AP Government
& Politics Group Project Requirements:
Student Teaching
Lesson Projects
As members of
teaching teams, you will plan, present, and teach your classmates new
governmental concepts twice during the semester. This project will not only
teach you more about political issues, it will also help you develop and
practice life skills that will make you a very desirable university student and
employee. There will be individual
accountability (through confidential anonymous peer assessment) as well as
group accountability.
Group projects
will be assigned with predetermined presentation dates and student groups will be
determined by the instructor. Each group
will then be responsible for researching and effectively teaching the topic to
“their" class. When teaching, all members of the
teaching team will take an active role in the lesson. Because individual accountability will also
be assessed during the presentation, all group members must be prepared
to answer questions and present the information (yes, even in the absence of
one or more team members). The lesson
should be at least 40 minutes in length.
While other groups are teaching, each person in class will take notes on
the information being presented as the information will be important to future
projects and/or exams.
Criteria for
Grading Lessons: Grades will be awarded on several levels. Presentation will be worth a possible 80
points. These points can be subdivided
into 4 areas: 5 possible points for creativity, 50 possible points for topic
information, 15 points for individual accountability [to be determined by
performance & peer evaluation], and 10 points for professionalism. Lesson plans will also be required of each
teaching team. These lesson plans will
be worth up to 20 points and must include explanations regarding your teaching
strategy (i.e. why and how did you decide upon the teaching strategy
utilized?) a
typed outline of your presentation, and use of resources in addition to the
course text, (a bibliography must be turned in). As added incentive, up to 5 bonus points may
also be awarded for creating props, handouts, typed information, and/or an
exceptional presentation.
Note: Possible teaching styles include:
1. Verbal/Linguistic: This style
consists mainly of giving out information and calling for it to be repeated to
you. Ask questions, use riddles, what if
's, graphic organizers such as webbing or compare & contrast visuals,
charts, ranking ladders, outlines, debates, acronyms, or word
associations. Your information should be
clear, to-the-point, and easy to read.
2. Musical/Rhythmic: This technique
incorporates music. Use musical
associations, create songs, teach
an informative
rap, tell stories with a chorus for your students to repeat, use jingles.
3. Kinesthetic: Use your
bodies to get your point across. Play
charades, do role plays, use puppets, location spectrums, game shows. Involving your students in some kind of
physical activity is always helpful.
4. Visual: if they can
see it, your students will be more likely to understand it. Create posters, drawings, pictures, cartoons,
diagrams, or jigsaw puzzles to teach your topic. You may even use video as long as it is
appropriate for the classroom.
Grading
Breakdown:
Possible
Presentation:
Creativity: 5
points
Information:
50
points
Individual
Accountability (determined by performance & peer evaluation)
15
points
Professionalism 10
points
Lesson Plans (to
be turned in)
Justification
of (reasons for) teaching strategy 5
points
Outline
of Lesson information (typed) 5 points
Outside
Information (beyond text book: work cited & copies required): 10 points
Bonus Points
Creating
props,
handouts,
typed info,
exceptional presentation (up
to) 5 points
Total: 100
points
Group Debate Projects:
Three times during the semester, students will participate in major
group debates. Which side of the debate each group will argue will be decided
by the instructor on the day of the debate. Therefore,
each group must be prepared to argue either side of the issue. These debates
constitute major group projects for the 3rd and 4th
quarters. The requirements for each debate are listed below.
Debate Topic Indictment #1: “The United States Congress,
consisting of elected representatives of the
people, is hereby
charged with exceeding its constitutional powers by passing the War Powers Act
of 1973 to restrict the military power of the commander in chief.”
Activity:
Day
1: Research & Debate Prep:
Materials: Text: Chapter 11 & 12
Handouts: TBA
Student research
1)
Class will be divided into 4 groups
2)
Each group will
a) research, identify & list as many arguments
in favor of the indictment as possible
b) research, identify & list as many
arguments against the indictment as possible
c) prepare arguments for both sides of the
debate
(the instructor will choose which side
each group will take on the day of the debate)
1)
prepare to argue that the Congress has exceeded its
constitutional powers
2)
prepare to argue that the Congress has not exceeded its
constitutional powers
Day
2: (Debate):
1)
There will be 2 debates during the class.
One will take place, then the other.
(Groups 1 & 2 will debate, then Groups 3 & 4)
2)
Each group member must
a) present at least 1 argument in favor of the
group position & defend against its criticism
b) criticize at least one argument presented by
the opposing group
3)
Debate structure
a) Each group
debating will make introductory remarks
i. Stating the
position of the group in the debate
ii. Stating in very
general terms how it will go about proving this point
b) Group A will
make its 1st point directly in favor of its position
c) Group B will
criticize this point, offering an argument against it
d) Group A will
respond to Group B’s criticism
e) Group B will
make its 1st point directly in favor of its position
f) Group A will
criticize this point, offering an argument against it
g) Group B will
respond to Group A’s criticism
h) After both teams
are out of arguments, each will give a brief concluding summary
4) Following the debate, the audience
will vote for the group that they feel won the debate
**
judgment will be based on the following criteria
1)
Accuracy of Information
2)
Quality of arguments in favor of group position
3)
Quality of criticism of opponent’s position
4)
Professionalism
5)
Preparation
5)Each group will
submit a sheet listing
a.
Arguments in favor of group’s assigned position
b.
Arguments against opponent’s assigned position
Debate Topic Indictment #2: “Presidents of the
the concept of separation of powers in
issuing Executive Orders.”
Activity:
Day
1: Research & Debate Prep:
Materials: Text: Chapter 12
Handouts: TBA
Student Research
1) Class will be divided into 4 groups
2)
Each group will
a) research, identify & list as many
arguments in favor of the indictment as possible
b) research, identify & list as many
arguments against the indictment as possible
c) prepare arguments for both sides of the
debate
(the instructor will choose which side each
group will take on the day of the debate)
3)
prepare to argue that the Congress has exceeded its
constitutional powers
4)
prepare to argue that the Congress has not exceeded its
constitutional powers
Day
2: (Debate):
1) There will be 2 debates during
the class. One will take place, then the
other.
(Groups 1 & 2 will debate, then Groups 3 & 4)
2)
Each group member must
a) present at least 1 argument in favor of the
group position & defend against its criticism
b) criticize at least one argument presented by
the opposing group
3)
Debate structure: same as Debate #1.
Debate Topic Indictment #3: “The Supreme Court’s
tendency toward Judicial Activism should be abandoned for an “Originalist” approach to Judicial
Restraint.”
Activity:
Day
1: Research & Debate Prep:
Materials: Text: Chapter 14
Handouts: TBA
Student Research
1)
Class will be divided into 4 groups
2)
Each group will
a) research, identify & list as many
arguments in favor of the indictment as possible
b) research, identify & list as many
arguments against the indictment as possible
c) prepare arguments for both sides of the
debate
(the instructor will choose which side
each group will take on the day of the debate)
5)
prepare to argue that the Congress has exceeded its
constitutional powers
6)
prepare to argue that the Congress has not exceeded its
constitutional powers
Day
2: (Debate):
1)
There will be 2 debates during the class.
One will take place, then the other.
(Groups 1 & 2 will debate, then Groups 3 & 4)
2)
Each group member must
a) present at least 1 argument in favor of the
group position & defend against its criticism
b) criticize at least one argument presented by
the opposing group
3)
Debate structure: same as Debate #’s 1 & 2.
Solving Social, Economic, and Foreign Policy Problems/Challenges
Project:
At the start of the 4th quarter, the class will
subdivide into 5 groups. Each group will be assigned one of the following
policy problem/challenge issues to research and solve through the development
policy proposals. The problem/challenge topics are listed below:
Policy
Issues/Topics
-
International Trade
-
Domestic Economic Regulation
-
Health Care
-
Social Security
-
Foreign policy for the
Each group will be expected to develop a thirty (30) minute
presentation regarding the chosen topic. Each presentation must include a
technological component (e.g. PowerPoint, video, flash animation) and meet the
following requirements:
**Note: points will be deducted for
every minute under the 30 minute requirement