Gabriel's+LEP+_+Do+I+Have+a+Right?

Gabriel Kitterman __ Bill of Rights / Do I Have a Right (educational computer game)  __ __Objectives/Goals__ (These goals are for multiple grades 3rd, 5th, 8th) SS.03.CG.02 Identify rights that people have in their communities. //SS.05.CG.04.01 Identify basic rights that are given to citizens of the United States. // //SS.08.CG.01.03 Recognize the provisions of the Bill of Rights (Amendments 1-10) that protect // //individual rights. // __ ‍Students will be able to: __ · Student pairs will be able to create a summery sheet (cheat sheet) on the bill of rights. · Students will be able to work cooperatively with their partners and stay focused. · Students will be able to figure out the game and come up with a cheat sheet · Students will contribute to a group discussion on strategies for playing the game and on questions about the bill of rights. · Students will explain the purpose of the bill of rights and be able to explain at least half of them by the end of the unit. __ ‍Leaning Principles __ · Active, Critical Learning Principle – In the game you must determine which cases are defendable and which of the Bill of Rights addresses the issue. This type of analysis and categorizing requires some active learning. · Design Principle – Figuring out strategies and creating a cheat sheet requires reflecting on the structure of the game and how your playing can be improved. · Semiotic Domain Principle – Although this computer game is a very basic simulation it does introduce you to working with the bill of rights from a legal perspective. · Achievement Principle – low skill and high skill students will be able to find a level of success in the game and in being able to improve their performance · Practice Principle – The game does give you lots of practice working with the bill of rights. · Discovery Principle – Creating their cheat sheets and learning to work as a team will help them focus less on memorizing and more on discovering how to work as a team and master the game __ Materials  __ · Students will need computers with internet access · Students will need either a working Email account or a Facebook account if they are going to register for an account. This isn’t absolutely necessary but saving your progress and leader boards does add a lot to the fun. · Pen and paper. ‍  ** __  Day 1  __ ** As a class play through this quick online bill of rights quiz: http://www.texaslre.org/BOR/billofrights.html The class may not be able to answer most of these questions but it will frame the importance of the bill of rights. Explain to the students that they are going to be learning about the Bill of Rights and that after they have familiarized themselves with the material, the class will be to playing the computer game __Do I Have the Right?__ Discuss educational video games as a class. As a group try and come up with some positive and negative examples of these types of games. · What makes them good? · What makes them bad? Show the class a brief demonstration of the __Do I Have a Right__ game. Find the game here: http://www.icivics.org/games/do-i-have-right While the rights questions come up in the game, pose the questions to the class. Play for 5-10 minutes. Enough to show how a knowledge of the Bill of Rights is required and enough to give them a feel for the game. Explain that as we study the Bill of Rights they are going to be able to create a summery sheet (cheat sheet) they can use while the play the game. They will be working in pairs when they play the game. One student will have the mouse; the other will have the cheat sheet and be taking notes. This will make the game more about cooperation and less about memorization. Do an overview of the Bill of Rights. Draw material from: · Very good Website: http://www.billofrightsinstitute.org/page.aspx?pid=463 · Wikipedia entry: http://en.wikipedia.org/wiki/United_States_Bill_of_Rights · Social studies text book pg. ***    As a class discuss what information would be useful on the summery sheet. Have students partner up and work on creating their summer y sheet that will be used with the game. Have students save their sheets for next lesson. ** __ Day 2  __ ** Explain that today they are going to be playing the __Do I Have a Right__ game. Review that they are going to be working with their partner: one student will control the mouse; the other student will have their summery sheet and a pencil. Halfway through the lesson they will switch jobs. Point out that if the game raises any Bill of Rights questions that they don’t know, they should write down the question. Let the students start playing the game. Walk around the room answering questions and making sure everyone understands the game. Half way through the period, have students switch places. End the game playing. Have them take note of how far they made it in the game. As a class discuss the game experience: · Discuss any Bill of Rights questions they were not able to answer in the game · What did they like about the game? · How did having a support person with a cheat sheet help? · How could the support person be more useful? (such as keeping track of what clients are coming back the next day, tracking when and why they were losing clients…) · What strategies might lead to more success in the game? (perhaps buying certain upgrades, choosing the right lawyers…) ** __ Day 3  __ ** As a class review:  · The ways that the support person can be useful  · Strategies for succeeding at the game.  · If the students want to make any changes to their summery sheets they can do so now. Let the students play the game. Have them switch rolls halfway through the period. Remind them to take note of any rights questions they are unsure of. When the play period is over have them take not of how far they progressed in the game. Afterwards have a short discussion: · Any rights questions that came up? · Any new discoveries about the game? · Any new strategies about the game? ** __ Day 3  __ ** Have the students create user accounts on the __Do I Have the Right?__ web site. Explain that this will allow them to save their games, give them access to the leader boards, and play from home. Once they have signed in give them one last play session. Then as a class take the online quiz on the bill of rights again: http://www.texaslre.org/BOR/billofrights.html Discuss the educational game: __Do I have the Right?__  Assessment and final activity: On a blank sheet of paper have the students: After collecting the papers, answer the questions as a class.
 * Was it fun or interesting?
 * Did it make the learning more engaging?
 * What were its strength, weaknesses, how could it be improved?
 * 1) <span style="font-family: 'Arial','sans-serif';">Explain the purpose of the bill of rights? (grant protection to citizens / limit governments power)
 * 2) <span style="font-family: 'Arial','sans-serif';">List as many rights as they can from the bill of rights. The numbers are not as important as the ideas.