TAKING INFORMED ACTION
How do state senators and their constituencies influence each other?
OUTLINE
*For more detailed instructions, see the full lesson plan.
Using the tools they created throughout this inquiry – namely, the senator case file archive, the senator ranking diagram, and the citizen influence lists – the students will each choose the senator that they would most want to approach about water quality issues. According to these instructions, they will write a few paragraphs explaining their choice and detailing how they would approach that senator.
For more information about assigning and grading essays, see this guide.
ASSESSMENT
Grade the students’ essays based on the following criteria (applicable to both options):
- Did the student explain which senator they would most want to approach about water quality issues, providing multiple strong arguments in support of their choice?
- Did the student make strong arguments about the senator’s priorities, backed by evidence from the case files?
- Did the student make strong arguments about what motivates the senator, backed by evidence from the case files related to the characteristics of their district?
- Did the student clearly describe the strategies they would use to approach the senator about supporting a water quality initiative or project (like their solution plan)t?
- Did the student make strong arguments in defense of their chosen strategies, relative to the priorities of the senator?
This activity is an extension of the summative. Because the same assessment criteria apply, you can use this taking informed action activity as a “re-do” opportunity for students who don’t do well on the summative.