Citizenship Education and Participation
Luann Brazill
The Academic Setting
Content Area: Social Studies
Course: US History Class, academic year (2 semesters)
Level: Regular level, required class
Grade: High school juniors/11th grade
Unit Length: Approximately nine weeks
Additional information regarding Valley High School and my students' specific needs and backgrounds is enumerated below in Rationale. I have included a unit timeline and calendar at the end of the unit plan, as well as several suggestions for shortening or lengthening the unit.
Unit Introduction Narrative
Many of our students come to us appearing apathetic and uninterested in the world around them. I have found that they are all just waiting to be turned on to learning and community involvement. I have no doubt that even the most detached and indifferent student has an enthusiastic activist and passionate community member hiding inside, secretly hoping that someone will care enough to awaken that better self. I believe all teenagers are revolutionaries and activists at heart; they just need the training and opportunity to put all that angst into appropriate and positive action. I believe the unit Citizenship Education and Participation will provide them with such an opportunity.
The unit will begin at the start of the fall semester and run approximately 9 weeks. (See heading Possible Expansion, Related Activities, and Suggested Adjustments, for suggestions on shortening or expanding the unit.) The unit will be time-lined to end a week or so after the November 2000 Presidential Election.
Students will meet and demonstrate several social studies (and interdisciplinary) standards and outcomes. Please refer to New Mexico Performance Standards and Outcomes at end of the unit plan for the specific Social Studies outcomes addressed in this unit. Along with the state and district performance standards, I wrote this unit to focus on four important and broad benchmarks:
(1) Students will read and demonstrate understanding of the founding great documents of the USA, including The Declaration of Independence, the US Constitution, and the Bill of Rights; (2) Students will demonstrate an understanding of democracy and the democratic election process; (3) Students will follow, analyze, and evaluate the current events (fall 2000) in various media regarding the presidential election; (4) Students will participate in their community and successfully meet the service learning requirement by registering voters for the upcoming election.
The students will creatively demonstrate the above in various but related ways. First, we will read the above named great documents, and several activities will revolve around the students' demonstrating a working understanding of the principles involved in each. Each week we will explore and discuss the ongoing presidential campaigns, other important current events, and issues that concern the class. Students will bring in political articles, videos of debates, political cartoons, and editorials from various current media to share with the class and contribute to the on-going discussions. We will also work with a local non-profit, non-partisan organization (there are several to choose from) to register voters for the November election.
Once the class has a basic understanding of the U.S. political system and how it works, they will creatively develop their own political parties and run for office. After reading the political platforms from the major political parties, we will discuss general issues and sub-topic areas included in each platform. We will then brainstorm a list of specific platform issues that students find most important and interesting to explore.
Students will then have the opportunity to get together with three or four of their
peers to form issues groups. Each group will be assigned a different issue or topic to
research. Much of the research must be completed on the students’ own time, but a few
class visits will be scheduled to the school’s media center and computer lab. After
researching the given topics and collecting information, the students will plan an issues
exhibition where they will present and share the information on their chosen issues or
topics. A smaller version of each group’s exhibition material will continue to be on
display in my classroom as space allows.
After successfully completed the issues exhibition, the students will complete their first major individual assignment. Each student will write his or her Personal Political Platform or PPP. The PPP’s will mimic the style of the official party platforms we reviewed in class, but must also include the student’s honest and thoughtful personal opinions, ideas, and philosophies about government and politics. Each PPP may include anything the student believes is important, but the PPP must address the following — crime, the economy and taxes, education, the environment, foreign policy, health care, human rights, welfare, and one other issue or topic of choice. Students must address at least one topic under each issue. For example, under the issue "education," the student could discuss vouchers. Detailed PPP instructions and the PPP rubric are attached at the end of the unit plan.
Once the PPP’s have been graded and returned, the students will begin forming their political parties. Working in groups of four to six peers, students will choose roles, delegate responsibilities, debate the topics to include, and decide their main campaign issues. Sharing ideas from their PPP’s, they will then write a unique party platform. The party platforms must meet the same requirements as the PPP. Each party must include ideas and solutions for at least one topic related to each of the required issues and one other issue or topic of choice.
The students will be free to debate and choose the specific area they want to address under each of the required issues. Even though each group’s platform will have the same main sections, the platforms will be very different from one another. One group/political party may choose to discuss Universal Health Care under their "Health Care" issue, while another group/party may choose AIDS research and funding. The party platforms will each have ten sections, which include the preceding required issues, the extra issue of choice, and an introduction to the party platform. After writing their party platforms, the group will name their political party, choose a candidate for President and Vice President to run for office, and then plan, organize, and run a successful political campaign. Our class election will take place a week or so before the real election.
Each group member will take on an important campaign role. One student may want to work as the campaign manager; two students will be candidates for President and Vice-President and will have to prepare for their speeches and debates with opponents. Other roles include the publicity and advertising director(s) who will create the written publicity, such as news releases, sound bites, and slogans, and the art director(s) who will design and produce the posters and political cartoons. Each member will have specific responsibilities and will be accountable to his or her peers. Each student will complete weekly peer and self-evaluations.
Our class election night will take place after school, so that parents, administrators, and other students and teachers can attend. Most importantly, since I teach three sections of U.S. History, it will allow ALL "political parties" from each class to run against each other. Each group will set up a table around the room’s perimeter with their posters, articles, party platform, and any other appropriate information. As the "voters" arrive, they’ll have 20-30 minutes to explore the room and gather information from the different parties. After the exhibition period, the voters will take their seats, and the President and VP of each group will give a 10 minute political speech. After all groups have spoken, there will be a brief question and answer period for the audience, followed by the actual ballot election.
This unit offers a variety of creative and active ways for students to participate in the political system. The interdisciplinary possibilities are endless, yet even an individual teacher working in isolation can facilitate the unit and successfully meet the content outcomes.
Rationale
I believe this unit will provide an interesting and exciting beginning and foundation for the entire academic year. It offers a way for the teacher to work with his or her students and cover required content implementing both traditional and alternative teaching practices. While the teacher will obviously facilitate the entire unit, there are a variety of opportunities for student choice and creativity. Every student is encouraged to express his or her opinions and ideas in an appropriate and constructive format.
The student population at Valley High School, as in most Albuquerque Public Schools, is quite diverse. Although the U.S. History course is primarily for eleventh grade students, the students come from a variety of backgrounds, cultures, aptitudes, and maturity levels. In a regular level class, we work with the traditional straight "A" student, the about-to-drop-out "at risk" student, and all the others that fall somewhere in between the two extremes. This unit will successfully challenge the students who have the basic skills and knowledge and will help those who don’t. I believe this unit will work for all high school students, no matter their experience, aptitude, or understanding of current events and issues.
As most teachers recognize, it is impossible to entirely cover U.S. history and every
aspect of current political events in just a semester or year. We can, however, empower
our students to become life-long learners and involved citizens. Fall 2000 offers a rare
opportunity to study current politics and history. By creating interesting ways of
teaching the content, using alternative teaching practices and authentic assessments, and
constantly making the connection from the past to our present and future, we can create a
more dynamic learning environment for ourselves and our students.
Goals and Objectives
Teacher’s Goals and Objectives
* integrate as much of the related content into one cohesive unit as is appropriate for
the instructor and the class; "less is more"
* provide students with an opportunity to exercise their newly learned citizenship skills,
participate in the election process, and make the connections between the past and
present, the personal and the political
* learn from and with the students!
Students’ Goals and Objectives
* identify, organize, plan, and allocate resources
* communicate effectively in a variety of ways
* develop an understanding of the founding documents in U.S. history and how they apply to
present day politics
* explore, evaluate, and share importance of particular events, issues, decisions, and
people to current concerns
* successfully complete the four main stages of service learning: planning,
service, reflection, and celebration
Ongoing Assessments
Each student will participate in daily activities and complete weekly assignments. Students will come prepared for the weekly Current Events Discussion with a news article, editorial, political cartoon, or other appropriate media. Each student will complete a weekly peer and self evaluation for his or her political party. Other reading and homework assignments will be assigned as needed, and a quiz will be given every two weeks.
Major Assignments and Culminating Activity
Service Learning: Students will volunteer a minimum of two hours in the community to register voters.
Party Campaigning and Election: Students will work in groups to form unique political parties. Each group member will take on an important role with specific responsibilities. Roles include: Candidates (President and VP), Campaign Manager, PR Director, Art Director, and others. Each "party" will complete a variety of requirements, that include writing the party’s platform, writing and giving speeches, participating in debates, writing news releases and editorials, and creating campaign posters and slogans. The final evaluation will be the mandatory participation in an Election Night Event.
Possible Expansion, Related Activities, and Suggested Adjustments
I wrote the Citizenship Education and Participation unit specifically for the first nine weeks of the fall 2000 semester for my eleventh grade American History students. While I know it will be an amazing way to begin the year and follow the November 2000 presidential election, I believe the unit will be equally successful during any school year. With some minor changes, the unit will work for students in 7th grade through twelve grades. Junior high school teachers could easily adapt the unit to meet their students’ and curriculum’s needs. Some teachers may want to shorten the unit by a few weeks; others may choose to lengthen it to a full semester.
If a teacher chooses to shorten the unit or stick with the suggested nine week
schedule, there are several ways to reinforce the outcomes met and skills learned through
out the year. During the Spring semester the New Mexico legislative session begins. A
lobby day mini-unit or activity could be planned for students to discuss their concerns
and to share their idea and solutions with their legislators. Current events discussions
would then evolve following the session’s hot topics in the media, tracking bills of
special interest, and writing letters to the Governor and Legislators. Other expansions
could include February’s African-American History month and March’s Women’s
History Month and Earth Day celebrations. Dozens of local, state, and national
organizations offer visiting lectures and workshops, community events, and volunteer
opportunities on their issues. Teachers and students can easily continue working with the
unit’s themes and principles through out the academic year, either as occasional
special activities and mini-units or as a year long curriculum focus.
Interdisciplinary Opportunities
The unit would work nicely in an American studies block, and many of the assessments, as well as the final evaluation activity, meet several language arts and communication skills outcomes. The environment section of the party platform could be expanded to meet science outcomes.
Sample Unit Calendar and Timeline
I. Week One
A. Current Events Discussion focused on the presidential election, candidates' campaigns,
and related current issues. NOTE: In the interest of brevity, I’ve listed the
current events' discussion under "Week 1" only; however, it is an important
component of the entire unit and the semester’s outcomes.
B. Unit Introduction — distribute student hand-outs and go over all materials in
detail. Hand-outs should include unit calendar and timeline, unit outcomes, written
description and introduction, students’ and teacher’s goals and objectives, and
unit syllabus with required reading list.
C. Introduction to America’s great documents—class will read, analyze, and
discuss the Declaration of Independence, the Constitution, and The Bill of Rights. Related
activities and additional readings will provide historical background information,
critical analysis, and present day relevance.
II. Week Two
A. Continue working on above item, "C."
B. Two-three day activity, "Who Should Be President?" Activity is an interactive
group game that deals with the office of the President and public issues of the media and
historical biases. Students are able to discuss, question, and share personal beliefs and
values in an appropriate setting.
C. Individual students will schedule their service learning requirement which must be
completed by the end of Week 4
III. Week Three
A. Current events discussion focused on the presidential election, candidates’
campaigns, and related current issues.
B. Students will identify and explore important political issues and sub-topics.
C. Student groups will begin issue's research and analysis for Issues Exhibition.
IV. Week 4
A. Continued work and preparation for end of week’s Issues Exhibition; students will
finish preliminary issue research and begin evaluating and organizing collected data.
B. End of week--Issues Exhibition!
C. Service Learning Self-Evaluation form is due.
V. Week 5
A. Distribute Personal Political Platform assignment, worksheet, and rubric.
B. Class will read and discuss party platforms for all major political parties.
C. Students will complete their Personal Political Platforms.
VI. Week 6
A. PPP’s will be handed back, and groups of students will form political parties.
B. Parties will assign roles and delegate responsibilities
C. Parties will complete project timeline and planning calendar
D. Parties will create their party platforms and begin campaigning
E. Group and self-evaluations are due on Friday.
VII. Week 7
A. Campaign work continues
B. Major media blitz all week.
C. Group and self-evaluations are due on Friday.
VIII. Week 8
A. Preparation continues for Election Night—polished draft of candidates’
speeches must be written; exhibition table materials must be created and organized; must
get teacher’s approval for all speeches and exhibition materials.
B. In-depth discussions and debates regarding the national presidential election.
C. Group and self-evaluations are due on Friday.
IX. Week 9
A. Parties meet to finalize speeches, positions, individual responsibilities, and
exhibition materials for Election Night.
B. Full rehearsal—speeches are practiced, materials arranged on tables, and everyone
works to organize and set up classroom.
C. Culminating Activity—Election Night!
D. Student reflections, group and self-evals due the day after Election Night.
E. Reflections and evals continue with class celebration for a job well done!
New Mexico’s Performance Standards and Outcomes for Social Studies
Students will meet a variety of interdisciplinary outcomes while working with the unit, Citizenship Education and Participation. However, as a high school social studies teacher I wrote this unit to specifically meet several of the New Mexico and APS performance standards in my content area. The state breaks down the yearly performance standards in the following interrelated strands: Knowledge and Cultural Understanding, Democratic Understanding and Civic Values, and Skills Attainment and Social Participation. I have chosen to use the preceding strands in addressing the outcomes students will meet with my unit.
Knowledge and Cultural Understanding
Students will:
1. Understand the complex nature of culture.
2. Develop a multi-cultural perspective that respects the dignity and worth of all people.
3. Understand historical connections among past, present, and future.
4. Understand relationships between society, its laws, and institutions.
5. Develop a knowledge base of United States and New Mexico history, geography, economy,
and politics.
6. Demonstrate economic literacy.
Democratic Understanding and Civic Values
Students will:
1. Understand the basic principles of democracy.
2. Understand what is required of citizens in a democracy.
3. Develop individual responsibility for the democratic system.
Skills Attainment and Social Participation
Students will:
1. Develop social and political participation skills
2. Develop and use thinking and decision-making skills.
3. Develop and use research and study skills.
4. Develop and use communication skills
5. Interpret and use map and globe skills, graphs, charts, timelines, and diagrams.
Lesson Plans and Other Tools for Implementation
Sample lesson plans, rubrics, and worksheets are attached at end of unit.
Voter Registration Service Learning Project
Self and Project Evaluation
Please complete the following self-evaluation and project evaluation. This evaluation form is due 2 days after you complete your Voter Registration Service Learning Project. On a scale of 1-4, answer the following statements by circling the number that best represents your response. 4 = ALWAYS or EXTREMELY, 0 = NEVER or NOT AT ALL.
I was on time for my Voter Resignation, Service Learning Project
4 3 2 1 0
I successfully completed the minimum number of hours
YES NO If NO, write the time you worked __________________
I felt prepared and confident to fulfill my responsibilities
4 3 2 1 0
I was cooperative and willing to work with others
4 3 2 1 0
I demonstrated initiative and responsibility
4 3 2 1 0
I was respectful to my supervisor(s), peers, fellow workers, and the public
4 3 2 1 0
I believe I made a positive difference
4 3 2 1 0
I had FUN!
4 3 2 1 0
The service I provided was a meaningful and important one
4 3 2 1 0
At my service post I was treated with respect by my peers and co-workers
4 3 2 1 0
At my service post I was treated with respect by the public
4 3 2 1 0
My service supervisor(s) was nice, respectful, and helpful to me
4 3 2 1 0
I know the work I did was appreciated
4 3 2 1 0
The Voter Registration Service Learning Project was a positive experience for me
4 3 2 1 0
I would like to return next year and provide the same service
YES NO UNSURE
U would recommend the Voter Registration Service Learning Project to other students
YES NO UNSURE
Answer the following questions on a separate sheet of paper.
1. Describe what you learned while volunteering for the Voter Registration Service Learning Project. Include in your answer the skills used and any new information learned.
2. In what way do you believe you helped your community?
3. What could Ms. Brazill do next year to make the Voter Registration Service Learning
Project easier, more enjoyable, etc.? Please be specific and offer suggestions, if
possible.
4. Any other comments?
Citizenship Education and Participation Unit ~ Ms. Brazill
Personal Political Platform
After reviewing a few examples of political platforms from various political parties, write your Personal Political Platform (PPP). Your PPP should mimic the style of the official party platforms, but it must also include your honest and thoughtful personal opinions, ideas, and philosophies about government and politics. You may include anything you believe is important, but you must address the following issues—crime, the economy and taxes, education, the environment, foreign policy, health care, human rights, and welfare, AND one other issue or topic of your choice. You must address at least one topic under each of the required issues. For example, under the issue "education," you can discuss vouchers. Some of the issues and topics may over-lap somewhat in your PPP; that’s fine, but be sure to hit on all the required issues. You may add as many topics under each issue and/or as many extra issues as you choose, but only the above are required.
For ideas on issues and issue topics to include, be sure to look over the sample outlines in the classroom, as well as the models of Party Platforms. You may check out model Parry Platforms after school. See me for information after class.
Each section below your introduction should include two paragraphs. The first paragraph should state long-range goals, your vision of what this country could be like, and the second paragraph should state the immediate goals you would like to meet within the next four years if you were President. Next week you will meet with other like-minded students to form you political party. The more you do now, the easier it will be for your party to write its platform. This is your opportunity to say how things should be done! Take it seriously and have some fun with it!
* REMEMBER, PPP’s MUST INCLUDE:
1. Introduction
2. Crime
3. Taxes and the Economy
4. Education
5. Environment
6. Foreign Policy
7. Health Care
8. Human Rights
9. Welfare
10. other issue or topic of your choice
Citizenship Education and Participation Unit ~ Ms. Brazill
Personal Political Platform Grading Rubric
PREPARATION:
4 Information worksheet completed for Issues Exhibit; comprehensive outline completed
and turned in on due date; final PPP successfully completed and turned in on due date.
3 Successful completion of all the above, but deadline missed on either worksheet OR PPP
outline.
2 Successful completion of all the above, but PPP was turned in after due date.
1 Final PPP turned in only. NO issues worksheet or PPP outline.
0 No PPP submitted.
REQUIRED ISSUES INCLUDED:
4 All required issues included in PPP; appropriate and thoughtful discussions of short and
long-range goals for each issue.
3 All required issues included in PPP; appropriate and thoughtful discussions of short and
long-range goals for most issues.
2 All required issues included in PPP, but short or long-range goals missing for most
issues.
1 All required issued included in PPP, but no short or long-range goals for each issue.
0 One or more required PPP issues are missing.
CLARITY:
4 PPP is neat and organized; reader is able to clearly understand personal/political
values and views for each issue.
3 PPP is neat and organized, but some revision is necessary for 1 or 2 issues.
2 PPP is neat and organized, but it is confusing for the reader; major revision is needed.
1 PPP is neither neat nor organized; values and views are confusing and unclear. Revision
required.
0 Huh?
OBVIOUS THOUGHT and EFFORT:
4 PPP is comprehensive; issues and topics are dealt with thoughtfully and respectfully;
PPP includes issues and topics of personal importance beyond mere requirements.
3 PPP is comprehensive; issues and topics are dealt with thoughtfully and respectfully.
2 PPP is comprehensive, but was completed without depth of thought and consideration
beyond meeting the requirements.
0 Do it over, please! And this time, put some thought into it!
LESSON: CURRENT EVENTS DISCUSSION
TEACHER: Luann Brazill
COURSE: US History Class, academic year (2 semesters)
LEVEL: Regular level, required class for all 11th grade students
TOPIC: Weekly Current Events Discussion
UNIT: Citizenship Education and Participation
TIME: 30 minutes minimum or entire class period, when appropriate
DATE: At least once per week for entire length of unit
LEARNING OBJECTIVES: Students are required to read the newspaper at least three times per week. Each student is required to bring to Friday’s class each week clipping of an article of interest to share with class. Students will make connections between the past and present day historical local and world events. They will form and communicate educated and informed opinions.
FOCUS: Class begins in a large group circle. Students must have their newspaper clipping out and in view so I can easily record preparation credit while I take attendance. The first month or so of our weekly Current Events Discussion I will start things off with reminders of the discussion rules and standards of respect for open communication. After the first few weeks, I will reiterate rules and standards only when reminders are needed.
INSTRUCTION: The first few weeks I usually facilitate and walk the class through much of the discussions, offering historical background and political connections, while modeling correct and respectful active listening and appropriate speaking behaviors. Once the standard is set, students will take turns acting as discussion facilitator. By then the class has gained the necessary skills to appropriately share and contribute, and I am able to sit back and enjoy as one of the many interested and active participants.
GUIDED PRACTICE: Each Friday I participate and co-facilitate as needed. I am always there to help the student facilitator and to keep the class on task. By the end of the first unit most students are more comfortable thinking critically about what they read, the sources used, and communicating their thoughts and opinions.
INDEPENDENT PRACTICE: During the first week of class I hand out and read aloud my course introduction, which includes a section of the weekly Current Events Discussion. The handout is sent home with students to be read and signed by their parents/guardians. Our more involved parents help tremendously with students' discussion preparation. Students are afforded the time and necessary weekly practice in class and at home to work on critical thinking skills, consider possible discussion topics, and complete introductory research on the chosen article or issue.
CLOSURE: Students continually asses weekly discussions and give peer and teacher feedback and evaluation. Topics are highlighted from previous discussion or are announced by either a student or myself as something to re-think, continue the following Friday, or to look out for in the media.
EVALUATION: Students evaluate the current events portion of each unit when they complete a given unit's evaluation and class assessment worksheet.
EXPANSION: As each unit becomes more focused, the current events' discussions must
reflect the new knowledge and interests. Ideally, the students are able to more clearly
see the connections between the past and present and the relevance of weekly discussion.
MATERIALS: Students are responsible for their own copies of newspapers of choice.
LESSON: THE NEW MEXICO LEGISLATURE:
WHO REPRESENTS YOU?
TEACHER: Luann Brazill
COURSE: US History Class, academic year (2 semesters)
LEVEL: Regular level, required class for all 11th grade students
TOPIC: Who Represents You? The NM State Legislature
UNIT: Citizenship Education and Participation
TIME: 55 minutes; one full class period
DATE: Best completed week 2 of 9 week unit
LEARNING OBJECTIVES: Students will learn about the structure of the New Mexico State
Legislature and the roles and responsibilities of the three branches of government. During
this unit we will focus on government and politics, and it is the appropriate time for the
students to learn who represents them and how state government works with our national
government.
FOCUS: Class will begin with a brief summary of the NM State Constitution and a discussion of why it is so special. "The right of any citizen of the state to vote, hold office, or sit upon juries shall never be restricted...on the account of religion, race, language, or color, or the ability to read or write English or Spanish," and, [all the children of the state] "are to enjoy perfect equality with other children in all public schools," NM State Constitution, 1910 (ratified in 1911).
INSTRUCTION: The three branches of government will be explained in detail with their functions. Frequent questions will help assess students' comprehension and retention. The U.S. Constitution’s Supremacy Clause will also be given and discussed, "This Constitution...shall be the supreme law of the land, and the judges of every state shall be bound thereby..."
GUIDED PRACTICE: Step-by-step coverage of the process of how a bill becomes a law. Students will be given a packet that includes an outline of the process, and two examples of how the process worked in reality.
INDEPENDENT PRACTICE: Students will offer a specific issue (preferably a bill that was introduced last year) that they are interested in, and together we will model the bill-to-law process, citing relevant committees and representatives in this year’s legislature.
CLOSURE: Before class I would have hung all the district maps with corresponding representatives' information. Students will check the maps and record their representatives' information.
EVALUATION: The main evaluation will be the students demonstration of their retention of the information during the follow-up class and de-briefings, as well as their assessment of my delivery of the content in the activity's main evaluation.
EXPANSION: The information discussed and discovered in this lesson will provide the necessary foundation for the issues discussion and research in the proceeding weeks as the students begin to work on their unit projects and Voter Registration Service Learning project. Possible expansion for spring semester may be to follow a bill of interest, and then write and lobby out state legislators.
MATERIALS: District maps with legislative information; "How a Bill Becomes a Law" handouts, and at least 5 copies of both the US Constitutions and the NM State Constitution.
LESSON PLAN: EFFECTIVE PROJECT PLANNING
TEACHER: Luann Brazill
COURSE: US History Class, academic year (2 semesters)
LEVEL: Regular level, required class for all 11th grade students
TOPIC: Effective Project Planning and Timelining
UNIT: Citizenship Education and Participation
TIME: 55 minutes, 1 full class period
DATE: best completed the first week of unit
LEARNING OBJECTIVES: Students will learn how to professionally plan and timeline their unit projects. The skills and knowledge acquired in this lesson will also help them to successfully plan other class projects, class work, work schedules, and so on. Students will demonstrate their timelining skills by planning their Voter Registration Service Learning Projects, their political party campaigns, and the unit’s culminating activity.
FOCUS: I will begin the class by explaining how and why careful project planning is essential to any project’s success. I will go over the important situations where timelining is vital and necessary, and I will discuss the many more situations where timelining is supportive and helpful.
INSTRUCTION: I will go over the "Planning Cycle of Activity" (next page), offering sample scenarios that pertain to the unit’s components, while illustrating how each of the four sections of the planning cycle applies to the four main stages of their campaign projects. Questions may be asked at any time and important "don’t forget’s" will be emphasized.
GUIDED PRACTICE: A student volunteer will offer his or her preliminary ideas for the campaign and other project components, and the class and I will create an effective planning model for the volunteer’s unit projects on the board for the class to consider. We will go through only the first two sections of the "Planning Cycle of Activity," allowing extra time for careful backwards planning and timelining. Students will be encouraged to ask questions, and all questions will be carefully and patiently answered.
INDEPENDENT PRACTICE: Students will be given 15-20 minutes at the end of the class to apply thier new knowledge and timelining skills to their unit projects. I will circulate around the classroom and touch base with each student to offer individual help and support where needed. Students may work alone or with peers during this time, but each student must work on his or her own individual plan.
CLOSURE: Each student will approach me at my desk during the last 5 minutes of class to have their assignment checked and to briefly evaluate the effectiveness and helpfulness of the workshop. Students may also schedule individual meetings with me during my office hours or after school if extra help is needed or desired.
EVALUATION: The main evaluation will be the students’ successful project planning and timelining, as well as their evaluations of my delivery and facilitation of the workshop.
EXPANSION: Students will apply their knowledge and organizational skills by completing all four sections of the "Planning Cycle of Activity" for their entire unit projects. The assignment’s due date will be announced at the beginning of the class.
MATERIALS: "Planning Cycle of Activity" for each student, butcher paper,
magic markers, blank planning calendars, and a friendly classroom atmosphere and
environment.
Ms. Brazill ~ US History Class ~ Fall 2000
Project Planning and Effective Timelining Lesson
ALWAYS REMEMBER TO:
* double check everything and revise as needed
* set achievable goals
* show others [teacher, peers, parents] your timeline and listen to their advice!
* most importantly...HAVE FUN!
Parts I and II are abstract; Parts III and IV are concrete. Abstract involves thinking, theory, and dreaming. Concrete involves doing, assessing, and evaluating. Most of us have the tendency to stay in Parts I and II. Don’t do it! Allow yourself adequate time to successfully complete Parts I and II, and then move on! Otherwise, you’ll spend the entire 9 weeks planning, but you’ll never do the necessary work, and the project will not be completed. You must do the work! Follow your timeline closely, and talk with your group members about helping each other to stay on task and be productive. One of the most important things you’ll undoubtedly learn during this project is where in your weaknesses are in planning and at which points you tend to procrastinate. They are important lessons to learn and learn from. No matter what, KEEP MOVING!!
LESSON PLAN: WRITING A NEWS RELEASE
TEACHER: Luann Brazill
COURSE: US History Class, academic year (2 semesters)
LEVEL: Regular level, required class for all 11th grade students
TOPIC: Writing a Professional News Release
UNIT: Citizenship Education and Participation
TIME: Two class periods, 55 minutes each
DATE: End of Week 2 or beginning of Week 3 of 9 week unit
LEARNING OBJECTIVES: Students will learn how to write a professional and publishable news release. Students will learn the difference between a news release and a researched article, and they will be able to determine which articles in the newspaper were likely sent in by others as news releases and which articles were written by the by-line writer.
FOCUS: I will begin the class by reading two articles in a recent local newspaper, one that is undoubtedly a news release and anther that appears to be a regular, researched article written by the by-line writer. (I will make copies of each article before class, so the students can read along while I read aloud). I will identify the two and explain the difference between how a news release is generally formatted, and how a regular article is generally formatted.
INSTRUCTION: After the "focus" portion of the lesson, I will hand out the How to Write a News Release packets (attached). I will call on a few volunteers to read the "Sample News Release" out loud while the class reads along silently.
GUIDED PRACTICE: I will quickly read through the 17 steps listed on "The Making of a News Release" worksheet. I’ll come up with a sample event that our class needs to write a news release for, and together we will write a model for the first paragraph of the release, carefully following the instructions. Questions will be answered carefully and patiently.
INDEPENDENT PRACTICE: During the next 15 minutes or so, students will get into small groups of 3-4 members, and each group will collaborate to write the headline and first three paragraphs of a sample news release. Groups may use the sample event I give them, or they may come up with their own event to write about. I will circulate around the classroom to offer help and support where needed.
CLOSURE: Each group will choose a group member to stand and read that group’s release out loud in front of the class. During the last 15-20 minutes of class, each group’s chosen speaker will share his or her group’s release with the rest of the class. Save all applause until after the last group has spoken.
ASSESSMENT: While each group is reading their release, I will jot down assessment notes. After all groups’ releases have been read, I will share my assessments.
EVALUATION: The main evaluation will be the students’ successfully completing their homework assignment of each writing a completed, polished, and publishable news release on the sample event of their choice.
EXPANSION: Students will apply their newly acquired skills and knowledge when writing the news releases for their campaigns.
MATERIALS: recent local newspaper, classroom set of article copies, and News Release information packets.
Lesson: Writing a News Release
Unit: Citizenship Education and Participation
Ms. Brazill¨ US History Class¨ Fall 2000
Room C-24¨ Valley High School¨
Albuquerque Public Schools¨ New Mexico
NEWS RELEASE
For Release: For More Information Contact:
Wednesday, June 28, 2000 Luann Brazill, US History Teacher
(505) 345-9021, ext. # 123
MS. BRAZILL’S US HISTORY STUDENTS RELEASE SAMPLE NEWS RELEASE
The U.S. History students in Ms. Brazill’s class at Valley High School released today a sample news release, calling it "an invaluable guide for students interested in getting better press on their projects, bands, art work, and events."
The release, which is intended for use as a model, imitates the form and style of an authentic release, but lacks real news content, according to Valley junior, Sarah McIntosh.
"A quote from a spokesperson usually is in the third paragraph of the release," McIntosh said. "Reporters like good quotes, and besides, within the confines of the quotation marks, you can say just about anything you want!"
The news release is one of the cornerstones of any publicity effort, claimed award-winning teacher, Ms. Brazill, but too few people engaged in publicity do them well.
"Anyone can write a good release simply by imitating the exact style of articles in the newspaper," said Brazill. "This model news release will hopefully help people—particularly my students, as well as my fellow seminar folks—refine their understanding of release format and structure."
-MORE-MORE-MORE-
Ms. Brazill’s Us History Students Release Sample News Release
Page Two
It is common practice among businesses, government agencies, and various interest groups to issue news releases on a variety of subjects, ranging from announcements of meetings to public statements on foreign policy.
"Since the competition for coverage is intense, releases must look right and contain a hard news peg if they are to get used," stated another one of Ms. Brazill’s ingenuous students, Carlos Garcia. "Unfortunately, many people write dry releases or ones that stray from the traditional journalistic style outlines in this release."
Ms. Brazill’s U.S. History class is a regular level and required course for all Valley High School juniors. The class is an involved and active community that includes a teacher and students who are committed to the highest possible standards of learning, participation, and FUN.
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The Making Of A News Release
by Luann Brazill
1. Type the release on the organization’s, school’s, or other appropriate letterhead.
2. Format the words NEWS RELEASE in bold type, all caps, and centered directly under the letterhead. Never use the archaic term "Press Release."
3. Underneath the words NEWS RELEASE, and at the left margin, type "For Release," and then give the date on which you want the information in the release reported to the public.
4. Underneath the words NEWS RELEASE, and at the right margin, type "For More Information Contact," and then give the name of the contact person who can give interviews, has prepared quotes, etc., in case a reporter calls for more information. Also, include the contact person’s phone number.
5. Underneath the "For Release" and "For More Information Contact," and centered, is your headline. Put it all in capital letters and underline it. Make it catchy. For longer releases, tow or three headlines is fine, although it is not necessary. Short releases (1-1½ pages) should have only one head.
6. Underneath the head begins the text. Double space all text of the release, and leave wide margins for the editor’s convenience.
7. The first paragraph of text is called the lead. The lead should be only one sentence long.
8. The text should ALWAYS be written in the past tense. News editors define news as something that has already happened.
9. The second paragraph should clarify the lead. It should not contain quotes.
10. Quotations are appropriate for the third and fourth paragraphs. Within quotation marks, you can put any of your opinions! All non-quotes must be "facts."
11. If the release is more than a page long, at the bottom of the first page, centered, type MORE or -MORE-MORE-MORE-.
12. The first page of the release should be typed on letterhead stationary. When applicable use letterhead stationary with a squib at the bottom that explains what the organization is. All subsequent pages should be typed on plain white paper (no letterhead).
13. If the release is more than one page long, at the tip of each new page, at the left margin, repeat the first headline; this is called the running head. The running head should not be underlined or all caps, but should be formatted in regular font style and title case. Underneath the running head, write out (do NOT use numbers) which page it is of the release.
14. The last paragraph of the release should be standard boiler plate.
15. To signify the end of the text, type and center, -30-. This means stop.
16. In general, mimic journalistic writing. After all, you want your release printed as a news article, so make it sound like one. The more it does, the more likely an editor or reporter will print it verbatim. Adopt the standard pyramidal structure, where each paragraph expands upon the more general statement of the ideas made in the paragraph above. This way, if the editor truncates your release, the resulting article may be missing some important details, but it won’t be missing any of the important basic ideas and information. Save the details and the editorial opinions (expressed in quotes) for later in the release.
Remember, SHORTER IS BETTER!