NCC GUIDE- High School by lesserbrain

Guide

HIGH SCHOOL

CLASS VISIT ACTIVITY

parking garage

fr e

changing exhibit gallery

e d o m r i s i ng

freedom classroom elevators to parking garage

liberty classroom

rea

bus loading

kimmel theater

tsi

sea ti n

information

annenberg center for education & outreach

5th street

offi ox

6th street

GROUND FLOOR

race street

stairs to second floor

annenberg lobby coat room

grand hall lobby

museum store

main entrance

stars and stripes lunchroom delegates restaurant

kids store

lower level front lawn

arch street

main entrance

box office

restrooms

stairs

elevators

information

dining

WELCOME LETTER

WELCOME TEACHERS

Dear Teacher,

Welcome to the National Constitution Center and thank you for planning a visit with your students. We are the ﬁrst and only museum in United States devoted to the teaching of the Constitution. During your tour of over 100 interactive exhibits, your class will be introduced to the Constitution of the United States, its role in history, and its impact on our everyday lives. This Activity Guide is designed to orient you to the National Constitution Center, its mission, programs, and exhibits, as well as provide engaging activities for your students. This guide has been developed to help you teach in our museum, which is our way of encouraging you to visit here, engage your students, challenge them, and model for them learning beyond the classroom walls. The National Constitution Center promotes the teaching of civic education through active citizenship. We believe civic education is much more than knowing who the president is and how federalism works; it is participating in our democracy. At the National Constitution Center, we see educating students for citizenship as a framework that includes teaching public action, democratic deliberation and civic knowledge. Teaching public action encourages students to participate in and improve their communities. Democratic deliberation teaches students that in a democracy there are many different points of view, and that free expression should always be supported by examining other ideas. Civic knowledge ensures that each student understands the history of our nation and how the government works. Using this framework, these lessons are designed to increase your students’ understanding and encourage them to be active citizens in our nation. We would like to invite you to come to the National Constitution Center prior to your class trip in order to better plan your students’ time here. Complimentary teacher tickets are available by bringing this guide with you and presenting it at the box ofﬁce prior to your class trip. Enjoy your visit, Education and Exhibits Team

This class visit activity guide was created through the combined efforts of the National Constitution Center’s Department of Education and Exhibits, under the leadership of Dr. Stephen Frank, Vice-President. Contributors included: Eli Lesser, Kerry Sautner, Amy Chernekoff, Anne Spector, Sarah Winski, Lauren Cristella, Donna Jackson, and Andrew McGinley. All sections of this guide were reviewed by members of the National Constitution Center’s 2006-2007 Educator Advisory Committee: Andrew Kuhn, Cheltenham High School, Cheltenham, PA Marc Brasof, Constitution High School, Philadelphia, PA Carl Ackerman, Constitution High School, Philadelphia, PA Elizabeth Soslau, Grover Washington Middle School, Philadelphia, PA Jenn Wong, Gideon Elementary School, Philadelphia, PA Alison Van Wyk Wanaselja, Independence Charter School, Philadelphia, PA Donna Sharer, University of Pennsylvania Adicia Cohen-Johnson, Elkins Park Middle School, Cheltenham, PA

HOW TO USE THIS GUIDE

his guide has been designed to be just that: A guide. How you choose to implement it with your students is up to you. We have provided suggestions and approaches to teaching active citizenship before, during, and after your visit to the National Constitution Center. We understand that our activities will look different in each classroom, and we encourage you to use them the best way that you see ﬁt. Our main goal is to help students discover not only how the Constitution creates our government, but also their role within it. Introducing students to their rights and responsibilities within the Constitution will help get them started on the path to active citizenship. In the days before your visit to the National Constitution Center we suggest you use the Pre-Visit Activity (p. 7) which can be completed within one class period, and is designed to prepare your students for their visit in two ways. First, they are introduced to the National Constitution Center as a museum and place of learning; they will read a short narrative that explains both the history and the mission of the Center. Second, students will begin to examine the Constitution with an activity that asks them to develop questions and ideas about their view of the Constitution. We have designed two different activities that can be completed by your students during their visit. The On-Site Activity (p. 8) is a student self-guided activity designed for your students to be fully engaged from the time they enter the Freedom Rising show until they stand side by side with the delegates to the

Constitutional Convention in Signers’ Hall. Using the exhibits and materials included in the National Constitution Center’s permanent exhibit, students will collect information to develop a point of view on the many themes present in the United States Constitution. If you would like to teach directly in the museum we have provided a Constitution Discussion Trail (p. 15); it can be done in addition to the On-Site activity, or on its own. The Constitution Discussion Trail is designed for a teacher or chaperone to lead a small group through the exhibit space. Again, the goal is to start a conversation, so there are strategic stopping points throughout the exhibit marked on the included map. There are questions listed for each stop which we hope will spark some varying viewpoints among your students. After your visit, and when you return to the classroom, you may use the provided Post-Visit Activity (p. 9) designed to create an opportunity for reﬂection amongst your students about what they discovered during their visit to the NCC. Again, it is designed to be completed in one class period. Included are options for formal assessment of the complete experience. In the Appendix of the Activity Guide you will ﬁnd a Glossary (p.18) of terms with which your students may be unfamiliar, and the National Standards for Civics and Government (p. 19). We hope these materials will further enhance the activities they follow, and the ways in which you can use the National Constitution Center in your classroom.

The Story of We the People, Permanent Exhibit in DeVos Exhibit Hall

TABLE OF CONTENTS

Contents

How to Use the Class Visit Activity Guide

The Story of the National Constitution Center

Activity Overview

Pre-Visit Activity

On-Site Activity

Post-Visit Activity

Discussion Trail

Appendix

Glossary

National Standards

Membership

Signersâ&#x20AC;&#x2122; Hall

THE STORY OF THE NATIONAL CONSTITUTION CENTER

The Story of the

NATIONAL CONSTITUTION CENTER A Museum for the 21st Century

Building a National Town Hall

What do you think of when you hear the word “museum”? Probably a big stone building with columns that is full of art, dinosaur bones, statues, or just old stuff. What do you think of when you hear the word “Constitution”? Maybe you think of men in powdered wigs sitting around talking about laws, or you think of all those big white marble buildings in Washington, D.C., like the Capitol Building. Now what do you think would happen if we combined these two things together, a museum and the Constitution?

The National Constitution Center opened its doors to visitors on July 4, 2003, but this really was not its first day in existence. The National Constitution Center officially began on September 16, 1988, when President Reagan signed a bill from Congress creating the museum. The President’s signature was just the first step of many that needed to be taken to open the museum.

What you ﬁnd at the National Constitution Center may surprise you. The United States Constitution is a document which created the government we have today, and a museum is a place to learn outside of your school. The National Constitution Center is the only museum in the world designed just to teach about the Constitution of the United States. In the next two sections of this reading you will learn how and why the National Constitution Center was created, and you will get a sneak peek at what to expect when you visit.

People came from all over the country to give ideas and help create the National Constitution Center. Once the doors opened, the National Constitution Center kept bringing people together. What has been built is much more than a museum; it is a place where people come to talk about the United States and the Constitution. The National Constitution Center is a National Town Hall—a place where people from all over can come to learn and share ideas with one another.

Building Facade

Grand Hall Lobby

i n n er

p r e a mb

log

yp a

mean to yo

After a few minutes, the theater doors will open, and you will be invited into the Kimmel Theater. Here you will see an amazing show called Freedom Rising that uses music, pictures, video, and a live actor in a way you have never seen before. In twenty minutes, it tells the story of the writing of the Constitution and the history of the United States. Remember to look all around the theater during the show because there is a lot to see.

ch rono

On the other side of the lobby you will begin touring the exhibit. Walk through the silver doors and step back in time to Philadelphia in the summer of 1787. Look at the pictures on the wall and listen to the sounds of horses and people just as if you were walking on the same spot 200 years ago. This is the time when 55 men came to Philadelphia to write the Constitution of the United States. Do you think people knew then that this meeting would change the country forever? Listen and ﬁnd out.

n io n works ut t io tu constitu ur t

When the show is over you will walk up the stairs to enter the exhibit. The first thing you Freedom Rising will see is the Preamble of the Constitution of the United States, which begins with those famous three words: “We the People.” Walking to the right you will see that the exhibit looks like a giant circle. Look carefully and you will notice that it is actually three circles The Story of We the People… inside each other. The Chronology Path the largest circle, along the outside wall, tells the story of the nation’s history. Look into the When you arrive at the National Constitution Center, you glass cases and you can read about key points in the nation’s history will walk in through the glass doors and enter the Grand Hall and see artifacts from that time. The Preamble Path middle circle, Lobby. This is a giant open space; as you look around you will with a carpet footpath, shows you how the Constitution makes our notice that there is a lot of glass and stone. The giant glass government work. You can walk around reading, watching, and windows all around the building are a symbol. They say that exploring different areas to help you see that the people are the most our government does not work in secret and as a citizen you important part of our government. The Inner Path the smallest can see everything that happens. The grey limestone everywhere circle, along the glass wall of the theater, is from the same quarry in Indiana that supplied the stone for allows you to think about what the ry of our co the Empire State Building. This simple stone is a symbol of the Constitution means to you. isto ns h National Constitution Center’s goal to bring everyday people t it You can write messages with h: o u t r w con o together to learn about the government and the role people h your ideas on the posters, : st i th : what d play in it. or you can use one of oe h t s a the computers to find Walking through the lobby you will see 56 flags above your answers to questions head. These are the flags of all the states and territories of the you may have about kimmel theater United States. The 50 state flags begin with Delaware, the the Constitution. first state to ratify, or approve, the Constitution and go all the way around to Hawaii, the last state to join the union. After Once you have the states, there is a red and white flag with stars and stripes explored all three circles from our nation’s capital, Washington, D.C. The last five flags in the exhibit, you will represent the American territories. When you go up the grand walk into one of the staircase you can walk under the flags and see the nameplates on National Constitution the floor, to find out which state or territory each flag represents. Center’s most interesting

room, Signers’ Hall. Stepping DeVos exhibit hall into Signers’ Hall sends you back in time to September 17, 1787. This is the day that the Constitution was completed. Surrounding you are the 42 men who were there on that day and signed the document, including three who chose not to sign this new document. Will you sign the Constitution?

Signers’ Hall

Our Museum, Your Classroom

As you get ready to visit, remember that the National Constitution Center is not your typical museum; it is a national town hall, a theater, and most importantly, a place to learn. It is a classroom for the future, and we hope that during your visit you will ask questions and ﬁnd your own answers so that you can write the next chapter of the story of “We the People.” © National Constitution Center

TEACHER MATERIALS

HIGH SCHOOL ACTIVITY Overview These activities have been designed for us to use the National Constitution Center as a source for research. Students will formulate a thesis that answers the question “What is an act of citizenship?” Students will then use the permanent exhibit to ﬁnd evidence to support their thesis. As a follow up, students will share their ﬁndings with the class and complete one of the assessment options provided.

STUDENT WORKSHEETS

MATERIALS LIST PRE-VISIT LESSON p.4-5

The Story of the National Constitution Center

p.10

Preparing to Visit the National Constitution Center The Constitution of the United States—Copy for each student

VISIT ACTIVITY p.11-13 Researching at the National Constitution Center POST-VISIT LESSON

p.14

Grading Rubric

TEACHER MATERIALS

PRE-VISIT ACTIVITY Total classroom time: 45-60 minutes 1. Before the students enter the classroom, write “Civic

Actions” in the front of the room. Write one to two examples to start a list of things that qualify as civic actions. 2. As students enter, ask them to add an action to the list

in the front of the room. Once each student has added an action to the list, review the ﬁnal list and ask if there is anything missing. Keep the list posted for use later in the lesson.

STUDENT WORKSHEETS p.4-5

The Story of the National Constitution Center p.10 Preparing to Visit the National Constitution Center The Constitution of the United States p.11-13 Researching at the National Constitution Center

3. Distribute copies of The Story of the National

Constitution Center and direct students to read both pages. Once students have completed the reading, use the following questions for classroom discussion: say: What do you believe are the goals of the National Constitution Center? How do you think the National Constitution Center explains the actions of citizenship? 4. Ask the class to form groups of 3-4 students and

distribute copies of the student handouts, Preparing to Visit the National Constitution Center and The Constitution of the United States. Explain the following to the class: say: You will be developing a thesis statement in class and then collecting information to support your thesis in the exhibits at the National Constitution Center. 5. Working as a group, ask students to complete Section I

of the handout. Encourage each group member to write down their answers on the sheet. Remind students that the information on the sheet will assist them in writing their thesis statement for the research project. 6. Once the groups have completed all the questions in

Section I, ask each group to report their ﬁndings to the class. Create a list of each group’s answers in the front of the classroom.

NOTE: If your students do not have experience with writing thesis statements you may wish to complete this step together as a class. 8. Once students have completed a thesis statement, ask

them to read and complete Section III of the student handout. Provide the following instructions: say: Using your thesis statement as a guide, create a list of information that you are going to be looking for at the National Constitution Center. Your list can be general. To collect ideas read over your answers in Section I of the activity. 9. Going around the classroom, ask a sample of students

to share their thesis statements and research plan with the class. 10. Distribute copies of “Researching at the National

Constitution Center” and ask students to copy their completed thesis statements. Review the handout with the students and remind them they need to bring it on the trip to the National Constitution Center. As an alternative, distribute the handout and have students copy their thesis statements and return them to you. You can then bring the class set with you to the National Constitution Center and redistribute them to the students when they begin their research.

7. After instructing the students to work individually, ask

students to read and complete Section II, “Creating a Thesis Statement.” Encourage students to use the blank space to prepare drafts of their statement and then ultimately write a completed thesis statement in the space provided.

TEACHER MATERIALS

IN-MUSEUM ACTIVITY Total visit activity time: 1.5-3 hours The museum activity is a student self-guided exploration of the National Constitution Center’s permanent exhibit space. Students are provided with a handout “Researching at the National Constitution Center” (pg.11-12)

STUDENT WORKSHEETS p.11-13 Researching at the National Constitution Center

The on-site activity is designed as both a continuation of the work completed in the classroom during the pre-visit activity. –OR– The on-site activity can be used as a standalone activity to provide students with guidance and an academic purpose for their visit to the National Constitution Center. You may want to spend some time going over the handout format with your students before the visit. This will allow them to start thinking about what exactly they will be looking for while in the exhibit Listed below are schedule recommendations to engage your students with this activity during their visit.

2-3 HOUR VISIT 1. Upon arrival at the National Constitution Center,

students are told they will be seeing the Freedom Rising production and then will be given 30 minutes to explore the exhibit space on their own. 2. Set a place and time to meet as a group after the free

exploration time. Possible meeting places include Llewellyn Citizens’ Café, or under your state ﬂag on the Overlook (See museum map located on the inside covers of this guide). 3. Reconvene as a group and distribute “Researching at the

National Constitution Center” to each student. 4. Remind students of the following guidelines:

say: You will be exploring the National Constitution Center’s permanent exhibit space to collect information in support of your proposed thesis Using the handout as a guide, encourage students to study the material presented in the exhibit space.

1-1.5 HOUR VISIT 1. On your way to the National Constitution Center, pass

out “Researching at the National Constitution Center” (pg.11-12). 2. Upon arrival at the National Constitution Center,

students are instructed they will be seeing the Freedom Rising production. 3. Following Freedom Rising, give your students 30-45

minutes to explore the exhibit space and complete their research.

TEACHER MATERIALS

POST-VISIT ACTIVITY Total classroom time: 45-60 minutes 1. As students enter the classroom ask them to form

groups of 3-4 students.

STUDENT WORKSHEETS p.14

Grading Rubric

2. Working in these groups, have students share their

ﬁndings from the “Researching at the National Constitution Center” handout. Encourage students to provide feedback in their small groups to assist students with developing their ideas. 3. Ask each group to report their ﬁndings to the

class as a whole. 4. Distribute copies of the “Grading Rubric” to each

student. Remind students that these are the criteria you will be using to grade their assessments. 5. Reviewing the rubric with students provide students

with your choice of assessment (See assessment options below).

ASSESSMENT OPTIONS • Ask students to write a 5 paragraph expository essay based on the thesis and the information collected at the National Constitution Center.

• Working with a partner, ask students to create a 3-5 minute presentation on their ﬁndings.

STUDENT WORKSHEET Preparing to Visit the National Constitution Center I. At the start of your visit to the National Constitution Center, you will watch Freedom Rising, a live-actor, multimedia performance. In the middle of the performance, the actor will state these words: The future of America has been set in motion by the Constitution but made real through the voices and day to day actions of we the people. What does it mean to say that voices and day to day actions make the Constitution real?

Who do you think of when you hear the phrase “We the People?” Why?

Choose three civic actions from the class list. Explain how the Constitution encourages these activities.

II. Creating a Thesis Statement Using the information from Section I, create a thesis statement to answer the question: What is a civic action? Use this space to write drafts of ideas for both parts of the thesis statement:

Completed Thesis Statement:

III. A Research Plan The National Constitution Center’s permanent exhibit contains over 18 hours of material to examine. Use the space below to brainstorm topics, events, or information you will be looking for to complete your research. These preliminary ideas will allow you to focus your attention once you reach the Center.

STUDENT WORKSHEET

Researching AT THE NATIONAL CONSTITUTION CENTER

The National Constitution Center’s permanent exhibit, “The Story of We the People,” provides visitors with a large amount of information for the study of the United States Constitution. Information is presented in many formats including live theater, artifacts and text panels.

For this project, you will need to refer to your thesis statement. Researching at the National Constitution Center involves careful examination of the exhibit space. Your job is to collect information to support the thesis statement that you have created.

In the exhibit space, ﬁnd at least two artifacts, two text panels and two interactives or videos to support or explain your thesis. Describe each item and explain how each supports your thesis. Use the following format to cite your evidence: “Title of Item.” Date of Item. Philadelphia: National Constitution Center. Date of Visit.

Sample: Thesis Statement: A civic action can be undertaken by all types of citizens from Supreme Court Justices to newly naturalized immigrants, and even students. Text Panel:

“Chief Justice Earl Warren Puts His Mark on the Court and the Country.”

Support:

This panel describes how Chief Justice Warren had a major impact on the Constitution through the Supreme Court’s decisions in civil rights cases, including the Brown v. Board of Education decision that desegregated public schools in the United States.

Citation:

“Chief Justice Earl Warren Puts His Mark on the Court and the Country” 31 May 1966. Philadelphia: National Constitution Center. 23 July 2007.

Your research should support the following statement:

Thesis Statement:

Artifact: Describe what you are seeing, write down all relevant text or label copy.