Students begin to explore data and understand that data can be a key component to making compelling arguments. In the first lesson, the teacher provides two different data sets (1+2), and students then evaluate the effectiveness of the stories being presented using data.
Essential Question(s):
What is data?
How do we tell a story using data?
Key Practice Standards:
2. Develop focused questions or problem statements and conduct inquiries.
6. Argue or explain conclusions, using valid reasoning and evidence.
3. Organize information and data from multiple primary and secondary sources.
This unit serves as an introduction to the purpose of governments and continues having students making data based arguments. In the first lesson, students do a desert island simulation where they recreate a state of nature. Students then complete an activity where they compare and contrast the philosophies of Locke and Hobbes. Students then move into a lesson where they evaluate different types of political systems. The last two lessons are culminating assessments. In the first assessment, students complete a structured academic controversy where they evaluate the best type of government for a new Mars colony. Finally, students again put together a data-driven slide deck considering the relationship between crime and policing.
Essential Question(s): What is a government?
What is the primary purpose of government?
What is the people’s role in their government?
Should a government prioritize protecting individual rights or maintaining social order?
How does a government legitimize its rule?
Key Practice Standards:
1. Demonstrate civil knowledge, skills and dispositions.
3. Organize information and data from multiple primary and secondary sources.
6. Argue or explain conclusions, using valid reasoning and evidence.
Students will explore the concepts behind the Constitution as well as looking at each branch of the US Government. In the past, I have found that my students struggle to grasp the very abstract ideas of the Constitution. In order to counter that, this unit is structured around case studies. The first lesson is optional, and has students evaluate several quotes from the Federalist Papers. Students then have 2 lessons on the legislative branch, the first being direct instruction on the legislative branch and the second is a case study evaluating the path a bill takes from inception to passing. The Executive Branch lesson contains both direct instruction on the Executive Branch and a self-directed case study. There are three lessons on the judicial branch, the first is on the Bill of Rights and the second is an overview on how the courts operate, and the third is Roe v. Wade case study.
Essential Question(s):
What ideas shaped the creation of the US government?
How did the framers try to insure the protection of their core principles and goals?
Key Practice Standards:
1. Demonstrate civic knowledge, skills, and dispositions.
3. Organize information and data from multiple primary and secondary sources.
This unit is an exploration of the role of local government. The first lesson is an information heavy lesson on the role of State/Local government.
Essential Question(s):
How does our local government work?
How does the federal government interact with local and state governments?
Key Practice Standards:
1. Demonstrate civic knowledge, skills, and dispositions.
3. Organize information and data from multiple primary and secondary sources.
This is a mini-unit looking at the roles of political parties. The first lesson is an overview of what political parties are. It looks at several issues with political parties- including why we only have two political parties, how they are funded, and what party students are likely to be members of based on their beliefs. We then spend a day looking at the Democratic Party, the Republican Party, and also 3rd parties.
Essential Question(s):
What are the roles of political parties, interest groups, and media in influencing public policy?
Key Practice Standards:
1. Demonstrate civic knowledge, skills, and dispositions.
2. Develop focused questions or problem statements and conduct inquiries.
3. Organize information and data from multiple primary and secondary sources.
4. Analyze the purpose and point of view of each source; distinguish opinion from fact.
5. Evaluate the credibility, accuracy, and relevance of each source.
Gerrymandering provides a great case study in data and civics, as it is firmly in the intersection of Democracy and data analytics. The unit borrows heavily from 538’s Gerrymandering Project. The website has a wealth of resources, including districting maps that change based on different Gerrymandering factors and informative podcasts.
Essential Question(s):
What do we do about Gerrymandering?
Who benefits from Gerrymandering?
What are the limits on Gerrymandering?
Key Practice Standards:
2. Develop focused questions or problem statements and conduct inquiries.
3. Organize information and data from multiple primary and secondary sources.
6. Argue or explain conclusions, using valid reasoning and evidence.
7. Determine next steps and take informed action, as appropriate.
This unit is built around the text Storytelling With Data by Cole Nussbaumer Knaflic. It is highly recommended that you read the text and workbook prior to teaching the unit. This unit will teach students how to develop data based arguments, create persuasive slide decks, select visuals that will enable audience understanding, and utilize the principles of visual design in order to make highly visually appealing data-based slide decks.
Essential Question(s):
How do we design visuals that are free of clutter?
How do we design visuals that are easy for an audience to understand?
How do we design appealing visuals?
Key Practice Standards:
2. Develop focused questions or problem statements and conduct inquiries.
3. Organize information and data from multiple primary and secondary sources.
6. Argue or explain conclusions, using valid reasoning and evidence.
7. Determine next steps and take informed action, as appropriate.
This unit is a culmination of each of the key concepts and skills taught throughout the course. Students are bringing in their content knowledge of civics, honing their ability to make data-driven slide decks, and apply their new knowledge of the principles of design learned from reading Storytelling With Data. The unit, and its final project, is also aligned with all aspects of the State’s Civic Project.
Project Steps:
Examine Self and Civic Identity.
Identifying an Issue.
Researching and Investigating.
Developing an Action Plan.
Taking Action.
Reflecting and Showcasing.
Key Practice Standards:
1. Demonstrate civic knowledge, skills, and dispositions.
2. Develop focused questions or problem statements and conduct inquiries.
3. Organize information and data from multiple primary and secondary sources.
4. Analyze the purpose and point of view of each source; distinguish opinion from fact.
5. Evaluate the credibility, accuracy, and relevance of each source.
6. Argue or explain conclusions, using valid reasoning and evidence.
7. Determine next steps and take informed action, as appropriate.