Civics in a Digital Republic: A Transformative Curriculum

Lesson 1: Media Literacy: The Constitution

Beliefs Concerning Societal Conditions and Governmental Responsibilities D.1 MEDIA LITERACY THE CONSTITUTION SUMMARY The lessons in this unit fall under the NCSS’s guide for Beliefs Concerning Societal Conditions and Governmental Responsibilities. Concepts included in this unit are: 1) laws are accepted by the majority of the people; 2) dissenting minorities are protected; 3) government is elected by the people; 4) government respects and protects individual rights; 5) government respects and protects individual freedoms, guarantees civil liberties, and works for the common good. • This lesson will provide students the opportunity to explore the rights protected in the Constitution and create a political cartoon to express their knowledge. • Students will be tasked with researching the Constitution, specifically what rights and freedoms the Constitution protects. • Students will then create a political cartoon, using the program ToonDoo , based around their chosen protected rights and freedoms. • Students will present their cartoons at the lesson's conclusions. PROCEDURE • Students should have a general understanding of the Constitution and the protected rights and freedoms of individuals. • Visit ToonDoo (www.toondoo.com) and register with the site. • Make sure you are comfortable with the program so that you can model it for your students. 138 D.1 Beliefs Concerning Societal Conditions and Governmental Responsibilities Media Literacy THE CONSTITUTION continued 139 • Model: Make sure students are registered and comfortable with the program. • This lesson may take two days: one day for students getting comfortable with the program and another day for in-class work. • Have students create their own political cartoon. • Have students present to the class. Attachments • Toondoo Teacher’s Guide (http://toondooguide.wordpress.com/toondoo -and-your-students/). • Toondoo Student Guide (http://toondooguide.wordpress.com/toondooand -your-students/). Differentiated Instruction • Students not familiar with computers may need extra attention. • Advanced students could make multiple political cartoons. • These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn. Collaboration • Students will work individually. Time Allotment • Two class periods. One hour per class. MATERIALS & RESOURCES Instructional Materials • Locate examples of political cartoons to show to students. D.1 Beliefs Concerning Societal Conditions and Governmental Responsibilities Media Literacy THE CONSTITUTION continued Resources • Computer Lab • Internet • Projector: to display student work • Curriculum Toolbox STANDARDS & ASSESSMENT Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives , community volunteerism). • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution , Constitutional Amendments, and the ideas of those involved in the establishment of American government. • SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation , providing public services and mayoral styles), zoning and annexation , land use and urban sprawl and ordinances and • jurisdiction. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices D.1 Beliefs Concerning Societal Conditions and Governmental Responsibilities Media Literacy THE CONSTITUTION continued 141 of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism). National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology...