Divining the Intent of the "Founding Fathers" and the Proper Role of Government in a Democracy 
​By:  Brian Taylor

Project at a Glance :

Students will sift through and study numerous  primary source documents such as certain Federalist papers, the Declaration of Independence and the Constitution among others (the required “Foundational documents” from the A.P. Government and Politics course).     
 
Driving Question:

What is the best form of government, according to “the Founders” ?             

Standards:

• Deciphering Primary Sources
• Communication Skills
• Teamwork

Team / Culture Building:

• Students will complete the Creative Types survey and answer Would You Rather samples card to create heterogeneous groups for the project.​​​​

Entry Event:

• Students will engage in some experience that creates a sense of chaos or anarchy (to get them to thinking about why and how we have governments).

Stakeholders:

• Citizens of the World 

​Empathy Building:

• Students researches living conditions in various countries (both historical and contemporary) and the impact of government on those conditions.​

Need to Knows:

• Students will thoroughly examine the required A.P. Government “Foundational Documents,” and extra material to understand the context and historical circumstances surrounding these key articles and documents to U.S. History and Government.
  
• The class will use the Need to Know protocol, as well as Bracketology to compare and rank competing visions of government. After these two, we will use Chalk Talk as a way to continue the (written) conversation between groups as they grapple with the driving question.​

Incubation:

• Students will write a detailed description of the characteristics of a "perfect government".
• Using the Idea Quota protocol students will generate ideas of what a perfect government looks like. 
• Followed by the Saturate and Group protocol to organize ideas and spark conversation.
• Students will use the Subtract Something protocol - choosing a key Founder or idea (like Federalism) to eliminate for sake of argument. The “How Would ___ Solve This?” protocol will also be employed, choosing a wide range of historical figures.

Checking in:

• Use formative assessments everyday to gauge where students are in the process.
• Complete an attendance and on-task spreadsheet for each class documenting simple notes of daily participation.
• When students or groups share their initial favorite idea to “solve” or answer the DQ, use Dot Voting and the $100 Test. ​

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Solution Building:

•  Groups will participate in the Gallery Walk protocol, and then use Big Paper having groups rotate to each other group to review and leave comments, similar to Chalk Talk.
• Each group will use Dot Voting to narrow down ideas. Each group may arrive at different answers to the DQ as a result.

Critique and Revision: 

• Students use a historical NUF Test as well as try the “S-I-T Feedback” protocol.
• Students will have built in opportunities to get feedback on their ideas from the teacher, fellow classmates, and dedicated time for reflection.
• Use the Critical Friends protocol for students to get further feedback on their ideas.​

Authentic Audience:

• Panel of school and community members
• History students from other classes

Final Presentation:

• Students will make  presentations to their audience – whether slides, posters or skits, they each present to a live and authentic  audience.​​

Click here for teacher's full plan.

​Reflection and Feedback:

• The audience members complete an evaluation and feedback form during presentations.
• Students complete a self and group evaluation form.
• Use PBL rubrics for feedback.
• Engage in a  Fishbowl discussion following presentations as a reflection tool.
• After the presentations and Q&A  the authentic audience provides feedback to students (specific, but kind); to culminate the project.​

Click here for the teacher's Journey through PBL on Padlet . . .

Meet the Educator:

​Brian Taylor teaches Government, AP Government, and IB World History at West Ottawa High School.

     "Education is not the filling of a pail, but the lighting of a fire."   ~ William Butler Yeats