# data[].attributes.body
Attached is my document for the part II of this assignment.

# data[].attributes.body
I like the idea of service-learning in social studies. One of the ideas that I had would be to do a clean-up of a local river or pond. While cleaning up the area, the students would record and classify what was pulled from the clean-up. They would record and classify each item removed and separate them into different categories and then look for similarities. Each group would be assigned a category and track the origin of the items. Is there more of a certain type of pollution? For example, are there multiple Mcdonald's cups? They would then answer why they think that the patterns appear. Is it located near a certain fast-food place, etc.? Then, they would come up with possible solutions to prevent pollution going forward. I think this lesson really helps them get a sense of being involved in a larger community and how the actions of people in the community have an influence. This includes their actions, if they are doing this clean-up and see the effects, they will be less likely to pollute and litter and will encourage others that they know not to do so. This learning drives home the importance of community and community action. It also shows them how they can be involved in the solutions to the problems that the community and environment faces. For this lesson, they would be put in groups at the end and each group would come up with a solution or way to prevent the pollution from occurring again. They would then send this presentation to a local official or someone with the influence to listen to and possibly implement their solution.

# data[].attributes.headline
Cooperative Learning - Academic Controversy 

# data[].attributes.subject
Cooperative Learning - Academic Controversy 

# data[].attributes.body
This is a lesson plan from my Curriculum and Instruction Class. It uses Academic Controversy as the Model of Instruction. In this lesson, students are comparing and analyzing Martin Luther King Jr. and Malcolm X, and their approaches to achieve social reform. In this lesson, students are paired together in groups of 4 and split into teams of 2. Each team is assigned a perspective/person. They will prepare a thesis statement and collect evidence that they will then present in a small presentation to the other team. They will then switch and the other group will present their assigned perspective. Once done, the groups will rotate and they will be paired with a different team of 2. They will then take on the side that they did not present and will form a thesis and a presentation for that perspective. This allows for a much deeper dive into the two perspectives. It is important that they don't see these as opposites, simply as different. It promotes the skill of active listening as well as using evidence to state a position. It encourages respectful conversation around the topic.

# data[].attributes.body
This is a lesson plan from my Curriculum and Instruction Class. It uses Graffiti as the Model of Instruction. In this lesson, students are split into small groups which will rotate looking at different historical pictures/cartoons as a group. They will write down their answers to the given prompts in the margins about each picture using their assigned group colored marker. They will engage with the answers that previous groups have given. In their groups they will create lists of generalizations and summaries from the activity. Each group will share their summary. Each person is given a specific role, timekeeping, writing, etc. Once finished, students will write and share together their summary as an assessment of their learning.

# data[].attributes.body
For inquiry-based learning, the students are learning deeper history by answering a question that is relevant to the lesson or unit we are covering. They will answer their question through the use of historical documents and sources. For example, Why was MLK Jr. more popular than Malcolm X? This approach has them form a hypothesis from a limited amount of knowledge before adding additional sources and conflicting information that may contradict their original information. This forces them to revise their hypothesis many times, adjusting and changing it or even rewriting it if need be. This gives them a much deeper understanding of the topic and shows them that history is not just a set of facts but is instead a debate and a multifaceted topic outside of what their textbooks may describe. It also allows for the perspectives that are often overlooked in their textbooks and drives home the idea that information as it is presented is not always the full picture. They should use their critical thinking skills to search out the truth and to be more deeply involved in the historical conversation. This is especially important in the present day as information is presented or passed through social media and other platforms. They should know that truth is nearly always more layered than it is presented. The end of this as their assessment will be a paper on their final hypothesis. How they arrived their, the supporting evidence they found, how they use the contradictory evidence they were presented with, etc.

# data[].attributes.attachment_link.description
Inquiry lessons introduce students to the "doing" of history. Through using evidence to investigate historical questions, students are given the opportunity to see that history is not just a collection of facts, but rather a rigorously constructed set of arguments.

# data[].attributes.body
In this example, a teacher incorporated project-based learning through the use of a question, which the students would place themselves in the position of historically, thinking of the implications it would bring into the present. The question is: "If you were a young revolutionary at a certain time in your country and you were given the ability to change one thing in the future of your country, what would you change and how and why would you change it?"
This satisfies the real world connection that is needed for project-based learning. This lesson is also done over a time period, making this activity the lesson, not a quick fluff piece done at the end. Students work in groups, providing structured collaboration. I would also have them assign roles within the group to add to the collaboration and make it more student-driven. This allows the students to take more responsibility for the learning and within their groups. This unit is a few weeks long, allowing for many opportunities for multifaceted assessment. In this lesson, the teacher also had them create their own rubrics, which is an additional assessment. I would also have certain check-in markers throughout the unit. For example: By this date, we should be at this point. By this date, we should have this completed, etc.
This lesson fulfills the 5 essential keys for effective project-based learning.

# data[].attributes.attachment_link.readable_text
Project-Based Learning (PBL)

Implementing project-based learning can lead students to investigate historical movements.

"I have to go to history class? So boring!"

"Why do we have to learn about revolutions we weren't even alive for?"

These are just some of the comments that I used to hear from my students, and I remember making the same comments myself in high school. When I became a teacher, I wanted to make my class more fun and engaging, and that's where project-based learning (PBL) came in-PBL is a learning experience in which students investigate real-world problems that interest them and create solutions that demonstrate their learning for a broader audience than their teacher or their class.

PBL requires intensive planning, but it's worthwhile in my opinion because it fosters great student engagement and requires students to use crucial skills like critical thinking, creativity, collaboration, and communication.

When I wanted to create a PBL unit for my high school Latin American Studies class, I found few example units for my course-there are some good ones at PBLWorks -so I created one myself. This unit takes place over three to four weeks, with hourlong classes twice a week.

I created this project to bring the Latin American revolutions from the dusty pages of textbooks into the 21st century. What makes it a little different from other projects I've seen is that I had students role-play as Latin American revolutionaries to gain a historical perspective.

PBL in Social Studies in 5 Steps

1. Create a question for students to answer in their project: The driving question in my unit was how to solve a current problem affecting a Latin American country of the students' choosing. I gave them this prompt: "You are a 17-year-old revolutionary in your country. You have been given the ability to change one thing in the future in your country for the better. What would you change? How and why would you change it?"

Examining the political, social, and economic causes of past revolutions helped them identify similar problems in 2020. I used the role-play to create buy-in for the students-the perspective encouraged them to take more ownership of finding a feasible solution to make their country better. Students communicated their solutions in a blog or video diary and could work in pairs or groups.

2. Give students time to research: When students were researching their problems and solutions, I provided scaffolds to support learning. These scaffolds could be mini-lectures or videos. To give students an idea of what to look for in their research, I set up whole-class discussions; in distance learning I used the chat function in our video conferencing application, or posted discussion questions in our learning management system. Students created a rubric to assess their projects and set learning goals to hold themselves accountable.

3. Have students organize and visualize their research: Students could use digital graphic organizers to begin plotting what problem they would focus on and brainstorm solutions. They peer-reviewed rough drafts with project rubrics, which could also be completed asynchronously.

This is the point when teachers should organize an authentic audience for students to share their work with, which can be community leaders, families, or others, depending on the project. I didn't bring in an outside audience this year; students presented to their families and the class.

4. Have students create their stories: I allowed students to choose the applications they would use to create their final products detailing their solution to the problem they hoped to address. They created either a blog or video diary as their authentic products, creating a day-by-day chronicle identifying their problem along with the solution they would put in place, and what effect they hoped the solution would have on their country.

5. Students share their projects: In PBL units, students present their final project to an authentic audience. In distance learning, I had students present live over Zoom; if they weren't comfortable with that, they could record their presentation as a Flipgrid video. It's also important to provide a chance for audience feedback about the projects.

We concluded with self-reflection by the students and me, which helped me gauge my students' thoughts about the project, workflow, and the effectiveness of the lesson. It's critical for me as a teacher to reflect on what went well and what can be improved upon. I suggest also critiquing the project with your content team for tweaks, so you can fine-tune the goals that you want to accomplish by the end of the project.

PBL creates an engaging student-centered learning experience that allows students to go beyond just facts and deeply explore real-world issues with a focus on creating solutions.

# data[].attributes.attachment_link.title
Getting Started With PBL in Social Studies

# data[].attributes.attachment_link.description
Implementing project-based learning can lead students to investigate historical movements.