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INT705EX Notin My Backyard (Social Studies School Services)

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Exploring Local Government through the Issue of Homelessness
Not in
MyBackyard
v1.0
From 'Not in My Backyard'. Product code INT705.
Interact. (800) 359-0961. http://www.teachinteract.com/
Interact
Click here to find additional titles. www.teachinteract.com
©2012 Interact
10200 Jefferson Blvd • P.O. Box 802 Culver City, CA 90232
Phone: (800) 359-0961 • www.teachinteract.com
ISBN# 978-1-56004-757-5
All rights reserved. Interaction Publishers Inc. grants permission to reproduce activity sheets and
student handouts for classroom use. No other part of this publication may be reproduced in whole or
in part, stored in a retrieval system or transmitted in any form or by any means—electronic, mechanical,
photocopying, recording or otherwise—without prior written permission from the publisher.
About the Buck Institute for Education
Founded in 1987, the Buck Institute for Education works to
expand the effective use of Project Based Learning throughout
the world. BIE is a not-for-profit 501(c)3 organization based in
Novato, California and is a beneficiary of the Leonard and Beryl
Buck Trust. In addition, BIE has received grant support from the
Fund for the Improvement of Post Secondary Education (FIPSE),
the US Congress Office of Technology Assessment (OTA) and the
US Department of Education Dwight D. Eisenhower Professional
Development State Grant Program. BIE provides PBL professional
development services and curriculum materials to school
districts, state departments of education, foundations, and other
clients in the United States and abroad.
Project Based Government Primary Author: John Larmer
Project Based Government Series Editor: Greg Timmons
From 'Not in My Backyard'. Product code INT705.
Interact. (800) 359-0961. http://www.teachinteract.com/
©2012 Interact - www.teachinteract.com Not in My Backyard - Teacher Guide iii
Table of Contents
Table of Contents
Foreword ..................................................1
Introduction
.............................................3
Chapter One .............................................. 3
Teaching Government With ProjectBasedLearning
.... 8
Chapter Two
.............................................. 8
Teaching Strategies for Project Based Government
......12
Chapter Three:
Sample Lesson—Can We Believe This?
................18
Guidelines for Conducting the “Live”
Phone Interview and Playing ChrisBlair
................23
Memo From Representative Gina Amadeo
............25
What Makes a Poll Believable?
.........................26
Chapter Four:
Not in My Backyard
................................27
Purpose and Overview .................................27
Step-by-Step Teaching Guide
..........................36
Teacher Materials....................................51
Local Government ......................................51
Homelessness
...........................................57
A. Historical Overview of Homelessness
in the United States
.................................. 57
B. Definition of Homelessness
.........................61
C. Who are the Homeless?
............................64
From 'Not in My Backyard'. Product code INT705.
Interact. (800) 359-0961. http://www.teachinteract.com/
iv Not in My Backyard - Teacher Guide ©2012 Interact - www.teachinteract.com
Table of Contents
Table of Contents
D. Causes of Homelessness ............................65
E. Responses to the Homeless Problem
at the Local and National Levels
....................68
The Public Policy Process
............................... 71
Policymaking Process in Local
(Municipal) Government
...............................78
Interest Group Politics
.................................79
Internet Resources
......................................83
Assessment Tools
.......................................84
Rubric for Written Memo
...............................84
Presentation Rubric
....................................86
Test for Not in My Backyard Answer Key ................88
Student Materials....................................92
Memo from the City Manager. . . . . . . . . . . . . . . . . . . . . . . . . . 92
Document and Map Describing Proposed Sites
.......94
Transcript of Public Hearings
...........................96
“Notes on Franklinburg’s Process
for Homeless Housing Policy” Chart
...................98
Letters from TwoGroups
...............................99
Test for Not in My Backyard
............................100
Teacher Feedback Form........................104
Release Form for
Photographic Images
............................105
From 'Not in My Backyard'. Product code INT705.
Interact. (800) 359-0961. http://www.teachinteract.com/
©2012 Interact - www.teachinteract.com Not in My Backyard - Teacher Guide 1
Foreword
Foreword
Students learn more when they care about what they are learning. Students
understand concepts better if they see how these concepts apply to the
world outside of school. Students retain information longer if they are actively
engaged in the discussion and demonstration of what they arelearning.
Too many American classrooms never utilize these principles. But Project Based
Government (PBG) is built upon them. It addresses the concepts and content
defined by the National Standards for Civics and Government from the Center
for Civic Education, grades 9–12, and the Curriculum Standards for Social Studies,
developed by the National Council for the Social Studies for high school, in
such a way that the material becomes meaningful and engaging to students.
PBG reverses the traditional method of “teach the concepts first, then give
students the opportunity to apply them.” Instead, PBG places students in an
interesting scenario with an open-ended problem and asks them to arrive at
a justifiable solution using civics concepts. The project thus “pulls” students
through the content. The teacher’s role is to clarify, facilitate, and guide rather
than “push” unmotivated students toward the learning objectives.
Research has shown project-based curricula to have positive effects
on student learning. PBL methodology helps teachers build valuable
interdisciplinary “21st-century skills” in students, including collaboration,
critical thinking/problem-solving, and presentation making. Studies have
shown that there are important cognitive benefits with the PBL methodology.
We have found that PBG works well for diverse students in a variety of school
settings. Skilled teachers in alternative education programs, continuation high
schools, and other settings have reported success with these materials.
These units were developed by the Buck Institute for Education and pilot-
tested and critiqued by a group of energetic, insightful teachers throughout
California. Although too many teachers have been involved to thank each one
by name, we are extremely grateful for their time, insight, and contributions
to making these units successful. In addition, there have been a number of
university professors, nonprofit organization staff, and school district leaders
who have contributed to unit development. We have benefited from their
observations and suggestions, and we offer a collective “Thank you!”
Please visit the Interact website (www.teachinteract.com) to find out about
professional development offerings and conference presentations.
John Mergendoller, Ph.D. Executive Director, Buck Institute for Education
John Larmer, M.A. Director of Product Development, Buck Institute for Education
From 'Not in My Backyard'. Product code INT705.
Interact. (800) 359-0961. http://www.teachinteract.com/
©2012 Interact - www.teachinteract.com Not in My Backyard - Teacher Guide 3
Introduction
Chapter One
Introduction
Chapter One
What is Project Based Learning?
Project Based Learning (PBL) is an instructional method in which students:
• Engage in a rigorous, extended process of inquiry focused on complex,
authentic questions and problems
• Work as independently from the teacher as possible and have some
degree of “voice and choice”
• Demonstrate in-depth understanding of academic knowledge and skills
• Build 21st-century skills such as collaboration, presentation, and critical
thinking/problem-solving
• Create high-quality products and performances which are presented to
a public audience
PBL is often cited as a valuable method by educators promoting differentiated
instruction, multiple intelligences theory, learning-styles theory, 21st-century
skills, and the “new 3 Rs” of rigor, relevance, and relationships.
In PBL, the project drives the curriculum—it provides the structure for teaching
and learning. A project is not just an “applied learning activity” that follows
a traditionally taught unit of instruction. Nor is it discovery learning in its
most basic form, in which students are provided with tools and activities
that allow them to “discover” knowledge and skills with minimal guidance
from a teacher. Instead, PBL challenges students to solve a problem through
the application of content knowledge and collaborative resource-gathering,
investigation, discussion, and decision-making.
Each project in Project Based Government (PBG) is a complete unit of instruction
centered on a scenario that presents students with an engaging, realistic
problem with more than one possible reasonable solution. To resolve the
problem successfully, students realize they need to understand civics concepts
and how government operates. This increases their motivation to learn the
curriculum. Coaching students to resolve the problem posed in each unit
requires a teacher to weave together a number of instructional components
while remaining focused on the civics concepts around which the project
isorganized.
From 'Not in My Backyard'. Product code INT705.
Interact. (800) 359-0961. http://www.teachinteract.com/
4 Not in My Backyard - Teacher Guide ©2012 Interact - www.teachinteract.com
Introduction
Chapter One
Phases of a Project Based Government unit: how
learningunfolds
Although structured flexibly enough to allow for student discovery and
independent learning, all PBG projects follow a series of steps or phases.
These phases may sometimes overlap, but can generally be defined
asfollows:
Project launch—the Entry Event
At the start of each PBG project, students either receive some type of
authentic correspondence or have an authentic experience intended to
engage them in the project scenario. The “Entry Event” provokes interest
and generates curiosity, leading naturally to the next phase.
Framing the inquiry—Driving Question and Knowledge Inventory
To begin the inquiry and problem-solving process, students as a class
analyze their task and write a “Driving Question” that guides the project.
The teacher coaches students in the construction of a Driving Question
that summarizes the problem to be resolved, which in PBG is written
according to the model:
How can we, as ______, do ______ so that______?
The teacher also leads the class through a discussion and recording
of knowledge that the students already have (know) and information
that they still require (need to know) in order to arrive at an answer to
the Driving Question. This process is repeated periodically throughout
thelesson.
Problem-solving and learning activities
The project scenario unfolds as students receive additional information
about the problem to be solved. Students work in teams to conduct
independent investigation and complete project tasks while the teacher
provides resources and lessons guided by the students’ “Need-to-Know
List.” A Project Log is used to check for student understanding of key
civics terms and concepts. The class revises the knowledge inventory
periodically and revisits the Driving Question to help stay on track
toward a reasonable resolution to the scenario. The teacher monitors
students’ progress and watches for “teachable moments” when students
recognize their need to know more about civics.
Presentation, assessment, and debrief
The project culminates as students finalize their solution to the problem
posed in the scenario. Students prepare authentic products and present
them to an audience and/or publicly discuss each group’s work. The
From 'Not in My Backyard'. Product code INT705.
Interact. (800) 359-0961. http://www.teachinteract.com/
©2012 Interact - www.teachinteract.com Not in My Backyard - Teacher Guide 5
Introduction
Chapter One
teacher uses a rubric to evaluate the students’ work and may also choose
to administer a test to assess learning. The last step is to debrief the project
with students, discussing both civics content and the process by which it
was learned.
Teaching in the PBL environment
Although Project Based Learning is designed to foster active, engaged
learning, students do not work completely on their own or exclusively with
their peers when addressing the problem presented in a scenario. PBL is most
effective when accompanied by project-based teaching.
In PBL, the teacher guides students through the process of collaborative
problem-solving and the creation of high-quality products and performances.
Teachers are an important provider of subject-area knowledge and remain
responsible for monitoring and assessing student learning, clarifying content-
related concepts and misconceptions, assigning students to work groups,
and managing what goes on in the classroom. Although traditional tools such
as lectures, homework, and quizzes still have a place in this setting, they are
used in the meaningful context of solving a problem. The role of the teacher
using PBL is to make learning “inevitable” by carefully managing the learning
process and promoting a spirit of inquiry.
Make it a collaborative effort
The timing and extent of a teacher’s instructional interventions differ
from those used in traditional approaches. Effective teachers in
PBL wait for teachable moments, when students are interested and
ready to learn, before intervening or providing the necessary content
explanations; they present or clarify concepts once students realize they
need to understand subject-area content in order to solve the problem.
Project Based Learning is most effective when it is a collaborative
effort between the teacher and students, with the teacher as the
seniorpartner.
This collaboration begins by engaging students in the problem to
be solved. As you launch the unit, it is important not to reveal too
much about the problem that students are about to encounter and
not to pre-teach the content and take away the motivation to learn
that comes after students are “hooked” by the Entry Event. Take the
problem seriously. While acknowledging that it is a scenario, point out
that the problem is closely modeled on what happens in the real world.
Heighten student interest and motivation by emphasizing the important
effects their decisions will have (summarized in the “so that” part of
the Driving Question written by the class). Model genuine interest and
enthusiasm for students to take on the challenge of exploring several
possiblesolutions.
From 'Not in My Backyard'. Product code INT705.
Interact. (800) 359-0961. http://www.teachinteract.com/
6 Not in My Backyard - Teacher Guide ©2012 Interact - www.teachinteract.com
Introduction
Chapter One
The “teacher-as-coach” metaphor applies as students go about the tasks
of conducting research, understanding the problem’s complexities, and
preparing to present their solutions. Like a good coach watching athletes
practice, the teacher needs to observe, diagnose, and guide without
doing students’ work for them. Anticipate some needs before they arise,
be prepared to meet them, and watch for new needs as they emerge—
but wait until they emerge.
One of the biggest challenges for many teachers is to step back and
wait for the “need to know” to arise in students. Instead of answering
all questions right away, ask, “How could you find that out?” and offer
suggestions and resources for further inquiry. If students get stuck at a
certain point, act as a “cognitive coach” by modeling thinking strategies.
Offer process-oriented comments such as, “How would I approach that
issue/task? Well, I might break it down into steps, or I might want to talk
with my group about ____ or make sure I understood ____. Or maybe
I’d go back to my Need-to-Know List…”
Build classroom culture
Establishing the classroom culture is also important for successful PBL.
Students must know that it is all right to take intellectual risks and offer
creative solutions for critiques by their classmates and teacher without
fear of ridicule. A healthy spirit of give-and-take needs to be fostered in a
PBL classroom, as does the habit of reflection. Both students and teacher
need to constantly ask: “What are we learning? How are we learning?
And what does it mean?”
Another vital part of classroom culture is collaboration. In PBL students
work in small groups, and the key to their success is the ability to work
together comfortably and productively. If students are not used to
group work, these skills must be taught. If students are not working
well together, the teacher needs to know how to intervene and smooth
things out. And when students share ideas, ask questions, and present
their work, whether it is to their own classmates or a public audience, a
serious and respectful tone should be the norm.
Invest in planning
A teacher using PBL should be skilled in planning and organization. Before
beginning a unit, make sure to read all instructions and prepare materials
carefully, but do not over-plan and feel bound by a predetermined
timetable. It is hard to predict exactly how each class will approach
a project and what needs will arise. A certain amount of flexibility is
required, as is the willingness to let go of some expectations and control.
Students may propose solutions that you had not considered, or they
may want to explore issues in greater depth and breadth.
From 'Not in My Backyard'. Product code INT705.
Interact. (800) 359-0961. http://www.teachinteract.com/
©2012 Interact - www.teachinteract.com Not in My Backyard - Teacher Guide 7
Introduction
Chapter One
A teacher also needs skill in the use of performance-based assessment.
This means knowing how to assess skills such as collaboration,
communication, and time and task management. You can enhance
student development of these skills by providing exemplars, well-written
rubrics, and chances to practice with helpful feedback.
Teaching in a PBL environment differs from many traditional classrooms in two
other ways. First, it can be noisy. That means a teacher (and his or her school
neighbors and administrators) must be willing to accept occasional apparent
disorder as the inquiry process at work. Second, a teacher must be willing to
personally engage with students in ways other than standing in front of the
room, delivering content knowledge as the “sage on the stage.” A degree of
intellectual and sometimes emotional connection with individual students is
often needed to meet the challenges of PBL.
From 'Not in My Backyard'. Product code INT705.
Interact. (800) 359-0961. http://www.teachinteract.com/
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INT705EX Notin My Backyard (Social Studies School Services)

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