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Karen Krier

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Nuclear weapons are important drivers of international crises. The Treaty on the Non-Proliferation of Nuclear Weapons (NPT) entered into force in 1970 "to prevent the spread of nuclear weapons and weapons technology, to promote cooperation in the peaceful uses of nuclear energy and to further the goal of achieving nuclear disarmament and general and complete disarmament" (Office for Disarmament Affairs, n.d.). International stability has been challenged by non-state actors and non-traditional nuclear security threats since the mid-1970s. Nuclear terrorism is an issue that cannot be neglected.

This project empowers students to dive into nonproliferation issues, which are essential for international security. This project will guide students to research the science and technology behind the nuclear weapons. Students will explore why countries seek nuclear weapons, the risks nuclear forces pose to international safety and stability, and countries' measures/international measures to prevent proliferation or use. Students will examine major contemporary issue areas: states, non-state actors, nuclear terrorism, and international organizations pertinent to nuclear nonproliferation and safeguards. Students will be using both primary and secondary sources to complete their research, and group policy matrix will be drafted for students to compile and evaluate their research as policy advisors to their country or region of choice. As a culminating product, each student group will develop an ArcGIS StoryMap to demonstrate their research analyses and policy recommendations for their region or country of choice.

Office for Disarmament Affairs (n.d.). Treaty on the non-proliferation of nuclear weapons (NPT). United Nations. Retrieved from https://www.un.org/disarmament/wmd/nuclear/npt/

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The Challenge: Nuclear weapons are important drivers of international crises. The Treaty on the Non-Proliferation of Nuclear Weapons (NPT) entered into force in 1970 "to prevent the spread of nuclear weapons and weapons technology, to promote cooperation in the peaceful uses of nuclear energy and

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Emily Kratz

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Creating a Modern Textbook was an idea I had while I was a high school student, and it actually was what inspired me to become a social studies teacher. During my days as a high school and undergraduate student, a lot of my class periods involved 'textbook work' which consisted of reading and/or outlining a chapter of a book, answering some guiding questions, and an extension activity to showcase a deeper understanding of the material. For so long, I mindlessly went along with this concept without questioning I was reading, and was the one always telling the story. My grandfather dropped off some of his old textbooks and pamphlets he found while cleaning out his attic and this is when I realized that the narrative hasn't necessarily changed.

American textbooks hide the global ramifications of American leader's actions. They ignore or mitigate the negative points in American history. They explain the forced expansion into Cuba and the Philipines as extending the 'great American frontier'. Is this really the story we should be sharing to our students? As changemakers, and the future of the country, shouldn't students be provided with the tools to make the world a better, and more inclusive place? While companies have made many strides in what they include and not include in textbooks, there is still work to be done. Teens today have proven to be passionate, spirited, and major advocates for what they believe in. Why not use their voices to make a difference?

As a project that should be completed toward the end of the school year, students will sift through multiple primary and secondary sources, and create a chapter in an important book that to be written for schools across the country.

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Welcome! Creating a Modern Textbook was an idea I had while I was a high school student, and it actually was what inspired me to become a social studies teacher.

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Angie Day and Monique Halgat

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"What do you want to be when you grow up?"

This is such a ubiquitous question, we would be surprised to find someone who was asked about their aspirations as a child . From a young age, we are given the charge to pick a path, and to confidently know what our futures hold. While the intention is pure, the question is unfair.

In our youth, we do not somehow innately know what life roles or careers* will support our adult values and goals, or even what will be available to us decades into the future. And considering 21st century work shifts frequently ( millennials have been dubbed the "job-hopping generation" and ), it is crucial for educators to support early life planning and career exploration skills. AI will have wiped out millions of jobs by the time Gen Z hits working age This kind of support will encourage young learners to make connections between what they value, what they are curious about, and what kinds of life decisions they would like to afford.

*Please note - we use the term "career" throughout this site very broadly. Careers can be professional, entrepreneurial, domestic, or anything else that your students envision. To us, "career" is all about guiding your life's purpose and passions.

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Welcome! We're Angie and Monique - a Family and Consumer Science Instructor and University Career Services Professional respectively. We have deigned this site as a guide for other educators looking to integrate life planning and career exploration into their curriculum in a meaningful way. Use

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Kelly Rogers

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Measuring. reporting and improving student involvement is a new requirement for all high schools in Washington State under the new law, House Bill 1660. The goal of this law is to close the student involvement disparity for students who qualify for free and reduced lunch. The involvement gap is measured through the number of students who purchase ASB cards, as well as the number of students who participate in clubs and sports.

In this project, students will research the needs and barriers that exist within a diverse student body, work with school and community members to design and implement positive changes that will increase student involvement and participation on campus.

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Welcome! Measuring. reporting and improving student involvement is a new requirement for all high schools in Washington State under the new law, House Bill 1660. The goal of this law is to close the student involvement disparity for students who qualify for free and reduced lunch. The

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Aimee Hardenbrook

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Drought has become a season in many parts of the United States. This "season" seems to come earlier and last longer each year, especially in the American West. Human activity has contributed heavily to the availability and sustainability of water resources in the United States and around the world. Increases in population, diversion of water for agriculture and energy production, and human settlement in arid regions have changed the planet's hydrological landscape. Add to these factors warmer temperatures brought about by climate change and humans face a future of water scarcity.

Understanding the status of our water resources today and developing ways to mitigate our impacts on these resources for future availability is a sustainability puzzle that needs to be solved. Water is a necessity for human survival. Innovation and modifications in human behavior may be the keys to improving this survival for future generations.

This project brings awareness to students of the importance of understanding current water usage and future water availability on our planet. The aim is to empower students to research human activity and seek out information from regional water experts. Then use this information as a catalyst to think creatively and collaboratively in designing workable solutions to current and future water issues.

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Drought has become a season in many parts of the United States. This "season" seems to come earlier and last longer each year, especially in the American West. Human activity has contributed heavily to the availability and sustainability of water resources in the United States and around the

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April Day

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At some point, almost everyone takes out a loan for a car, house, business, school, or some other expense in their life. But how much does that loan actually cost? How can they know if they are getting a good loan or not? What factors are critical to know when taking out a loan? All of these questions can seem very mysterious and there are lenders that take advantage of people who don't understand what the terms of a loan mean. This project is meant to empower students with the knowledge to help them understand the loan process and how loans are calculated.

During this project, students will research the various loan formulas and learn what each variable means and how it affects the outcome of the loan. They will also talk to a loan officer who can give them insights into how to go about getting a loan and any nuances they should consider. Students may also want to find out the typical terms for a pay-day loan or other lending options.

Students will apply what they learn by creating a tool that people can use to learn all they need to know about their loans. This should include the monthly payment, total cost of the loan, total anticipated interest on the loan, an amortization schedule, a graph that shows the loan balance over time, and any other features the students feel will be helpful to visualize the loan.

They will also include in this tool a savings plan option that will help people visualize how much they can earn over a period of time.

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Welcome At some point, almost everyone takes out a loan for a car, house, business, school, or some other expense in their life. But how much does that loan actually cost? How can they know if they are getting a good loan or not? What factors are critical to know when taking out a loan?

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Jaime Whitney

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In this PBL, students will work with the local gardening community to determine the optimal growing conditions for a school vegetable garden. Over the course of several months, students will learn about the carbon cycle, discover environmentally friendly ways to protect plants against local pests and examine the role of honeybees. At the end of the project, students will serve their vegetables within the school community and collaborate together to make a class recipe book. The recipe book will be shared with other classes and the local community.

Background:
Alaska is cold. With temperatures below freezing from October to April, it has some of the longest winters in the country. The rocky island of Kodiak has a less then ideal soil composition making it a challenge to grow food. On the other hand, summer days are long. In the land of the Midnight Sun, the sun doesn't set for weeks at a time, making gardening in this reign an unique experience. With greenhouses to get an early start and raised beds to warm the soil, Alaskans are able to plant flourishing gardens and raise record-breaking vegetables despite these obstales

Alaska imports around 95% of its food from outside of the state. The process is often expensive - shipping to rural, remote areas like Kodiak Island can double the cost of produce. Homegrown gardens offer a local, sustainable alternative to outside vegetable imports. This has been especially relevant throughout the coronavirus pandemic, when transportation complications have stalled the food supply chain in parts of rural Alaska.

To Alaskans, growing our own food is more then then putting seeds in the dirt. It's about celebrating the action around growing, and going out on to the land and practicing subsistence. It is not uncommon to see gardening linking hunting and fishing as a means to be self-sustaining. We celebrate the planting of the seeds, birth of the plant and harvest of the crop. It brings the community together.

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In this PBL, students will work with the local gardening community to determine the optimal growing conditions for a school vegetable garden. Over the course of several months, students will learn about the carbon cycle, discover environmentally friendly ways to protect plants against local pests and examine the role of honeybees.

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Jody Young

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How can I help better the world we live in? This is a pretty big question to ask ourselves as adults, let alone ask children. It's an important question to start asking children so that they can start thinking of themselves as individuals who can make an impact in the world.

This project will encourage students to ask questions about bettering their community by reaching out to its members to gather information. It guides them in knowing where the possibilities for impact are in their town. The service project at the end will encourage students to be the change in helping their community.

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How can I help better the world we live in? This is a pretty big question to ask ourselves as adults, let alone ask children. It's an important question to start asking children so that they can start thinking of themselves as individuals who can make an impact in the world.

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Keely Chaisson

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This page will detail my plan for a project-based unit in which students develop a plan to use their skills at making stuff to help their school.

I love crafting, and as a chemistry teacher some of my most well-received hands-on lessons have involved teaching chemistry through the production of handmade products such as soap. However, when I teach these crafts, typically students get to make a product only once, or only a handful of times, because both time and supplies are limited, and because developing the craft product is not the core of the learning activity! I frequently have students ask me how we can continue making, and I usually have to say simply that we cannot without a learning purpose for the activity and the funds for supplies.

I have developed this unit as a kind of answer to that request. It provides an opportunity for students to hone a craft skill (tie-dye) while also self-funding their supplies and supporting their school community.

At a school I taught at until recently, our students have an independent study course called "Badges" in which they are required to develop their own long term project and complete it, earning credit after a presentation to a group of teachers and the school board. Before students are set free to begin writing proposals and engaging in independent projects, they get a test ride of the process by completing a small group project that is partially designed by teachers and takes place during the first semester of their sophomore year of high school. This course is designed to serve as that teacher-initiated project for a small group of students.

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This page will detail my plan for a project-based unit in which students develop a plan to use their skills at making stuff to help their school. I love crafting, and as a chemistry teacher some of my most well-received hands-on lessons have involved teaching chemistry through the production of handmade products such as soap.

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Kaitlyn Fung

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Welcome to my Project-Based Learning project site!

I have designed this site as a resource to help fellow educators integrate Project-Based Learning into their daily teaching. This particular project is centered around reviewing quality children's books and creating a place for young readers to come and explore. Reading can unlock various worlds for children to enjoy. As developing readers, it is important to find genres and series of books that we like. When children share why they love particular books from their point of view, others can make connections and relate to their own personal experiences. Throughout this project, students will be researching, analyzing, and evaluating various genres and book series as they share their love for reading. Students will then create a blog where they will be able to share their thoughts with other children based on their research. In sharing their personal connections with various books, other children will benefit from their discoveries.

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Welcome to my Project-Based Learning project site! I have designed this site as a resource to help fellow educators integrate Project-Based Learning into their daily teaching. This particular project is centered around reviewing quality children's books and creating a place for young readers to come and explore.

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Katilynn Heinrichs

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Kass Cornish

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Are you ready to Choose Your Adventure?

This site offers a PBL project opportunity for Professional Development. The goal of the project is to investigate the impact of student choice in summative assignments and apply those findings to create assignments that lead to higher levels of engagement and academic success.

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Are you ready to Choose Your Adventure? This site offers a PBL project opportunity for Professional Development. The goal of the project is to investigate the impact of student choice in summative assignments and apply those findings to create assignments that lead to higher levels of engagement

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Jeanetta Asbury

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This site, designed by a graduate student at Boise State University for teachers of students in grades 5-8, provides guidelines and resources for a project-based learning unit about decision making.

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Danyelle Davis

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This project is happening as part of a sister school collaboration with an elementary school in France. We will discover each others' lives and worlds little by little, building friendships and language skills along the way. For this project, we will learn to talk about the geographic beauty of Idaho at a novice level. We will then create a product (simple slide presentation or digital book) introducing our beautiful state to our French friends who will do the same for their home region in the English that they are learning.

We will also create a paper booklet for practice that we can share with younger grades and with kids at the French immersion preschool in town.

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This project is happening as part of a sister school collaboration with an elementary school in France. We will discover each others' lives and worlds little by little, building friendships and language skills along the way. For this project, we will learn to talk about the geographic beauty of Idaho at a novice level.

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Teryn Odom