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Program Flyer: So You Know the Founding Documents

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Content Provider   Creative Learning Factory (Formerly the Ohio Historical Society)  2009-10 Honorable Mention, 2010-11, 2011-12, 2012-13 Honorable Mention, 2013-14 Honorable Mention
Contact Information   Matt Schullek
800 E. 17th Ave.
Columbus, OH  43211
United States
Phone: (800) 640-7679
Fax: (614) 298-2963
Program Type   Individual Program
Program Rating      based on 4 evaluation(s).
Target Audience   Education: Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12, Parent, Adult Learners, Public Library: Library Patrons
Maximum Number of Participants   We prefer groups of 35 or fewer participants but can make exceptions.
Minimum Number of Participants   Minimum of 6 participants
Primary Disciplines   Social Studies/History
Video Clip  
Program Description   In recent years, there has been a renewed focus on the study of our nation’s founding documents. To help teach the context, concepts and importance of these documents, we’ve developed So You Know the Founding Documents

Using our interactive game show format, students will develop an appreciation for the concepts on which our nation was founded and the liberties we continue to enjoy today. These ideas about law, government, and the rights of individuals have been maintained in the United States since the late 1700s and form the fabric of our democracy. Examine the ideas that founded our government and the people behind them by scheduling So You Know the Founding Documents.
Program Format   1. Categories, scoring, and rules of the game show are reviewed.
2. Round One - 10 - 15 minutes
3. Commercial Break
4. Round Two - 10 - 15 minutes
5. Commercial Break
6. Final Round
7. Closing comments
Objectives   After participating in this game show, students will have a better understanding of the documents, debates, events and people who helped found the United States of America.
National/Common Core Standards to which this program aligns   Questions covering the following content standards may be asked over the course of the program...

National Standards

NCTE – ELA K-12.4 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
NCTE- ELA K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
NCTE- ELA K-12.7 Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
NCTE- ELA K-12.8 Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
NCTE – ELA K-12.12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

NCSS - SS.2 Time, Continuity, and Change
NCSS - SS.5 Individuals, Groups, and Institutions
NCSS - SS.6 Power, Authority, and Governance

Common Core Standards
ELA CCSS: SL.4.1, SL. 4.2, SL.4.3
ELA CCSS: SL.5.1, SL.5.2, SL.5.3
ELA CCSS: SL.6.1, SL.6.2, SL.6.3
ELA CCSS: SL.7.1, SL, 7.2, SL.7.3
ELA CCSS: SL.8.1, SL.8.2, SL.8.3
ELA CCSS: SL.9-10.1, SL.9-10.2, SL.9-10.3
ELA CCSS: SL.11-12.1, SL.11-12.2, SL.11-12.3
State/Regional Standards to which this program aligns   Questions covering the following content standards may be asked over the course of the program...

Ohio Revised Standards – Social Studies
Grade Four
Theme: Ohio in the United States
Topic: Historical Thinking and Concepts
Content Statement 2: Primary and secondary sources can be used to create historical narratives.

Topic: Heritage
Content Statement 4: The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the American Revolution and to form a new nation.
Content Statement 5: The Northwest Ordinance established a process for the creation of new states and specified democratic ideals to be incorporated in the states of the Northwest Territory.

Topic: Rules and Laws
Content Statement 18: Laws can protect rights, provide benefits and assign responsibilities.
Content Statement 19: The U.S. Constitution establishes a system of limited government and protects citizens’ rights; five of these rights are addressed in the First Amendment.

Topic: Roles and Systems of Government
Content Statement 20: A constitution is a written plan for government. Democratic constitutions provide the framework for government in Ohio and the United States.
Content Statement 21: The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.

Grade Six
Theme: Regions and People of the Eastern Hemisphere
Topic: Civic Participation and Skills
Content Statement 9: Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy.

Grade Eight
Theme: U.S. Studies from 1492 to 1877: Exploration through Reconstruction
Topic: Historical Thinking and Skills
Content Statement 1: Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position.

Topic: Colonization to Independence
Content Statement 5: The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to write the Declaration of Independence and launch the American Revolution

Topic: A New Nation
Content Statement 7: Problems arising under the Articles of Confederation led to debate over the adoption of the U.S. Constitution.
Content Statement 8: Actions of early presidential administrations established a strong federal government, provided peaceful transitions of power and repelled a foreign invasion.

Topic: Roles and Systems of Government
Content Statement 20: The U.S. Constitution established a federal system of government, a representative democracy and a framework with separation of powers and checks and balances.
Content Statement 21: The U.S. Constitution protects citizens’ rights by limiting the powers of government.

High School
Theme: American History
Topic: Historical Thinking and Skills
Content Statement 2: The use of primary and secondary sources of information includes an examination of the credibility of each source.
Content Statement 4: Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation and long- and short-term causal relations.

Topic: Historic Documents
Content Statement 5: The Declaration of Independence reflects an application of Enlightenment ideas to the grievances of British subjects in the American colonies.
Content Statement 6: The Northwest Ordinance addressed a need for government in the Northwest Territory and established precedents for the future governing of the United States.
Content Statement 7: Problems facing the national government under the Articles of Confederation led to the drafting of the Constitution of the United States. The framers of the Constitution applied ideas of Enlightenment in conceiving the new government.
Content Statement 8: The Federalist Papers and the Anti-Federalist Papers structured the national debate over the ratification of the Constitution of the United States.
Content Statement 9: The Bill of Rights is derived from English law, ideas of the Enlightenment, the experiences of the American colonists, early experiences of self-government and the national debate over the ratification of the Constitution of the United States.

High School
Theme: Modern World History
Topic: Historical Thinking and Skills
Content Statement 2: The use of primary and secondary sources of information includes an examination of the credibility of each source.

Topic: Age of Revolutions (1750-1914)
Content Statement 8: Enlightenment ideas on the relationship of the individual and the government influenced the American Revolution, French Revolution and Latin American wars for independence.

High School
Theme: American Government
Topic: Basic Principles of the U.S. Constitution
Content Statement 5: As the supreme law of the land, the US Constitution incorporates basic principles which help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.
Con tent Statement 6: The Federalist Papers and the Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States.
Content Statement 7: Constitutional government in the United Sates has changed over time as a result of amendments to the US Constitution, Supreme Court decisions, legislation and informal practices.
Content Statement 8: The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States.
Content Statement 9: The Reconstruction Era prompted Amendments 13 through 15 to address the aftermath of slavery and the Civil War.
Content Statement 10: Amendments 16 through 19 responded to calls for reform during the Progressive Era.
Content Statement 11: Four amendments have provided for extensions of suffrage to disenfranchised groups.
Content Statement 12: Five amendments have altered provisions for presidential election, terms, and succession to address changing historical circumstances.
Content Statement 13: Amendments 11, 21 and 27 have addressed unique historical circumstances.
Topic: Ohio’s State and Local Governments
Content Statement 18: The Ohio Constitution was drafted in 1851 to address difficulties in governing the state of Ohio.
Content Statement 19: As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States.
Content Statement 20: Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities.
Program Length   Approximately 45 minutes but can be shortened if necessary.
By Request   This program is available by request ONLY
Date/Time Notes   We ask that program reservations be made at least 2 weeks in advance. Be sure to list an alternate date in your program request in the event that your requested date isn't available. Please allow up to 5 business days to have your request processed.
Program Cost   By Request Cost: $150.00
Program Fee Notes   Program invoices will be sent out after program has been delivered.

Bulk program discounts are available. Contact our studio for more details.

Please allow up to 5 business days to have your program request processed.
Cancellation Policy   We will not charge for programs canceled due to inclement weather. The full presentation fee will be charged to sites, which cancel with less than 24 hours notice.
Is recording allowed?   No
Program Delivery Mode(s)   Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Skype, iChat, FieldTripZoom, Vidyo, Movi/Jabber, Blue Jeans, etc...)
Minimum Technology Specifications for sites connecting to this provider   For H.323 video conferencing systems (Polycom, Tandberg, Cisco, LifeSize), groups should dial into us directly via IP connections or through a bridging agent, at an ideal connection speed of at least 384 kbps.

Our programming is also available to groups who do not have access to video conferencing equipment through the use of free cloud-based video conferencing software. Software configuration and connection instructions will be sent out once we have received your program request form.

We require a test call be scheduled with us at least one week prior to the date of your program in order to verify that we can maintain an acceptable connection between our sites.

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For additional assistance, phone 866-826-2452.

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