PROJECT-BASED UNIT
TITLE OF UNIT: EXPLORING STATE GOVERNMENT AGENCIES
GRADE LEVEL: 7TH
COMMUNITY PARTNERSHIPS : externships with Executive Councilor, Ray Burton of Bath, NH; Heritage House, Glen, NH; Mt. Ear Newspaper, Conway, NH
AUTHOR’S NAME: Brian P. Wiggin
SUBJECT AREA: SOCIAL STUDIES and LANGUAGE ARTS
SCHOOL ADDRESS: Tamworth Rd., Tamworth, NH 03886; 323-7271
Personal Address: box 266, Conway Centre, NH 03813
E-mail: Wiggyman@yahoo.com
Framing Question: How are constituent needs addressed by state government agencies?
Workplace/community context: The "real world" of New Hampshire State Government will be better understood by the students of a particular agency after much personal research and personal interaction with state officials. Students will also see the importance of a solid education to work in such an agency and of the necessary skills which need to be acquired.
Overview: Councilor Ray Burton asked many government agencies, associations and commissions to send along information to this teacher. Overviews are given of the role and mandates of each. E-mails and addresses are included. Associations which have so far sent materials include:
PROJECT RESOURCES:
1. NH Municipal Association
2. NH Veterans Home
3. NH Emergency Management
4. State of NH Banking Department
5. NH Pari- Mutuel Commission
6. NH Association of Conservation Commissions
7. NH National Guard
8. NH Sweepstakes Commission
9. Business and Industry Association of NH
10. Public Utilities Commission
11. Conservation Law Foundation
12. NH Human Rights Commission
13. NH Timberland Owners Association
14. NH Coalition Against Domestic and Sexual Violence
15. State of NH Fish and Game Department
16. Department of Resources and Economic Development
17. State Veterans Council
18. NH Municipal Bond Bank
19. State of NH Department of Employment Security
20. Associated General Contractors of NH
21. Postsecondary Education Commission
22. State of NH Department of Transportation
23. NH Department of Revenue Administration
24. NH Community Technical College System
25. NH Insurance Department
26. NH Sierra Club
27. NH Higher Education Assistance Foundation
28. State Attorney General
TIMELINE ( STEPS AND SUPPORTING ACTIVITIES)
Students in groups of two will select an agency of interest to them. They will first read the available material to gain an overview of it. They will highlight important information and take notes in the process. They then will prepare appropriate questions either for clarification or elaboration. (The skills this teacher acquired as a reporter for the Mt. Ear externship will certainly help students with this aspect). Students will use a combination of letter writing, e-mail, and telephone calls to obtain pertinent information to be shared with the class. The specific groups will then have a chance to "flex" their oral skills "muscles" and give presentations while fellow classmates and the instructor will take notes and have an opportunity for questioning. Ultimately there will be a test given after all of the presentations. Students will be allowed to access the information from notes taken.
Councilor Burton has offered to visit the school on October 13th as a prelude to speak on State Government. He will also come after the presentations - or if possible during the presentations - to clear up any misconceptions that we might have and to help in assessment
ASSESSMENT: Both an oral and written assessment will occur. While the test will be a standardized grade, the oral presentation will be rubics based and the ultimate grade will be determined by the students with specific guidelines to follow:
Variables: Research and time component; clarity of presentation; ability to answer questions in follow-up
Rubrics: 5=superb job (A); 4=very solid work(B); 3=average; 2=low average; 1=not passing
Time spent in research, contacting officials, note-taking (a time log will be kept); 5 hours+ = A; 4-5 hours= B; 3-4 hours = C; 2-3 hours = D; less than 2 hours=F
Clarity of presentation: (consider poise, voice intonation; adherence to subject, interest level; proper English) A =5 (students comfortable speaking, were easily heard; stayed focused on operation of agency; had great command of English language; B=4 (students faltered on one of the above); C=3 (students faltered on two of the above) D=1 (students faltered on three of the above); F=1 (students faltered on all four of the above)
Follow-up questioning: (consider ability to respond to student questions and articulation)
5= superb; 4=good; 3=average; 2=fair; 1= poor
The teacher will then ask the students to pass in the rubrics; the median score in each category will be tallied and the total score tabulated for a numerical and letter grade.
ALIGNMENT WITH NH CURRICULUM FRAMEWORKS:
1. Framework: 7.2 enhances the ability to express opinions, ideas, and facts in both oral and written form
1.a. How it is addressed in the project: Students must first gather the content, disseminate it and then the expression of opinions, ideas and facts will be given orally about the particular government agency; students must perfect the written form before giving the ultimate presentation.
2.Framework 7.3 develops skills relating to notetaking via lectures, film, and written texts
2a. Students must take notes from what they read and learn via e-mail and telephone conversations. They will use index cards to emphasize the appropriate matter to be disseminated to classmates.
3. Framework 7.12 engages in a variety of active experiences which focus on civic responsibility and community service.
3a. Students will better understand a particular state government agency and relay its importance to their classmates .They will come to know its legal responsibilities and benefits and the services it provides as it relates to the specific communities and individuals.