Product: A presentation including a graph and analysis to their friend and friend’s parents showing their result.

Would you be a successful Sit-In participant during the Woolworths sit-ins in Nashville in 1960? 

Students create a podcast describing the background to the sit-ins detailing the zeitgeist of the 1950s - 60s racial climate in the US, and personal information about who was sitting down at the counters and also the white men and women behind them. Students would then connect the information to themselves and assess whether or not they would take the same actions or not. 

The podcast would be shared to a class page where the other students and the teacher could listen to all the podcasts. 

 a 3D printed object working

Students select a policy issue to read teacher leveled texts and pull the main idea and details  of the current issue. Students study news reports for form and then create a video news report on there topic. 

Formative RRJs on these topics. Two weeks to gain main idea and details from there text sets. One week to write there scripts and one week to make the videos.

Can post videos on YouTube to have an audience of parents and peers. 

 

Entry activity: view or read a news story illustrating how the wealth gap has affected an individual or family to help students understand that the issue is both political and personal.
 

 First, students will investigate causes and views of the wealth gap from a philosophical perspective. 

Next, they will craft an idea for a bill that could be sent to a government representative. The idea should be informed by a particular philosophical view with which they agree.

Then, they will present their bills to their classmates for debate and try to come to a consensus on a piece of legislation. 

Finally, they will write treatises for or against the legislation (a la John Locke), depending on whether they agree or disagree with the final bill.

How can we promote the work of women artists throughout history, giving voice to half the world’s population?
Kickoff to PBL unit:  in table groups, name as many 'famous' artists as possible. 
Final product: A painting either in the style of a woman artist OR a copy learning the 'grid method'
Reflection:  Answer the driving question incl what choices women artists made such as subject matter.

No need to increase academic rigor. Suggest students to search how a Water Treatment Station works (water catchment, amount of water, amount of water detritus, costs). The project could be done also involving Geography and History.)

Hand in reports / Ask them to publish their findings on Google Classroom / Contests (ask other science teachers to judge) / Exhibitions on the hallways.

Maybe a search  about how a Water Treatment Station works or

start with a video or a TED talk related to water reservoirs.

End in mind: Students should find a creative way to raise money (bake sales, food trucks, garage sales, carnival) and balance against costs associated with running such events to maximize donation amount.

Product: Proposal/business plan including cost/benefit analysis

Audience: Donation recipients 

 

Age - 14-15
Class Size - 15-18 

Students have read a "controversial" text over the semester break. They have to justify about how the book is or isn't appropriate to use in class. This will challenge students to look at the text with a more critical lens and present their ideas to English Teachers or Principals.

Students will be guided in research, using different types of resources according to their choices and preferences to discover the 4 parts of health (social, mental, emotional, and physical) and how they balance to achieve a state of wellness in order to present a project (final product) to the school community in order to solve or relieve this existing problem. Their final product can be shared with the school community after being shared with their classmates and then school can use the EAC Weekly Newsletter to promote a wellness campaign to the whole school.

My 7th graders will read a book "Powerful - the diary of a girl who changes the world by her writing." The book has a pink cover and I want to question gender equality. As a motivation I will introduce the theme with the Emma Watson's speech about "HeFor She". 

FINAL PRODUCT:
Produce a video that will be shown to EAC community. The one with the highest number of views will be displayed in the Newsflash.

Project: Students should discuss in small groups and reach a consensus to come up with a list of 5 movies that taught them something about American culture. They will be able to talk about their preferences and also to do some research. They should compare their lists to the other lists and then prepare a presentation for the whole group, using parts of the movies to justify their choices.

Product: By the end of this activity, students will have a list of - hopefully - interesting movies to watch, as well as some guidance on what to look at when watching those movies. The main learning objective of this activity is to stretch students’ vocabulary and to provide feedback on their oral production after their presentations.

This project finishes a unit about interchange programs worldwide.

In the beginning, the students have to create their own Lusophone college (define the name, characteristics, goals and the courses of the university), making a debate among the participants. For this, they can search for real colleges.

After that, they will take the role of teachers in this Lusophone college (including wearing clothes like that). They are coming to the audience to convince the High Scholars to enroll in their university. In order to do this, they have to create advertisement strategies, as flyers and a website, to show the courses and the benefits of choosing that place to study.

The audience shall participate in the presentation, once that they have to ask questions for the “teachers” and, finally, choose a course to enter.

Final product: in that case, it would be the advertisement created by the students and the convincing power they showed during presentation. The grammar topic to be evaluated is “Presente do Subjuntivo” of Portuguese Language.

Present a piece of advertisement or propaganda for the dystopia (and then deconstruct it)  and a piece of advertisement or propaganda for our society (and deconstruct it) --> Possible compare and contrast exercise

The students will attend Malala's speech to the UN, then read the book. They research in which countries girls are not entitled to education and compare with Brazil.

The students write a storytelling how Brazil would be if the girls could not attend school.

I am not sure how can i make this public. maybe they could do a dramatic reading section for school.

 

Entry Event: students will watch a movie about this topic (Under the same moon). In class, they will debate about it, share ideas and will research more information on internet. 

During the project: They will create questions to interview other students in school community who have immigrated and ask them if they have faced some racist behavior or situation. After collecting, this information from each student, they will organize it in a Google Presentation.

Final Product: Students will present their results in class, will create posters and put it in public spaces in school and also, they can create a online poster to be shared in the School Social Media.

Entry event: Students will read part of EAC Hand Book and will talk about rules that they are not familiar or things that was really different form they previous country

Project: Writing  a letter proposing adjustments and understanding school rules

Objetivo:

Driving question: What learning benefits could I provide to students and EAC community if I could do adjustments in my school rules?

FInal project: