Week Two Assignment – Utilizing Bloom’s Taxonomy – Unit Project

Week Two Assignment – Utilizing Bloom’s Taxonomy - Unit Project

Michael Wigglesworth

National University

Dec 9, 2017

MAT 670 Theory Best Practice Teaching

Instructor: Professor Brandy Prather-Payne

Week Two Assignment – Utilizing Bloom’s Taxonomy – Unit Project

Abstract

This paper outlines a unit project for a 12th grade AP Government and Politics classroom. The

project is designed to incorporate various learning modalities and to encourage high levels of

student engagement. Ultimately, the project will be closely aligned with the Bloom Taxonomy

learning objectives. Students will move from basic fact recall to higher order thinking through

discovery learning and critical analysis. The project will be focused on the topic of the executive

bureaucracy and the roll of policy networks or “iron triangles” in American democracy.
Week Two Assignment – Utilizing Bloom’s Taxonomy – Unit Project

Standards for Executive Bureaucracy Project:

College Board - Advanced Placement American Government and Politics Curriculum Guide
• IV. Institutions of National Government
Students must become familiar with the organization and powers, both formal and
informal, of the major political institutions in the United States : the Congress, the
presidency, the bureaucracy, and the federal courts . Students should understand that
these are separate institutions sharing powers and the implications of that
arrangement . The functions these institutions perform and do not perform, as well as
the powers that they do and do not possess, are important . It is necessary for students
to understand that power balances and relationships between these institutions may
evolve gradually or change dramatically as a result of crises . Students are also
expected to understand ties between the various branches of national government and
political parties, interest groups, the media, and state and local governments . For
example, a study of the conflicting interests and powers of the president and Congress
may help explain repeated struggles to adopt a national budget.
• V. Public Policy
Public policy is the result of interactions and dynamics among actors, interests,
institutions, and processes . The formation of policy agendas, the enactment of public
policies by Congress and the president, and the implementation and interpretation of
policies by the bureaucracy and the courts are all stages in the policy process with
which students should be familiar. Students should also investigate policy networks
and issue networks in the domestic and foreign policy areas . The study of these will
give students a clear understanding of the impact of federalism, interest groups,
parties, and elections on policy processes and policymaking in the federal context .
Students should be familiar with major public policies .
Week Two Assignment – Utilizing Bloom’s Taxonomy – Unit Project

12th Grade Language Arts Common Core State Standards (California Department of Education,
2013):
• Reading Standard for Informational Text Standard #1 -Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain
• Reading Standard for Informational Text Standard #8 -Delineate and evaluate the
reasoning in seminal U.S. texts, including the application of constitutional principles and
use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and
the premises, purposes, and arguments in works of public advocacy
▪ Writing Standard #1 - Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
▪ Writing Standard #5 -Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
▪ Speaking and Listening Standard #1 -Initiate and participate effectively in a range of
collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners
on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
Week Two Assignment – Utilizing Bloom’s Taxonomy – Unit Project

Unit Project: Executive Bureaucracy and Iron Triangles

Step 1: Remember (Day 1)

Preliminary Instruction: The first phase of the project will consist of a brainstorm activity in

which students will discuss (in groups of 4) everything they already know about the executive

branch, it's various functions / powers, how it interacts with the other branches, and any

constitutional provisions that are relevant. Students will then report back to the class as a whole

and help to construct a list of facts on the board. This will serve to prepare students to build on

their foundation of knowledge from previous units.

The teacher will post an essential question on the board “The executive bureaucracy: Who is

calling the shots?” The teacher will explain to students that many Americans have

misconceptions about the President’s scope of power and that we will attempt to uncover the

nuance and dynamics of power in the executive branch. By providing the students with this

essential question they are more aware of the learning objectives and will be more likely to take

ownership of the learning process. The teacher will then lead the students in period of direct

instruction on the structure of the executive bureaucracy. Student notes will be organized in the

form of a flow chart / graphic organizer depicting hierarchy of the executive branch. This will

help students classify the information. The teacher will periodically reference the essential
Week Two Assignment – Utilizing Bloom’s Taxonomy – Unit Project

question to show that the President doesn’t have the level of control over the bureaucracy that

some may assume. At the conclusion of the notes students will return to their groups of four and

create a list of all of the actors that have influence in the executive branch of government (e.g.

the President, Congress, the courts, the GAO, the CBO, the department heads, the EOP,

independent regulatory commissions, interest groups, constituent groups, watchdog

organizations, and even the rank and file bureaucrats themselves).

Step 2: Understand (Day 1)

For this phase of the lesson students will go beyond simply creating lists or recognizing

structures. Students will proceed to compare the lists of actors and contrast their powers, the

methods that they use to influence the system, and the varying degrees of influence over the

bureaucracy. Class discussion focusing on the essential question will give the teacher the ability

to formatively assess students understanding of the topic.

Step 3: Application (Day 2)

The previous night’s homework will consist of reading an article on the concept of iron

triangles and the Military Industrial Complex. At the beginning of class students will watch a

video clip of President Eisenhower’s farewell address in which he warns the nation against the

undue influence of the military industrial complex. The teacher will lead the class in a discussion

of iron triangles. The teacher will draw a diagram (using student input) of the military industrial

complex. This will prepare students for an in-class research activity.

Week Two Assignment – Utilizing Bloom’s Taxonomy – Unit Project

The main activity for day will be to research an area of policy and outline the iron

triangle related to that area of policy. For this purpose students will be organized into groups of

three and will be given the task of choosing policy area of interest to them (other than the

military industrial complex). Using chrome books and the internet students will navigate to

govtrack.us. The teacher will model (using the projector) how to navigate the site. Students will

be directed to find a bill currently being considered in the U.S. Congress that is related to the

policy area that they chose. Students will read the summary of the bill and take notes on the

legislation’s key provisions. Students will use the website to determine the congressional

committee responsible for considering the bill. This information will make up the first point on

the iron triangle. Once students have completed these first steps they will use their executive

bureaucracy charts from day 1 to determine the executive department or agency that would have

the authority to execute the law in question. This information will compose the second point on

the iron triangle. Lastly, students will navigate to the votesmart.org website and use their

database of special interest groups to find a specific organization that may seek to lobby

government on the policy area selected. This interest group information will make up the third

point on the iron triangle. Students will use all of this data to construct an iron triangle visual

diagram. Lucidchart.com will be used to create the visual representation.

Step 4: Analyze (Day 2/3)

Select groups will be chosen to present their iron triangles to the class. Each

member of the group will be responsible for presenting one vertices of the iron triangle. This will
Week Two Assignment – Utilizing Bloom’s Taxonomy – Unit Project

provide students with the opportunity to compare their findings to their peers and investigate and

categorize the various types of iron triangles that influence public policy. This can provide an

opportunity for students to consider the larger questions regarding the impact that these policy

networks have on our democracy. This type of open-ended exploration teaches students to step

out of the traditional linear thinking of the 20th century Information Age and begin to construct

modes for creative, integrative thinking (Ventriglia, 2009). All too often students fall into the

mindset that there is only one answer and that once you have obtained it, it’s time to quickly

move on to the next task. Open-ended problem solving activities such as this teach students that

they can generate or construct new areas of knowledge and deepen their understanding of the

curriculum.

Step 5: Evaluate and Create (Day 3)

The final day of this three-day project will consist of a role-play activity called the

“Situation Room.” Students will be divided into groups of four. They will imagine that they work

for the Executive Office of the President as an advisor to the President. Each group will be given

a script outlining a hypothetical scenario or crisis that the President must confront. The following

is a sample scenario:

You believe that a country that has been aggressive towards its neighbors in the past might have
a stockpile of biological and chemical weapons. Some have even suggested that the leader may
have tried to obtain enriched uranium for a nuclear bomb. The country is ruled by a brutal
dictator who is known to have killed thousands of his own people over the course of his three-
decade reign. Some believe he might be insane. This dictator has expressed his opposition to
the United States in the past and at one point referred to President as a “donkey” and an
“ignoramus”! Some intelligence experts have suggested that he might be an active sponsor of
terrorist groups (though this is disputed). He has refused to let outside inspectors verify that he
does not possess these dangerous weapons. Although he hasn’t acted aggressively toward other
Week Two Assignment – Utilizing Bloom’s Taxonomy – Unit Project

countries in nearly a decade, you fear that he might in the future. Most of the world is opposed
to attacking this country, even if they don’t much care for this dictator. What do you do?

Students will be tasked with putting the President in touch with the relevant executive branch

officials who are best prepared to deal with each scenario. Students will use their executive

branch charts to make these determinations. They will use the internet to determine the actual

names of the current officials in government (i.e. cabinet secretaries, agency heads, etc.).

Students will then construct a detailed policy recommendation for the President that includes

consideration for how it may affect any relevant special interest groups. Each group will then

read their scenario to the class, identify the officials that were invited to the President’s situation

room, and present their rational / argument for a specific policy proposal. This type of non-linear

mode of learning, in my opinion, helps to facilitate student engagement and ultimately create

more analytical citizens, capable of assessing societal problems and generating substantive

solutions. Linda Ventriglia points out the importance of creating an “authentic environment” in

the classroom “where students gain the confidence and experience-based skills to find their own

solutions to problems” (Ventriglia, 2009).

Week Two Assignment – Utilizing Bloom’s Taxonomy – Unit Project

Rubric

4  Consistently does all or almost all of the following:

-Accurately interprets information, statements, graphics, questions, etc.


-Compiles information into logical visual diagram
-Connects findings back to the essential question and draws meaningful
conclusions.

-Thoughtfully analyzes and evaluates major alternative points of view.

-Draws warranted, judicious, non-fallacious conclusions.

-Justifies results and conclusions explains assumptions and reasons.

-Effectively communicates findings to the class in a way that elevates
the discussion.
-Asks questions and makes meaningful/insightful contributions during
class discussion.
Week Two Assignment – Utilizing Bloom’s Taxonomy – Unit Project

3  Does most or many of the following:

-Accurately interprets information, statements, graphics, questions, etc..


- Compiles information into logical visual diagram
-Connects findings back to the essential question and draws meaningful
conclusions.
-Offers analyses and evaluations of obvious alternative points of view.

-Justifies some results or procedures, explains reasons.

-Effectively communicates findings to the class
-Asks questions and makes contributions during class discussion.
2  Does most or many of the following:

-Misinterprets information, statements, graphics, questions, etc.


-Visual diagrams lack info or are unclear
-Fails to identify strong, relevant counter-arguments.

-Connections made to the essential question are superficial 

-Justifies few results or procedures, seldom explains reasons.

-Does not clearly communicate findings to the class.
-limited participation during class discussion.
1. Consistently does all or almost all of the following:

-Incorrect or biased interpretations of information, statements, graphics, 


-Fails to identify or hastily dismisses strong, relevant counter-
arguments.

-Fails to make connections to the essential question. 

-Argues using fallacious or irrelevant reasons, and unwarranted claims.

-Does not clearly communicate findings to the class.
-Fails to participate in class discussion.
References

College Board (2014). AP United States Government and Politics: Course Description.

Retrieved on December 9, 2017 from http://media.collegeboard.com/ digitalServices/pdf/

ap/ap-us-government-and-politics-course-description.pdf

California State Board of Education. (2013). Common Core State Standards for English

Language Arts Content Standards. Retrieved on December 10, 2017 from the California

State Board of Education Web site: http://www.cde.ca.gov/be/st/ss/documents/

Week Two Assignment – Utilizing Bloom’s Taxonomy – Unit Project

elacontentstnds.pdf

California State Board of Education. (2009). Next Generation Science Standards for California

Public Schools. Retrieved on December 10, 2017, from the California State Board of

Education Web site: http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp

Ventriglia, L. (2009). 21st Century Questioning and Problem Solving. (8th). Col. Granjas

Esmeralda, Mexico: Younglight Education.