensure each of you will be able to monitor one another’s work and make certain that everyone is working towards a common goal. Do not expect the team leader to do all of this for you.

3. Be realistic. If each of you is upfront in the beginning about your strengths and weaknesses, the group can address these situations as a whole. Time restraints and schedules also have to be taken into consideration. Setting goals or work plans that are unrealistic can lead to failure and resentment within your group.

4. Be Considerate. Working with group members can be hard when personalities clash. Remember that not everyone learns in the same way, nor do they follow the same methodology when working. Working as a group is a process of give and take. If each of you keeps the common goal of a successful paper in mind, it is easier to negotiate and work towards the common goal. Be kind, be considerate, be compassionate.

5. Stay involved. Each group member should understand the topic, so being involved in the research process is important. Throughout the research stage, it is important that each of you keep a record of your sources so that when it comes time to compile references, everything is easy to find.

6. Divide up the tasks. Dividing up tasks by having one person research, one person write and one person edit is not the best way to approach a group essay. By having each member do a share of work throughout each stage, the paper really does become more of a collaborative effort. Each member should be involved in the planning, researching and writing stages. Assigning one person to review the paper at the end to ensure one voice is maintained is a good idea, but that one person should not be writing the whole thing. Ask someone outside of class to proofread your work as well.

7. Speak Up! You need to remember that you are all part of the group and each of your names will be on the final product that is handed in. If there is something that you do not feel comfortable with in the paper, you should speak up and let the other group members know. The same academic integrity policies apply to group work as they do to individual assignments.

8. Maintain consistency. Everyone has different writing styles and this can sometimes be evident within group papers. In order to effectively achieve one unified voice throughout a group essay, individual styles should be set aside. There should be consistency in regards to citation style, visual aspects (such as font, use of headings, etc…), and general tone.

Remember, writing as a group can be challenging, but it can also be rewarding!Working together teaches you important skills such as time management, patience and compromise. All of these skills will be helpful in your future, whether it be in college studies or in a job setting. There is no need to fear a group paper!

WTP Group Essay Instructions

Identify what your question is asking and write it on the top of your paper. It is always helpful to be able to reference the original question.

Create a group google.doc that you share with Ms. Callahan and all group members (team leader). This google.doc should contain your speech as well as your annotated bibliography.

Prior to writing your group essay, assign one member in the group the task to create a proper heading in the upper right hand corner of the document. The heading should include the following:

o Group member names (first and last name required)o Unit and Question #o Class Period

Each group member should write their segment of the paper, remember, this is a collaboration. Please remember to include your question in boldfaced type above your typed segment.

Your group speech must be compiled into one document in Google docs. You may use your first draft, the draft of your group members, and any research you may need to accomplish this task, but the document shared with Ms. Callahan should be a clean document that only contains your heading, the question, your speech and your annotated bibliography.

Not including your heading, your essay document should be two and a half pages long(ish), typed in black ink, double spaced in Times New Roman font.

Your essay MUST be 100% student work.

Be sure to completely answer all parts of the question. Missing a part of the question will be EXTREMELY detrimental to your presentation.

After you have completed a draft of your group essay, you will meet to peer edit each segment of the paper. At this time, you may also discuss transitions, evidence, or other elements that will improve the overall quality of your essay.

The editor(s) will review the entire draft, including the introduction, conclusion, and transitions. Be sure that there is a consistent voice and tone within the document regardless of personal writing style.

Once the draft has been reviewed by all members, the essay will be submitted to the teacher for comments. Full draft of your full speech due on .

Based on teacher feedback and any additional research, students will make final changes to the document before transferring the document to note cards (no larger than 5 X 7 inches). No other materials or references may be used during the presentations.

Your group will have no more than FOUR MINUTES to present your essay to the judges in the We the People Simulated Hearings scheduled on __________________________.

Following your presentation, you will respond to follow-up questions from the judges for a time period of 6 minutes. Notes MAY NOT be used at this time!!!

Your total time in front of the judges will be 10 minutes.

We the People: Simulated Congressional Hearings

Clothing Requirement Information

The purpose of the clothing requirement for your simulated Congressional Hearing is to encourage professionalism and will be a portion of the student’s individual grade for this project. The idea is to wear clothing that you would wear if you were a professional or if testifying before the United States Congress. The students in the photograph are former Romig Middle School students. If you have questions about what constitutes professional dress, please ask PRIOR TO the final hearing.

Gentlemen Ladies

Ideal: suit Ideal: suit or dress

Meets Requirements: Meets Requirements:

Dark formal pants or khakis Formal pants or skirt with blouseButton-up shirt Dress shirt/topFormal shoes & dark socks Formal shoesNice extra touch: suit coat and/or tie Nice extra touch: suit jacket / cardigan

ABSOLUTELY NO: jeans, hoodies, sweatshirts, t-shirts, tennis shoes, flip-flips or otherwise casual or inappropriate dress.

Helpful Hint: In previous years many students have purchased required clothing items at secondhand stores or borrowed from friends. If you or your parents have questions about the clothing requirements, please contact Ms. Callahan PRIOR to the hearings! If you have other issues (financial or otherwise) obtaining the required clothing, please see Ms. Callahan privately as soon as possible.

Formal Hearing Procedure on the Day

Ms. Callahan will introduce the hearings and acknowledge those present and give a brief explanation of the program and how the hearings will proceed.

Judges introduce themselves (only for the first hearing of the session).

First group of students (already seated) will introduce themselves.

Judge reads hearing questions that the students responded to.

Students give four (4) minute prepared oral responses (judges take notes).

o There will an official timer who should begin when students begin speech. o Groups will only receive a “1 Minute Remaining” indication, if you run out of

time – TOO BAD. Practice your speech and time it carefully. You will only be allowed to finish your sentence or thought. Failure to complete speech will be reflected in your grade.

Judges will direct students to put notes away and will ask of follow up questions (six minutes, this too will be timed).

Applause.

Judges give comments and feedback to students (hopefully no more than ten minutes).

Thank you’s.

Judges stay in place and Ms. Callahan will call up the next group of students.

**On the day of the hearing, Ms. Callahan will only be there to direct traffic. Students need to listen to the directions of the judges and come prepared for their speech and the

hearing procedure.

**There will be an audience. Other classes, teachers, community members, families and professionals will be invited to watch your hearing. Conduct yourself as if you

cannot see the audience. This should be a formal, professional process.

Group SCORING GUIDE – WE THE PEOPLE SIMULATED CONGRESSIONAL HEARING

1. UNDERSTANDING 9-10 in-depth understanding: key concepts/themes/issues/relationships To what extent did participants

defined and extensively described (e.g., origin, development, people, significance,demonstrate a clear impact); acknowledgment of opposing viewpoints (if any)

understanding of the basic

7-8 good understanding: key concepts, etc., identified, defined, and fully described,issues addressed by the including significance

questions? 5-6 average understanding: key concepts, etc., identified, partially defined, and

described3-4 fair understanding: some concepts, etc., identified, inadequately

defined, anddescribed1-2 little understanding: few concepts, etc., identified, inadequately

defined, ordescribed

2. CONSTITUTIONAL 9-10 full, accurate, and appropriate application of knowledge (e.g., APPLICATION application, examples, effects, results, problems, issues, future

issues)To what extent did participants

7-8 accurate and appropriate with partial applicationappropriately apply knowledge

5-6 mostly accurate and appropriate with minor errors and inappropriate applicationof constitutional history

and3-4 some accurate and appropriate with significant inappropriate

applicationprinciples? 1-2 mostly inaccurate and inappropriate with little or no application3. REASONING 9-10 strong support of positions with sound reasoning: conclusions To what extent did participants

consideration of opposing viewpoints, opinions with reasons, noting relationships,support their positions

withgrasping principles, logical inferences

sound reasoning? 7-8 support with sound reasoning for most positions5-6 support with sound reasoning for some positions3-4 support with opinions, beliefs, guesses1-2 no support

4. SUPPORTING 9-10 accurate support of positions with extensive historical or To what extent did participants

examples, illustrationssupport their positions with

7-8 accurate, good, but partial support of positionshistorical or contemporary

5-6 accurate support of some positions: inaccurate support of othersevidence, examples, and/or

3-4 mostly inaccurate support of positionsillustrations? 1-2 little/no support of positions5. RESPONSIVENESS 9-10 accurate and full response to all questions: main and To what extent did questionsparticipants' answers address

7-8 accurate and full response to main and subquestions; partial response tothe questions asked? follow-up questions

5-6 partial response to main and subquestions; partial response to follow-upquestions

3-4 partial response to main and subquestions; little or no response to follow-upquestions

1-2 partial response to main question only; little or no response to follow-upquestions

6. PARTICIPATION 9-10 participation by all/most on an equal basisTo what extent did most group

7-8 participation by ¾ of groupmembers contribute to the

5-6 participation by ½ of groupgroup's presentation? 3-4 participation by ¼ of group

1-2 no participation

Adapted from a scoring guide developed by the Hawaii We the People program

Final Project Checklist

______ Team leader will open a google.doc share it with the rest of the team and Ms. Callahan

______ Exchange phone numbers and contact information with your group members

______ Begin your Annotated Bibliography as soon as you begin your research

______ Rough Draft – Must be attached to final draft with instructor comments – One per individual

______ Face-Off / Practice Hearing: Practice hearing with panel of students. Each group member turned in evaluations of other groups. Each Faceoff is worth 10 points.

______ Answers to Follow-Up Questions turned inMake sure each of your group members can answer the follow-up questions. These questions should NOT be included in the 4 minute response.

______ Final Draft turned in attached to previous rough drafts (electronic copy also shared with Ms. Callahan

______ Annotated bibliography is attached to Final Draft in google.docs

______ Final Hearing in front of panel of Judges Make sure you dress professionally, as if for an interview. This is your only individual grade.

______ Self-reflection on your presentation and feedback on the overall project

**Take care to keep all class materials and hearing resources ORGANIZED. Do NOT come to class or your final hearing unprepared.

This grade CANNOT be made up or turned in late in ANY WAY. If you do not show up for your hearing, you have NO OPTION for making up points. There are very few

excuses that are an exception to this rule – don’t risk it. DO NOT MISS YOUR HEARING DATE. You will fail the final project and let your group members down. If you have a group member that fails to show up for the hearings, your group is required to move

forward without them. Prepare accordingly.

RESOURCES

We the People Textbook Companion Websitehttp://www.civiced.org/wtpcompanion/hs/index2009.php

National Constitution Center – Includes an Interactive Constitution Applicationhttps://constitutioncenter.org/

Supreme Court Cases Reference Websitehttps://www.oyez.org/

icivics.org – Interactive games and tools for studentshttps://www.icivics.org/

Stanford History Education Group – Primary Sources and Readingshttp://sheg.stanford.edu/

Annenberg Classroom – Lots of videos and resources for civics educationhttp://www.annenbergclassroom.org/

Library of Congresshttps://www.loc.gov/

New York Times – News and Current Eventshttps://www.nytimes.com/

Answers to all units and questions are in the We the People textbook. USE IT.

Ask Ms. Callahan to sit with you at lunch or after school and print out resources. She has lots of them for each unit and question, but you need to

ask.