COLONIZATION Project
planning & Overview
Subject/Course: / HistoArts / 8th grade PBL History & ELA / Grade Level: 8th
Content Standards and Learning Outcomes
What content standards and learning outcomes will you cover with this unit? What do you want students to know and be able to do as a result of this project? / ELA
·  8.3.8 Point of View
·  8.5.1 Narrative Writing
·  8.6.5 Punctuation
·  8.6.6 Capitalization
·  8.6.7 Spelling
History
·  8.1.2 Spanish, British, French struggles of colonization
·  8.4.1 Economic factors of colonization / SWLOs
·  Content
·  Communication
·  Work Ethic
Skills
·  Writing autobiography & biography
·  Conducting research
·  Analyzing historical documents
·  Note taking with citations
Project Scenario
Where are the concepts/skills used in the real world? What scenario/role could you put the students in to create a need-to-know for the content? / Students will be creating a commercial advertisement of their colonies. It will progress through the history of the colony and end with the colony today. It will be similar to a “Pure Michigan” commercial. Students will also advertise and plan a celebration festival for the colony. This will be similar to an anniversary event that towns have to celebrate their founding.
Students will be acting as not only party planners, but also has marketing directors in order to distribute information regarding the event to encourage people to attend the celebration.
Problem Statement / Driving Question
What is the challenge, investigation, scenario, problem, or issue? / How can we as marketing specialists create an event that will highlight the history of a founding colony, so that citizens not only attend the event, but also understand the importance of the founding of the colony to American history of yesterday and today?
Culminating Products & Performances
What will students be expected to produce that will allow them to demonstrate their knowledge and skills? / Group: / Celebration Event including a tribute video of the colony, promotions/advertisements for the event, create give-aways that highlight the importance of the colony, find modern-day celebs to do guest spots at the event, create a menu/decor that spotlights the colonial influences of the area
Individual: / Biographies of various explorers of the “New World”
Project Name: / Let’s Celebrate!
Entry Event
How will you present the problem to students? / Sample video of the thirteen colonies (past to present)
Sample advertisement
Literacy Integration
How will you increase rigor in the project via reading and writing? / ·  Students will be writing a formal biography with correct citations
·  Students will be reading primary & secondary sources
·  Students will be reading pro/con articles on colonial topics and then compare/contrast information in the articles to create their own opinion
SCAFFOLDING
What scaffolding might be needed to support the students’ development of the content, learning outcomes, and literacy skills?
Anticipated Need to Know
·  What colonies were founded
·  Who were major explorers
·  How to create a major event/party
·  How to create a tribute video
·  What should be included in the video
·  What would be examples of give-aways be
·  What should be included in biographies
·  How are citations done correctly / Anticipated Next Step
·  Workshop over citations
·  Modules over explorers/colonies
·  Research time / Assignment/activity/action to address NTK
·  Readings over explorers
·  Compass activities over colonies
·  Brainpop activities over colonies
·  Workshops over biographies, citations (required)
·  Workshops over colonization (optional for those who have achieved mastery; required for those who have not) / Assessment used to gauge understanding
·  Exit tickets
·  Bellringers
·  Google Form quiz
·  Process checks through out the project
American revolution Project
planning & Overview
Subject/Course: / HistoArts / 8th grade PBL History & ELA / Grade Level: 8th
Content Standards and Learning Outcomes
What content standards and learning outcomes will you cover with this unit? What do you want students to know and be able to do as a result of this project? / ELA
·  8.3.1 – Content clues
·  8.3.2 – Heritage of the Author
·  8.3.8 – Points of View
·  8.4.4 – Multiple-step information searches
·  8.5.7 – Write informative & explanatory texts
History
·  8.1.3 – French & Indian War
·  8.1.4 – Identify fundamental ideas of Declaration of Independence
·  8.1.9 – Describe the influences and impacts of important people on the colonial period / SWLOs
·  Content
·  Communication
·  Work Ethic
Skills
·  Writing objective & subjective informative articles
·  Conducting research
·  Analyzing historical documents
·  Note taking with citations
·  Distinguish between fact and opinion
Project Scenario
Where are the concepts/skills used in the real world? What scenario/role could you put the students in to create a need-to-know for the content? / Students will be creating a news broadcast to highlight aspects of the American Revolution, including but not limited to: battles, generals, politicians, and human interest topics.
Student will also be drafting articles and summaries to use as scripts for their broadcast.
Problem Statement / Driving Question
What is the challenge, investigation, scenario, problem, or issue? / How can we as reporters create a historically accurate news broadcast so that information is presented from both subjective and objective points of view?
Culminating Products & Performances
What will students be expected to produce that will allow them to demonstrate their knowledge and skills? / Group: / News broadcast (iMovie)
Individual: / Article
Project Name: / “You Say You Wanna Revoltion”
Entry Event
How will you present the problem to students? / Samples of news broadcasts
Commercial for new broadcasts (Script from Channel One)
Literacy Integration
How will you increase rigor in the project via reading and writing? / ·  Students will be writing multiple types of articles from different points of view
·  Students will be reading primary & secondary sources
SCAFFOLDING
What scaffolding might be needed to support the students’ development of the content, learning outcomes, and literacy skills?
Anticipated Need to Know
What are subjective/objective points of view? How are they different? What are ways to tell them apart?
What was the French & Indian war? Who was involved? When did it happen? What were some reasons for the war?
Who was involved in the French & Indian war? Who were the leaders of the armies? What was the outcome of the French & Indian war? Who won? What did the winners gain? / Anticipated Next Step
Point of view
French & Indian War
·  Key Players
·  Causes & Effects
Winners & Outcomes
Taxes
·  Proclamation, Sugar, Quartering, Tea, Stamp
Sons of Liberty/Tea Party/Committee of Correspondence
Massacre
Acts
·  Townshend Act
·  Coercive Acts
Authors of the Revolution – heritage / Assignment/activity/action to address NTK
·  Readings
·  Compass activities
·  Brainpop activities
·  Workshops over subjective & objective point of view, citations (required)
·  Workshops over American Revolution (optional for those who have achieved mastery; required for those who have not) / Assessment used to gauge understanding
·  Exit tickets
·  Bellringers
·  Google Form quiz
·  Process checks through out the project
What were the taxes that the British placed on the colonists and why were the taxes necessary? Why were the colonists unhappy with all the taxation? What options did they have in order to express their unhappiness with the taxes?
Who were popular writers during the Revolution? How did their writings express the feelings of the colonists?
What is the purpose of a news broadcast? Who is a news broadcast target audience? What sections are incorporated in a news broadcast?
When was the American Revolution? Why is it important to history? Who played important roles in the American Revolution? What is the Continental Congress? What role did it play in the American Revolution? What is the Declaration of Independence? Why is it important? What does the Declaration of Independence contain? How is the Declaration of Independence still significant today? / American Revolution
·  Continental Congress
·  Lexington-Concord
·  Important People
·  Major battles
·  Significance of Outcome
·  Lasting importance
Declaration of Independence
·  Important People
·  Reasons for
·  Parts of
·  Significance of
US Constitution Project
planning & Overview
Subject/Course: / HistoArts / 8th grade PBL History & ELA / Grade Level: 8th
Content Standards and Learning Outcomes
What content standards and learning outcomes will you cover with this unit? What do you want students to know and be able to do as a result of this project? / ELA
·  8.4.8- Edit and proofread work
·  8.5.4 - Persuasive Writing
·  8.6.1 – Types of Sentences
·  8.6.2 – Parallelism
·  8.6.3 – Subordinate clauses
·  8.6.4 – Edit writing
·  8.6.8 – Infinitives & participles
History
·  8.1.5- Explain creation of new government
·  8.2.1- Constitutional government
·  8.2.2- Rights & responsibilities of citizenship
·  8.2.3- Three branches of government
·  8.2.4- Function of government
·  8.2.5- Federalism
·  8.2.6- Functions of state & national government / SWLOs
·  Content
·  Communication
·  Work Ethic
Skills
·  Creating a chronologically organized document
·  Conducting and analyzing research
·  Distinguish between fact and opinion
·  Citing evidence and facts
Project Scenario
Where are the concepts/skills used in the real world? What scenario/role could you put the students in to create a need-to-know for the content? / Students will be creating a brochure explaining reasons why certain issues and/or amendments should be amended (working with persuasion)
Students will also be creating a Constitutional dictionary to ensure understanding of governmental terms.
Problem Statement / Driving Question
What is the challenge, investigation, scenario, problem, or issue? / How can we as propagandists create literature to persuade voters to support our views on various Constitutional issues?
Culminating Products & Performances
What will students be expected to produce that will allow them to demonstrate their knowledge and skills? / Group: / Persuasive brochure & presentation of material
Individual: / Constitutional dictionary
Project Name: / “You Gotta Fight For Your Rights!”
Entry Event
How will you present the problem to students? / Letter from publishers of Dummies book (ABC book)
Flyer for national contest for Constitutional Rights brochure
Literacy Integration
How will you increase rigor in the project via reading and writing? / Students will be reading primary & secondary sources.
Students will be doing many short informational readings.
SCAFFOLDING
What scaffolding might be needed to support the students’ development of the content, learning outcomes, and literacy skills?
Anticipated Need to Know
What is the Constitutional Convention?
What are the 3 branches of government? How do they work together?
What rights are guaranteed by the Constitution?
What is the Bill of Rights? Who created it & why? How does the Constitution & Bill of Rights still affect us today? / Anticipated Next Step
Constitutional Convention
·  Virginia Plan
·  Sherman Plan
·  James Madison
Branches of government
·  Judicial Branch
o  Supreme Court
o  Judicial Review
·  Legislative Branch
o  How a bill becomes a law
o  Powers & Rights
·  Executive Branch
o  Powers & Rights
Amendments
·  Bill or Rights / Assignment/activity/action to address NTK
·  Readings
·  Compass activities
·  Brainpop activities
·  Workshops over Constitutional rights
·  Workshops over various branches of government
·  Guided Practice
·  Workshops over grammar and editing / Assessment used to gauge understanding
·  Exit tickets
·  Bellringers
·  Google Form quiz
·  Process checks through out the project
What are the elements of persuasion?
How is parallelism displayed in writing?
How are sentences correctly combined to form more complex sentences?
What are infinitives and participles? How are they used correctly in sentences?
What are the steps in editing writing? / Proposition & Support
Counterargument
Simple, Compound, Complex, and Compound-Complex Sentences
Editing & proofreading
Project planning & Overview
Subject/Course: / HistoArts / Grade Level: / 8th grade
Content Standards and Learning Outcomes
What content standards and learning outcomes will you cover with this unit? What do you want students to know and be able to do as a result of this project? / ELA
·  8.1.1 – Analyze idioms and comparisons, i.e. similes, metaphors and analogies
·  8.3.6 – Identify significant literary devices
·  8.6.5 – Use correct punctuation.
·  8.6.6 – Use correct capitalization.
·  8.6.7 – Use correct spelling conventions.
·  8.7.12 – Deliver research presentations
Social Studies
·  8.1.16: Describe the abolition of slavery in the northern states, including the conflicts and compromises associated with westward expansion of slavery.
·  8.1.18: Analyze different interests and points of view of individuals and groups involved in the abolitionist, feminist and social reform movements, and in sectional conflicts
·  8.1.20: Analyze the causes and effects of events leading to the Civil War, including development of sectional conflict over slavery.
·  8.1.21: Describe the importance of key events and individuals in the Civil War
·  8.1.24: Identify the influence of individuals on political and social events and movements such as the abolition movement, the Dred Scott case, women rights and Native American Indian removal.
Project Scenario
Where are the concepts/skills used in the real world? What scenario/role could you put the students in to create a need-to-know for the content? / Students will be developing websites for the History Channel that spotlight aspects of the Civil War. Students will be working on website design, collaboration with a team to complete the website, and research skills to determine reliable and appropriate information to support and elaborate on Civil War era.
Problem Statement / Driving Question
What is the challenge, investigation, scenario, problem, or issue? / How can we as web designers create a website that analyzes the dangers of sectionalism so that future generations may avoid the devastating effects of another Civil War?