9-12
AASL: COLLABORATE - Work effectively with others to broaden perspectives and work toward common goals
One class period (45-60 minutes)
This lesson was created by librarian Margaret Sullivan (Rockwood Summit High School) and social studies teacher Erin Sullenger (Marquette High School).
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Students work in small groups to solve a series of challenges related to the Constitution in order to find the codes that will open a virtual breakout box.
●Students will understand how theory, conflict and compromise influenced the US Constitutional system.
● Students will evaluate the relationship between separation of powers and checks and balances.
● Students will be able to explain how constitutional provisions have supported and motivated social movements and policy responses.
●Students will interact with the other members of their team
●Students will value individual contributions
1. Assign students to work in pairs or small groups.
2. Each pair/group of students will need a computer or Chromebook and a paper copy of the crossword puzzle and crossword clues.
3. Instruct students to go to the following URL: <http://sites.google.com/rsdmo.org/constitutiondaybreakoutbox>.
4. Go over the scenario (found near the top of the web page) with students and explain each group will be racing against the clock to successfully complete all five challenges and open all five locks in order to stop the Autocratic Party from taking over the government. Explain that students may open additional tabs on their computers or chomebooks to search to do research as they try to decode the clues. (Some students may choose to use their personal devices, such as cell phones, too.)
5. Circulate around the room as pairs/groups of students work on the activity. The clues and locks are not meant to be easy, so students will likely struggle. You may choose to give students hints if they seem to be stuck, but remember that trial and error is part of the process. (Some teachers like to have small prizes for the first team that “breaks out” or for all the teams that successfully “break out” in time.)
6. When time is up or when all pairs/groups successfully “break out,” conduct follow-up discussion.
Note: Students are more likely to experience success with this activity at the end of a unit studying the Constitution.
Assessment can be based on a variety of factors: whether or not the students successfully "break out," how well individual groups collaborate, and/or student discussion at the end of the lesson.
The teacher and librarian can provide hints to groups that need them.
