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This is a lesson plan that a classmate and I created for our Curriculum Instruction class. We used the Academic Controversy model of instruction for students to study the Articles of Confederation, and to see the strengths and weaknesses of the form of government proposed in the Articles.

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This is a lesson plan that a classmate and I created for our Curriculum Instruction class. We used the Jigsaw model of instruction for students to learn about the different branches of government as written in the U.S. Constitution.

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One idea that I have seen for project-based learning, is to create a social media account for a historical figure. This will allow students to choose their social media platform, their historical figure, and be creative while doing it. Students will learn about the figure, events in their lives, and how to use images to represent those events. Linked below is one teacher's implementation of this idea.

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This teacher's website gives a great example of problem-based learning. The teacher asks the students to answer the following question, "do the lessons passed down to us by history, lessons whose origins may be hundreds, even thousands of years in the past, still have value today?" Then students work in groups to find solid and incontrovertible evidence to support their answer.

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PROBLEM-BASED LEARNING PROJECT
History's Lessons

'Those who cannot remember the past are condemned to repeat it.'
George Santayana, philosopher
THIS PAGE HAS BEEN UPDATED FOR THE 2011 - 2012 SCHOOL YEAR

INTRODUCTION

The terrorist attack on our country on 9/11/2001 is a defining moment in American history. Post-9/11 diplomacy presented the US with a challenge as profound as the American Revolution, the US Civil War or either of the world wars. As a future leader of America, if you are to meet that challenge, then you must learn and apply the lessons of history. Some of history's most provocative themes are what I ask you to consider... This year, as we continue to learn about US History, we will examine our country following the Civil War. The purpose of this project is to explore how the lessons history presents during this time period and determine how they shape and/or effect policies in our post-9/11 world. All of proplem-based learning is based on what is called the "driving question."

Despite the importance of learning from history, we don't learn history's lessons. Science and technology do not make us immune from history's lessons

Freedom, which Americans believe is longed for by people worldwide, is not a globally shared value. By contrast, desire for power, whether that is wielded by a dictator or a superpower, is a universal value.

America will experience the same ultimate destiny as memorable democracies, republics and superpowers of the past.
Religion and spirituality-and the desire for power-are the most profound motivators in history.

Nations and empires rise and fall not because of anonymous or invisible socio-economic forces but because of decisions made by individuals.

A true leader possesses four qualities: bedrock of moral principles, a moral compass, a vision, and the ability to build consensus to achieve that vision

OBJECTIVES

Students will:
- Describe what lessons we have learned from history and how they impact us today.
- Conduct research using primary sources
- Produce and present a project about history's lessons
- Express a point of view using incontroverible evidence
- Work together with other students, each having individual responsibility and holding each other accountable

PROBLEM-BASED LEARNING

It should be understood at the very beginning that students shall be the authors of this presentation. Problem-based learning focuses a one question. This question is called the driving question, and like any other question can lead to other questions. So in the process of this assignment the students will answer this question, construct other questions and answer them as well. Problem-based learning is student-centered and student-driven. This implies that the teacher will allow them to make free choices concerning the design of the presentation and its contents within the limits of the DRIVING QUESTION and CONTENT STANDARDS listed below. At an appropriate time the students will present what they learned, how they've answered the driving question, in a presentation given to the class. Some ideas on the form of the presentation are listed below... (What other ideas can your group come with?)
- Research Paper
- Website
- PowerPoint Presentation
- Video Documentary with Interviews (w/experts)
- Present a Mock Senate Report

DRIVING QUESTION
Do the lessons passed down to us by history, lessons whose origins may be hundreds, even thousands of years in the past, still have value today?

This is basically a yes/no question. If your group decides... Yes, history has no impact today, No, history lessons still have value...Your group project needs to explain your position with solid, incontrovertible evidence.

CONTENT STANDARDS
Students should

Use class time to collaborate effectively with team members on this project

Use primary sources as evidence to explain US foreign policies.

Compose coherent and focused presentations that convey a well-defined perspective and tightly reasoned arguments.

Deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion and description.

Analyze the relationship among the rise of industrialization, nationalism, militarism and imperialism (that is the forces which made America a superpower)...and how this relates to our country's foreign policy decisions

Analyze the major political, social, economic, technological and cultural developments and their impact on foreign affairs.

DESCRIPTIONS

DRIVING QUESTION: This is the main question you and your group have to answer to complete this project. You and your group have to find evidence in primary sources to answer it. This evidence has to be incontrovertible. ROLES: Each group member has a specific role to play in the group. Each role focuses on a different facet of history's lessons and their impact. In this way the group looks at the impact of history's lessons from various points of view.

RESEARCH: There is a substantial research element to this project that will be done outside of class time. You and your group members will research laws, events, and governmental systems and policies comparing and contrasting them to the post-9/11 era. The majority of these should be primary sources...rather than another historian's opinion of what something means. Research is basically gathering evidence.

EVIDENCE: What is evidence? Think about when a lawyer goes to court...the lawyer on one side uses evidence to prove the person guilty, the lawyer on the other side uses evidence to prove the person didn't commit the crime. The goal of evidence in this project is to prove whether or not history's lessons still impact us today. What kind of evidence does your group need to prove your point of view?

COOPERATIVE LEARNING: Students will work in teams. Together they will 1.) determine the group's point of view, 2) analyze evidence based on their role in the group, 3) construct one coherent, cohesive presentation. They must learn to work cooperatively when it comes to constructing a plan and bringing it to completion. Six or seven class sessions will be given to allow teams to collaborate during school hours. The teacher encourages students to use email, phone calls and other technology to communicate with team members outside of class time.

GROUP PRESENTATION: The presentation must be one cohesive, organized presentable piece. They must learn to work independently as well cooperatively. The final presentation should demonstrate work that took about eight hours to complete. Each group's presentation is expected to last 30 - 40 minutes and will be delivered to their fellow students during a week of presentations given in class. (Date: TBD; usu. in May)

EVALUATION: There is a multi-page rubric for this project (link to rubric). This rubric will be reviewed in class. The teacher will evaluate the group as a whole, as well as individual students. Students may be asked to evaluate one another. The key areas of the rubric are 1) Evidence of Research, 2) Presentable Form (Product), 3) Peer Collaboration and Teamwork, 4) Critical Thinking.

) or telephone 708/448-0408 x. 231. Lastly the coach is responsible for making sure the teacher receives her own copy of the group's final project (on the day the group presents).
Each team of eight will have a coach selected by the teacher. The coach will assign the other roles to team members.

INDUSTRIALIST: Industrialists relate the concerns of corporate America in US Foreign Policy. How did the policies help/hurt American business? How will they affect labor, employment, GNP? The person in this role focuses on how history's lessons effect American industry (positively and negatively) and how we can learn from that.

ECOLOGIST/ENVIRONMENTALIST: Ecologists study the relationships of living things to their environment and with each other. The basic principle that they follow is that all life on Earth is connected and it is supposed to fit together harmoniously. They are faced with trying to solve the impact that many human activities, such as over consumption and air pollution have on the environment and ecosystem in the long term. The person in this role focuses on how history's lessons have impact the environment (positively and negatively), and how we can learn from that.

DOVE: This role views America is like "a city on a hill" and can spread their way of life through peaceful means. This a person whose political views supports American ideals like freedom for all, the use of state resources to protect the welfare of the individual, and international free trade. The person in this role focuses on how history's lessons have impacted American ideals of freedom (positively and negatively), and how we can learn from that.

CANON LAWYER: Canon law is the legal system of the Catholic Church and is the oldest functioning legal system in the Western world. Canon law, like every legal system, is concerned primarily with protecting the smooth order of the society which it serves, in this case, the Catholic Church. Their sole task is to protect every Catholic's rights and to explain every Catholic's duties. The person in this role focuses on how history's lessons have impacted the Church (positively and negatively), and how we can learn from that.

DISENFRANCHISED: To be disenfranchised specifically means being unable to vote. Those who cannot not vote...like children under 18...or slaves, immigrants, etc. are sometimes overlooked when it comes to political decisions. The person in this role needs to think about the invisible members of society and/or future generations and how they are affected by history's lessons, positively and negatively, and how we can learn from that.

DIPLOMAT: A diplomat is person appointed by the government to act as an agent of one government/country to another government/country. The person in this role focuses on how history's lessons have impacted the US relations with other countries (positively and negatively), and how we can learn from that.

HAWK: This role focuses on the US role as a superpower. The hawk supports a strong military. This person should focus on the ways American industry, policies and decisions are protecting American military interest throughout the world. This role should emphasize traditional views that the government should have a role in defending moral values. The person in this role focuses on how history's lessons have impacted America's role as a superpower (positively and negatively), and how we can learn from that.

COACH: The person in this role needs to focus on the "big picture"-how are we using evidence to answer the driving question! The coach helps, completes research and their fair share of the project but is very careful not to do another student's work for them. Of course the coach determines how to pull all the pieces together and win the game-that is, composes a coherent and focused presentation that conveys a well-defined perspective using evidence and tightly reasoned arguments. The coach sets the goals of each work session, checks in with team members on a regular basis, and confers with teacher when/if group has questions, as well as overseeing the final product. The coaches meet with the teacher on a regular basis, and are encouraged to use email, ( msthompson1964@yahoo.com

'Those who cannot remember the past are condemned to repeat it

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'Those who cannot remember the past are condemned to repeat it.' George Santayana, philosopher THIS PAGE HAS BEEN UPDATED FOR THE 2011 - 2012 SCHOOL YEAR The terrorist attack on our country on 9/11/2001 is a defining moment in American history.

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This is an excellent example of inquiry-based learning because it offers a vague question that get students curious. This curiosity will fuel their study and intrinsically motivate them to learn and research more into the question.

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The compelling question "Can peace lead to war?" offers students an opportunity to explore the historic controversy surrounding the extent to which the Treaty of Versailles caused World War II. Students consider not only the stipulations of the peace treaty but also the nature of historical interpretation by following the voices of historians throughout the inquiry. While progressing through the inquiry, students consider the original vision of the Treaty of Versailles, the conditions of the treaty itself, and the reactions to the treaty both at the time and by modern-day historians.

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The compelling question "Can peace lead to war?" offers students an opportunity to explore the historic controversy surrounding the extent to which the Treaty of Versailles caused World War II. Students consider not only the stipulations of the peace treaty but also the nature of historical interpretation by following the voices of historians throughout the [...]

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The example I really liked from this article was the idea of having students research the history of a park or landmark. Students should tour the site in person and develop ways that they can improve the park or landmark for visitors, while preserving the history and historical integrity.

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Are you interested in getting your students involved in service learning? The teachers we've talked to agree that the key to making service learning work is to encourage students to come up with their own project idea-or find one that they truly support-and to connect that project to the curriculum in multiple ways. To inspire you, here are seven cool service learning projects that teachers have shared on our site:

1. Invite students to research a local landmark, such as a historical site or community park.

After researching the history of the site and touring it in person, encourage students to brainstorm ways your class could improve the landmark for visitors while maintaining its historical integrity.

2. Sponsor a service learning craft club.

Members can put their talents to work making decorations for school events as well as for the wider community. Invite club members to share any special skills-such as sculpting or needlepoint-with the rest of the group.

3. Make measurement practice meaningful.

Have students put together coffee, tea, or hot chocolate mix for local workers who make a difference in your community, such as nurses, firefighters, or police officers.

4. Beautify your school.

Encourage students to study the origins and key players of an artistic movement, such as street painting, and then inviting kids to create their own works of art inspired by the movement.

5. Take your recycling program to the next level.

Ask students to create video or audio podcasts discussing the importance of recycling and waste reduction. Post the podcasts on your school website for the wider community to learn from.

6. Study the art and culture of an impoverished nation or one that is in crisis.

Invite students to make their own artwork inspired by that country, then auction off the pieces and donate the proceeds to a charity in the struggling nation.

7. Start a gardening project with a younger classroom.

Have your students take the lead on planning and researching the garden and then presenting the information to the younger kids. Your students will learn leadership skills in addition to creating a spot to promote relaxation and nutrition at your school.

Question for you: What kind of service learning projects do you do in your school?

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7 Creative Service Learning Projects - WeAreTeachers

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Are you interested in getting your students involved in service learning? The teachers we've talked to agree that the key to making service learning work is to encourage students to come up with their own project idea-or find one that they truly support-and to connect that project to the curriculum in multiple ways.