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SENIOR YEAR 2013 - 2014

ESLR |03 Critical Thinkers who:
Effectively analyze, synthesize and evaluate information to develop a meaningful product.
COURSE: Government
 
ASSIGNMENT TITLE: Constitution Board Game
 
DATE OF PROJECT: 09-17-14
 
 
Topic​

This project was based on the material that I was learning about in my Government class. The chapter revolved around the Constitution of the United States of America. It included the history of the Constitution’s making as well as the structure of the government that it depicts. For example, the history involved the continental meetings and the people present during the 18th century. Moreover, the governmental structure that the Constitution describes has three branches: legislative, executive, and judicial. This sort of content was incorporated within the board game as trivia.

 

 

 
 

 

Parameters

The Constitution Board Game was assigned in the first quarter of the school year. I was given two weeks to complete the project with my two group members. However, we only required one week to complete it. The final product was a hand-made board game that included 20 trivia cards (relevant to the concepts learned in class) and four game pieces. In my group’s case, the project was a game similar to that of the board game Sorry!. To move from the start to the finish, each player advanced spaces by answering a trivia question correctly. Otherwise, the player’s game piece stayed in place.

 

 

Explain how the evidence you selected demonstrates your ability to effectively analyze, synthesize and evaluate information to develop a meaningful product. Please make sure you break down each of the components (analysis, synthesis and evaluation—not necessarily in that order) and explain.

 

The final product of this project was a hand-made board game. However, the process of synthesizing this product involved using skills of analysis and evaluation as well. The main component of the project was gathering information related to the making of the Constitution and what it stands for in the United States of America. The research was done using the contents of the Government textbook and the Internet. I was able to analyze the paragraphs of online articles to pinpoint the specific details that could be regarded as trivia related to the Constitution. I then synthesized questions that incorporated those details. Since not every Constitution detail was discussed in class, the questions were evaluated and assigned a reward level. For example, if my teammates and I did not know the answer to the question, then it was considered to be at a difficult level and therefore given a reward level of three spaces. This meant that the player was allowed to advance three spaces if he or she answered the question correctly. Similarly, a question that only one of the members of my group knew the answer to was assigned a medium difficulty level. Consequently, the question was given a reward level of advancing two spaces. The skill of synthesis was also required in designing the board game. Although my group’s final product was based on the board game Sorry!, there were a few alterations made. For example, we incorporated a Constitution theme by painting a background of the written document, and we also substituted the dice with trivia cards.

 

 
ESLR #3 Reflection​

 

My development in this ESLR can be seen in the effective use of synthesis to design a more elaborate final product. In contrast with my 10th grade project, this board game was manufactured with more components. For one, the board game is bigger (in size) than the Chemistry Element Poster that I made two years ago. Moreover, the Constitution board game was designed to be played by fellow classmates, meaning that it contained specific instructions/expectations and trivia cards that allowed the player to reach the finish of the game. This sort of interactive teaching (from the project) did not exist with the chemical poster as it simply displayed the information (regarding the chemical element of Sulfur). The area in which I still require some development is using the skill of analysis. I sometimes struggle in capturing the main essence of a paragraph or an article which then results in hindering my usage of the material. To gain more practice in this skill, I intend to read more text in the hope of increasing the speed of my understanding. I particularly hope to challenge myself by reading more difficult literature (e.g. The Count of Monte Cristo) rather than novels that I am accustomed to (e.g. Life of Pi).

 

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