Impact of Local Government   
                                                                     By:  Kyle Stumpf

Project at a Glance :

This project is designed for 11th and 12th grade AP Government class.  It tackles the themes of federalism as most of the government with the greatest impact is local or state in most communities.  The project allows  students to explore how government entities and organizations help solve problems in local communities.  The unit is approximately 2-3 weeks long. 
       
Driving Question:

How can we identify a major issue in our community and use a government/local entity to help solve this problem?             

Standards:

• Analyze the role of a citizen
• Analyze problems and causes
• Assess options for action
• Use democratic strategies to take action
• Research
• Collaborative discussion
• Peer decision making

Team / Culture Building:

• Utilize FuturePrep’d protocols such as  Hopes and Fears to establish norms for running a successful project.  Value Cards can be used to create groups or a Google Form with a list of problems in the community could be used to create groups as well.  ​​​

​Entry Event:

• Invite local government officials or agency leaders in to speak and/or a field trip into the community to build momentum for the project.

Stakeholders:

•  Members of the community
• Students
• Members of local government, local non-profits, etc.

Empathy Building:

• Stakeholder Map
• Pains and Gains protocol

Inquiry / Need to Knows:

• Speedboat protocol to determine Need to Knows
• Establish Need to Knows by each group, then a share out with the class to narrow down 5 Need to Knows for each group in the class to focus on.
• Innovators Compass​

• Facilitate scenarios where students can investigate the driving question in a variety of ways.

Incubation:

• Brainfiring
• Telling a toddler
• Pluses and Deltas
• Idea Quota protocol (100 ideas) then grouping by theme using sticky note
• Investigate what has already been tried to solve this problem (What has worked/hasn’t worked and why)​.

Checking in:

• Circulate throughout each class and touch base with each group to see how they are doing.
• End of class check ins 
• Critical Friends in the middle of the process to make sure students are on track and gain feedback from others.
• Potential group rubric check in during the middle of project.
• Potential individual rubric check in during the middle of project.

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Solution Building:

• Students create a running list of potential solutions as they work on the project in earlier stages and throughout the project.
• Narrow down solution ideas using the $100 and NUF tests.

Critique and Revision: 

• Use the Dot Voting protocol to narrow down specific/relevant solution ideas.
• Critical Friends with administration, teachers, stakeholders, etc. to gain feedback.

Authentic Audience:

• Members of the community
• Students
• Members of local government, local non-profits, etc.

Final Presentation:

• Students will person either In person or Zoom depending on who is on the panel
• Audience will include students in each class pitching out to local government officials/local organization officials/etc.
• Elevator pitches for why they think its the best solution followed by group voting.

Click here for teacher's full plan.

Reflection and Feedback:

• Rubrics given to students at beginning of project so they know what is expected of them right from the beginning.
• Evaluation sheet teacher will complete during the presentation (What I liked/What could be better)
• Group/Class reflection with authentic audience at end of the class.​

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

Meet the Educator:
Kyle Stumpf teaches  AP Government and U.S. Government teacher at Jenison HIgh School.  

     "I love how PBL promotes responsibility, empathy and collaboration to the next generation of problem solvers."