Citizenship in Action Project

Description: Over the next three weeks, we will be doing an in depth study of the responsibilities of citizens. We will be discussing different aspects of citizenship in your core classes: Algebra, English, Civics, and History. Specifically we will be looking at the problems facing Detroit, Michigan through the eyes of an effective citizen. Now that we have visited the city, we will spend the next two weeks examining citizenship in the classroom. The third week, your groups (1-4 members) will come together to create a business proposal for a new business in Detroit. Listed below are the requirements for the proposal, as well as the rubric for the project. Requirements: ______ Students will work in groups of 1-4 members ______ Students will be given class time to develop a poster that will be presented on the last two days of the unit. ______ Students will be responsible for creating a formal written proposal for their business ______ Students will be responsible for an oral presentation (5-10 minutes) ______ Students must use their narrative written in ELA as a part of the oral presentation ______ Students must incorporate knowledge gained from Civics in formal proposal and speech ______ Students must use skills gained in Algebra to show cost and profit from their business

______ Students must use historical facts to show knowledge of Detroits past in the proposal and speech. ______ Students will complete a self-evaluation and group evaluation following the project

ELA Final Project Rubric- Interdisciplinary Unit Narrative Faction Evaluation

Name(s):____________________________________________________

Main Character(s): _______________________________

Well-structured and developed event sequences; smooth progression of experiences or events Sets out a distinct point of view, introduces narrator and characters Main character(s) is/are fully realized, using emotion and detail Skillfully uses at least three narrative techniques studied in the unit (dialogue, pacing, description, reflection, multiple plot lines, etc.) Vivid word choice, sensory language, telling details Sets out a problem, situation, and/or observation Extensive use of notes, text, and research- historical details evident Complete works cited page; citation used correctly Original, interesting, and imaginative

10 10 10 10

9 9 9 9

8 8 8 8

7 7 7 7

6 6 6 6

5 5 5 5

4 4 4 4

3 3 3 3

2 2 2 2

1 1 1 1

10 10 10 10 10

9 9 9 9 9

8 8 8 8 8

7 7 7 7 7

6 6 6 6 6

5 5 5 5 5

4 4 4 4 4

3 3 3 3 3

2 2 2 2 2

1 1 1 1 1

SCORE: ____________/ 90

Adapted from: 2007 by Daniels, Zemelman, and Steineke from Content-Area Writing. Portsmouth, NH: Heinemann

Final Rubric For Civics

Poster:

______ I can identify problems in society (Display the problem you are hoping to solve in your community through your business) ______ I can address social issues by proposing solutions (Display your Solution to your problem) ______ I can read, and create various forms of political communication (Create a map, chart, or political cartoon)

Written Proposal: ______ I can make a persuasive argument with supporting evidence to resolve a public issue ______ I can explain the responsibilities of being a citizen ______ I can describe how to increase civic involvement ______ I can describe the relationship between politics and achieving individual and community goals ______ I can explain how citizens can participate in public life

Oral Presentation ______ I can participate in a simulated public hearing ______ I can Identify typical issues, needs, or concerns of citizens and actively demonstrate ways citizens might use local governments to resolve issues or concerns. ______ I can address social issues by proposing solutions (explain how your business will help the community) ______ I can make a persuasive argument with supporting evidence to resolve a public issue

Algebra 1 Rubric Poster: ______ I can create a graph with both of my business plans and indicate which was chosen.

______ I can identify and explain what the intersection point on the graph means in real life terms. ______ I can represent my business plan graphically with labels. ______ I can indicate what all the parts of my graph mean in mathematical terms. ______ I can indicate which business plan I have chosen with a brief explanation.

Written proposal: ______ I can write a meaningful explanation of my business plan equations, including how I created them. ______ I can explain why my business plan makes the most sense in terms of profit. ______ I can explain why I chose the one business plan equation in a written format. ______ I can use the appropriate mathematical terms to explain the mathematical portions of my business plan.

Oral presentation: ______ I can effectively communicate why I chose the business plan equation indicated in my proposal. ______ I can explain my choice of business plan equation to someone outside the field of mathematics. ______ I can effectively answer any questions the panel has about my mathematical business plan.

U.S. History Project Rubric

5 Outstanding 4 Great 3 Average 2 Developing 1 Incomplete

I can relate historical information to present day, and draw reasonable conclusions (all three) I can present an argument in a logical and coherent fashion (speech) I can utilize my knowledge of economic changes in the automobile industry to understanding the challenges facing changing markets. (Poster and speech) I can recognize and use the information about the development and decline of the auto industry in Detroit to explain the current state of the city (poster and speech) I can debate the causes of decline in the city of Detroit (proposal)
I can develop a persuasive presentation on the economic policy of Detroit while using accurate historical information

Students use accurate information and define a well thought out conclusion

Utilizes good information to draw a reasonable conclusion

Students use some information to draw a semireasonable conclusion

Mostly All criteria are incomplete or absent or incorrect incomplete information and a poorly drawn conclusion

Excellent, clear, well presented, and utilizes complete information Shows proficient knowledge of the auto industry and effectively uses information in poster and speech

Uses most information to get point across, presents speech well Shows above average knowledge, and incorporates most of the information in their poster and speech

Speech is short, unclear at parts, but uses mostly complete information Uses some information, but much is absent, and much is missing on poster and in speech

Students are too quiet, do not use enough info, but have some points Information is missing or incorrect

Students do not present, or use incorrect info. Speech is incoherent Information is absent, off topic, not present in either portion of speech or poster

Excellent historical information, and applied well to the current culture of Detroit

Uses mostly complete information, and applied it well to the culture

Most information present may be errors, but the application is fairly accurate and complete.

Information is incorrect, conclusions about culture not well informed, and mainly incomplete

Information is absent, off topic, and there is no logical conclusion drawn.

Debate is excellently thought out, using accurate evidence to prove argument Presentation is persuasive, and serves to prove an important part about Detroits econ.

Debate uses complete information, slight holes present, but still complete Presentation uses accurate information, with a good argument

Debate uses some information, but relies more on feelings or intuition Presentation is not persuasive, but uses some information

Debate uses no information, cannot defend the argument

No debate, does not include information on the decline of Detroit Presentation absent or incomplete

Presentation does not provide argument for best recovery plan

(speech and proposal)

5
I can understand the positives and negatives of Urbanization and utilize the information in a proposal (Proposal) I can specifically explain the early development of Detroit in the context of a presentation (poster) I can demonstrate my ability to connect historical information and the actions of an effective citizen I can synthesize accurate historical information in a formal product. (all three) Proposal uses effective complete information on urbanization and connects it to their business Early development of Detroit is utilized completely and connected with project

4
Proposal uses solid information, but does not connect well with project

3
Proposal uses some information but largely incomplete or incorrect, may connect with project Early development mentioned, but incorrect information, does not connect with project Attempts to connect history and citizenship, but holes exist that detract from complete information

2
Proposals information is incomplete or inaccurate, not connected to project

1
Info not used in proposal

Early development is nearly complete, but presented in a way that does not completely connect Uses information from history to show effective citizenry

Early development uses mostly incorrect information, doesnt connect to project Weak attempt to connect the two that uses mostly inaccurate information

Absent, incomplete, or incorrect information.

Goes above and beyond to show the connections between history and responsible citizenry

No attempt, citizenship or history mentioned independently of the other.

Shows exceptional ability to produce a historically accurate product

Shows above average ability to produce a historically accurate product

Shows average ability to produce a historically accurate product

Shows developing ability to produce a historically accurate product

Does not complete project, or missing historical information in the final product

Total:____________/50 Suggestions for improvement: