collaboration over the network

Constitution review game


1. Cite specific textual evidence to support analysis of primary and secondary documents.

2. Determine a central idea or information of a primary or secondary source; provide accurate summary of the source distinct from prior knowledge.

3. Integrate visual imformation (e.g. charts, graphs, video or maps) with other information in print and digital formats.

4. By the end of 8th grade read and comprehend history/social studies texts in the 6-8 grade text complexity levels.

5. Use technology including the internet to produce and publish writing and present the relationship between information and ideas clearly and efficiently.

6. Gather relevant information from multiple print and digital sources.


7. Creativity and innovation: Students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

8. Communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning, and contribute to the learning of others.

9. Research and information fluency: Students apply digital tools to gather, evaluate and use information.

10. Critical thinking, problem solving, decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

11. Digital Citizenship: Students understand human, cultural and societal issues related to technology, and practice legal and ethical behavior.

12.Technology operations and concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

Lesson Objectives

Students will use the smartboard or powerpoint software to create a review game.

The game will be created about the 27 amendments, and articles 4-7.

Students will be divided into groups of 2-4 game creators.

Students teams of game creators will include classmates from different hours.

Students will research material to include in their games and decide as a group on the game format, and materials to use in the game.

Students will communicate over the internet with group members to create a contract that specifies each persons role in the game making process.

Students will turn in the contract by Apr. 15th and have it approve by the instructor. Before starting on the game creation.

Once your contract is approved students will work with their team over the internet to create a game that is engaging and thoroughly covers the materials to review Articles 4, 5, 6, 7 and the 27 amendments of the US Constitution.

The games will be review by your peers in May, using a rubric to grade the elements of the game and corrections will be allowed.

Games may be of the following types. Trivia, board games, or T.V. Game show style. Games should include sound, graphics (animated or non animated) and video.

Any sources used in the creating of the game need to be cited. Include a works cited page listing your sources using parenthetical citations in the document and a works cited page at the end of your document. Remember you cannot use more than 10% of any media or other works without citing it or you are plagiarizing the source. Quotes need to be included in quotations and cited. See the documentation below on how to create parenthetical citations.

Frequent communication with your team members is a requirement to achieve your goal by the deadline of the week of May 5 and have time for corrections by May 15th.

This project may require students to work on it outside of class time. Using the moodle blog chat and forum features you should be able to communicate with each other from home. Questions on how to use chat or forums should be directed to your instructor.

You may contact your instructor through the help discussion in the forums, or email him at

Teams should elect someone on the team to be the lead game creator. That lead game creator will be responsible for turning in the finished contract, and project. A most resent version of the game should be posted in the forums so that In the event the lead game creator cannot complete this task another student can turn in the work for the group.

I repeat games need to be finished and turned on Moodle in by the week of May 5th. Any game not completed AND TURNED IN ON MOODLE will lose substantial points.

Resources for information to include in your game can be found in the Constitution which is after chapter 3 in the Civics book and after chapter 8 in the Creating America book. You may also find it necessary to use resources from the internet. Google, wikipedia and any other search engine is not an acceptable source when creating citations. Citations need to be created from specific websites sound clips, video discussing the Constitution.

Including information from Articles 1-3 of the Constitution will not be discouraged.

* When you turn in your finished project, each team member is to fill out a Tiger team group evaluation and submit it.


About merlehall

I am a technology teacher for Macon Middle School. In Northeast Missouri. I have been using an online classroom with Moodle for the past several years. My students use a hybrid online, brick and mortar class. My classes are designed to support the core classes in that: In 8th grade we study the Constitution of the United States using smartboards, podcast, vidcast, internet research and word. In 7th we study economics using HTML, game creation, ebook writing, podcast, game playing, excel spreadsheets, and database design. In 6th grade we study geography and math using Monopoly with checks, spreadsheets, and work on keyboarding, speed typing, touch typing and dictation. In addition to education I am an avid fisherman, hunter, hot air balloon lover, front porch setter, square dancer, so you will also be seeing information on these subjects as well from time to time.
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