Pure Michigan - Reimagined
                                                                        By:  Kristen Renes

Project at a Glance :

This project is intended for a high school U.S. Government class (9th - 12th grade).  Students will explore the concept of Federalism (division of power between the different levels of government in the U.S.) with emphasis on state and/or local government.    In teams, students will use the Creative Sequence as they look for ways to solve a local/statewide problem by exploring various solutions and how different levels of government could help with the solution.  Additionally, the project focuses on a variety of  Civics standards and effective citizenship skills.  This is approximately a 12 class period unit.
       
Driving Question:

How can “federalism” (divided powers of the  national, state, or local governments) best help Michigan recruit and retain residents?             

Standards:

• Government:  C3.2, C3.2.2, C3.2.3, C3.2.5, C 3.3.5, & C6.4.4

Team / Culture Building:

• Use the Creative Sequence/DNA and 
  Creative Types activity to put students in groups of 4 - 5 for the project.​

• Values Cards protocol

Entry Event:

• Food Truck Federalism! → using the idea of a food truck as a community builder, business model, as well as all of the local, state and federal laws/regulations that they have to follow.  Want to go big?  BRING IN A FOOD TRUCK! 
• Post Discussion Q’s: What’s up with the Food Truck ‘craze’?  Why have they become so popular?  How does a food truck add to a sense of community?
• Introduce website describing how to start a food truck business.
• Each group find & identify what level of government might play a role in each of the 9 steps described on the website.

Stakeholders:

• The citizens and government of the State of Michigan
  
  

Empathy Building:

• Create a Stakeholder Map
• Create an Empathy Map for the demographics identified.
• Students used a Venn Diagram to differentiate between Recruit vs. Retain.

Inquiry / Need to Knows:

• ​Define the terms from the DQ (recruit vs. retain) → who might this be/target demographic for each term? (Use the Rip, Slap, Pass to define terms).
• Students used the  QFT “Question Formation Technique” to identify questions that would need to be answered during the project.​

• Students researched census information to better understand population trends in Michigan.
• Students read the article “Michigan Ranked Disrespectfully Low on List of Best States 2023” to investigate the problem and continue to build empathy.
• Students reviewed the U.S. News and World Report for Michigan as they prepared for the Idea Quota protocol.

Incubation:

•  Students will use the 100 Idea Quota to come up with as many “solutions” as possible.  ​

• Followed by the Rule of Thirds with the idea of “new and novel” vs. “obvious”/already being done. 
• Use the  3- 12 - 3 protocol to examine solution ideas.

Checking in:

• Warm-up time is a great time to check-in or as they are working though the protocols, ask students to pick an image (4 different images that represent 4 different feelings) or song titles that reflect how they are doing individually or as a team.

• Provide frequent feedback to students in the form of “I like/I wonder”.

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Solution Building:

• ​Students will use $100 Test to narrow down their ideas. 
• Based on the results from the $100 Test students will Dot Vote to determine which solution to move forward with.

Critique and Revision: 

• ​Students will complete a  project template (similar to the Pure Michigan campaign) for their presentation.  The template allows for natural critique and revision as they fill in information.
• Critical Friends - Students pitch their ideas for feedback from other groups.

Authentic Audience:

• David Lorenz from the Michigan Economic Development Corporaton
• David Ladd from the Ottawa Area Intermediate School District

Final Presentation:

• Students presented remotely to the guests and engaged in a round table like discussion rather than a formal presentation.

Click here for teacher's full plan.

​Reflection and Feedback:

•  The authentic audience gives immediate and focused feedback.  
• Project Rubric
• Students will complete a self/ project evaluation form.​​

Meet the Educator:

Kristen Renes is a former Social Studies 9-12th teacher from West Ottawa High School, and is currently a Social Studies consultant at the Muskegon Area ISD.

     “I am passionate and eager to bring in as much relevance as possible to my teaching and students’ learning.  The Design Thinking approach is a fantastic vehicle to do just that and so much more!”