Big
Here’s what I have so far…
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Does our system of government succeed or fail in preventing the abuse of power?
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Do interest groups frustrate or promote democratic ideals?
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Is popular sovereignty a reality or an illusion?
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Are the media and political elites a corrupt or wholesome influence on our system of government?
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Do political parties improve or impair the ability of Congress and the executive branch to function according to the Framers intent?
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Have the Court’s interpretation of the due process and equal protection clauses violated or honored the rule of law?
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Is federalism an impediment to or a pathway towards effective public policy?
Here’s how I am using these…
- At the beginning of the year each student received a document with these seven questions
- As we move through the different units, we stop to integrate the content we are learning with one or more of these questions. This unit we are examining federalism and the role of the 14 Amendment, and so we are looking through questions 1, 6 and 7.
- At the end of the year students join together in small groups, select one of the questions, develop a thesis and present a argument using all of what they have learned in the course.
This is the very similar to the approach I used in US history.
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Socrates Questions 
Dan,
I really like these questions. I use student centered approaches as well. How do you assess these throughout the year? Do students go at their own pace or is it more traditional with due dates and untis?
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As I mentioned to you, students can go at their own pace yes. But I’d like to have due dates for assessment check ups quarterly, at the end of the semester and then naturally at the end of the year. In a perfect world I think checking up monthly would be a good plan
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