Running head: Engaged Learning Project 1

Engaged Learning Project

Matthew Chambers

Kennesaw State University

Engaged Learning Project 2

Title of Project: The American Revolution Wax Museum

Subject(s): Social Studies: American Revolution

Grade Level(s): 5th Grade

Abstract:Students will do a long study of the American Revolution, including reading text, making

timelines, taking a virtual field trip, and completing a WebQuest about six diverse groups of the war. The final product is a combination of a group presentation and individual personifications. Students will assume the role of professional historic re-enactors, eventually creating a scripted educational activity in which they act as wax figures modeled after important people from the American Revolution, for the audience at the school’s yearly Open House. The students knowing that they must perform with accurate information will engage their learning of historical facts. Greater purpose is established by correlating how Open House improves the school and entices new students and families to join. After an initial year a video would be shown of a student reflection from the previous year.

Learner Description/Environment:This project will take place in a Catholic private school, with all of a 5th Grade Social

Studies class, made of approximately 28 students in two sections. Students range from average to gifted, with several having learning and/or social needs. Students are more advanced in technology use, as they weekly have Technology as a separate class. Teachers have agreed to use time in Social Studies, Technology class, and Library class. Students will have access to laptops and/or desktops in all classes, which all have the same internet and software available, and in 1-to-1 scenario. It is expected that any new program shown to the students will require only minor demonstration. Students will have access to technology other than computers only during Technology and Library class.

Time Frame: The project will take place during Quarter 3 of the school year, being January through

March. Students will work alone and in groups approximately 45 minutes a day for regular Social Studies time, and will add another 45 minutes two days a week, for Technology and Library classes. In addition homework will be to finish what was started in class, and students can get help before and/or after school in either the Technology Lab or the Media Center (Library). Since this project will be worked on in three different classes, it should only take 12 sessions, plus the day of the performance, which would be less than two weeks. Taking place in just Social Studies it would take two and a half, and in just Technology and Library it would take six weeks. However, students often take longer than planned, especially when creating something fun and interesting with technology involved, so a day or two of “catch-up time” should be planned.

Learner Performances:When students finish the project they should be able to answer the following questions:

What were the three points of view in the American Revolution? Why were these views worth fighting for? What groups took part in the American Revolution and how were they affected?

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What did the American Revolution lead to? Who is someone you learned about from the American Revolution?

The key is to have full understanding of the three different points of view of American Revolution and why each group had those views, while also understanding different groups involved in the war. Student’s understanding should be to the extent of being able to give both a group and individual presentation, of accurate and reliable information.

Students will touch all categories of Bloom’s Taxonomy, with Knowledge in reciting facts, Comprehension in the different points of view, Application in using the WQ to make a PPT, Analysis in comparing and contrasting different points of view on a test, Synthesis in creation of a script and persona, and Evaluation in both a test and a video reflection.

Standards Addressed:Archdiocese of Atlanta Standards

5th Grade Social Studies: Standard 12 - Independence Movements

SS5.H12.01 – Discuss the causes, events, and results of the American RevolutionA. Trace the causes that shaped the Revolutionary War

1. French and Indian War2. Dissatisfaction with colonial rule

B. Trace the major events of the Revolutionary War1. Lexington and Concord2. Declaration of Independence3. Yorktown

C. Describe key individuals of the Revolutionary period to include but not limited to:1. King George III2. George Washington3. Ben Franklin4. Thomas Jefferson

5th Grade English Language Arts & 5th Grade Library:Standard 2 – Composition

LA5.W2.04 – Write in a variety of genres (narratives, journals, poems, essays, letter writing, research, reports, notes, etc.)

LA5.W6.07 – Use multiple types of sourcesLA5.W6.09 – Cite reference sources

5th Grade Technology T5.02.01 – Locate, evaluate, and collect information from a variety of sources.T5.02.02 – Identify origin of sources.T5.S3.02 – Effectively integrate technology into presentations.T5.S5.08 – Demonstrate beginning proficiency in presentation applicationsT5.S5.010-Demonstrate proficiency in basic use of a web browser.T5.S6.03 – Identify and discuss innovative trends in technology.

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ISTE’s Educational Technology Standards1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processesb. Create original works as a means of personal or group expressionc. Use models and simulations to explore complex systems and issues

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

d. Contribute to project teams to produce original works or solve problems.

3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

4. Critical Thinking Problem Solving, and Decision Making, Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. Identify and define authentic problems and significant questions for investigation.b. Plan and manage activities to develop a solution or complete a project.c. Collect and analyze data to identify solutions and/or make informed decisions.d. Use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior 6. Technology Operations and Concepts, students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Advocate and practice safe, legal, and responsible use of information and technology.b. Exhibit a positive attitude toward using technology that supports collaboration, learning,

and productivity.c. Demonstrate personal responsibility for lifelong learning.d. Exhibit leadership for digital citizenship.

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6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. b. Select and use applications effectively and productively

The “hook” or Introduction:After reading the textbook chapter on the American Revolution, the next class will start

with the lead teacher dressed as a war time hero, for example George Washington, who will give a speech about that personification’s heroics during the war. Ideally, a video reflection from a student the year previous would be shown, which would highlight the importance of Open House. Students then read through a handout about the project for homework.

Process:Completion speed of each section or step will be different per student. Students who

work faster should of course double check their work, offer assistance to other students, and if appropriate can play American Revolution games such as the ones available at: http://mrnussbaum.com/socgames / , http :// www.pbs.org/ktca/liberty/road_q1.html , http:// games.pppst.com/socialstudies.html , and http:// www.schooltimegames.com/Social_studies.html .

A final exam could also be given at the end of this process with questions not only about the American Revolution and the contrasts between the different groups, but also about techniques used in the project such as how to format Word, how to import pictures into a Presentation, and what are some signs of good public speaking. Session 1 (2 Days): The Chapter

In the first session students will read the textbook chapter(s) over the American Revolution. The teacher will present the class with Graphic Representations above and beyond what the book supplies. These GR’s can be found online, but look better if the teacher makes them using a program, such as Publisher, or another online designer (GRAPH shown in rubrics section below).

Homework this first session would be for the students to use a recommended website, such as http://www.tiki-toki.com/or http://www.softschools.com/teacher_resources/timeline_maker/, to build a timeline (or at least a blank timeline) about the American Revolution, which will give them a concrete device aiding in memorization of facts.

Session 2 (2 Days): Virtual Trip During the second session the class will take a ‘Virtual Marching Tour of the American

Revolution’ through the website http :// www.ushistory.org/march /. A simple worksheet would accompany the tour to access that students are actively participating (not in rubrics below).

As the tour has many steps, this may take two classes, but any work after that should be done at home.

Session 3 (1 Day): Project IntroductionThis third session is where the real project begins. On this day students will be introduced

to the idea of the final products and the path that will be taken to get there. The teacher can get

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the students pumped by showing a student Video Reflection from the previous year(s) and by dressing-up as a historical figure as an example of what they will do (music and a speech). The class is then split into groups for the WebQuest part. For this example it is six groups with four members each. At the same time, rubrics (WQR example below) and step-by-step guides should be given, and examples of everything should be shown and made available to view when needed in a school wide shared-drive or online medium.

Reading all the materials given out is homework and students should be encouraged to come in to ask questions as needed.

Session 4 (1 Day): WebQuest IntroductionThe students already knowing their groups now have their topics assigned. The points-of-

view of the American Revolution and the different parties involved will be categorized by: Loyalists, Patriots, Neutrals, Native Americans, African Americans, and Women. The groups will be assigned a category and ALL MEMBERS will conduct research in the form of taking notes from the allotted websites given in the WebQuest. Any research not completed in class must be done for homework. An example of an American Revolution WebQuest can be found here: http :// duttonrachel.wix.com/the-road-to , created by classmate Rachel Dutton.

Additional time needed should be done for homework.

Session 5 (1 Day): WebQuest ResearchThe next session, students will combine notes with their group members to see if each has

the same information and to tally up different facts. One master note page would be made.

If the master page is not completed in class, it must be for homework.

Session 6 (1 Day): Research PaperThe four member groups will now split into two subgroups. One subgroup will type the

paper on Microsoft Word (one can type while the other dictates), while the other subgroup goes back and makes citations for the websites used and checks the final draft of the paper for proper MLA formatting.

Additional time needed should be done for homework.

Session 7 (1 Day): Digital Presentation RotationDuring the 7th session students will make a short PowerPoint or Prezi (http://prezi.com / )

detailing the information they found about their group, including why they thought the way they did and what happened because of their thinking. The Presentation will be made with the idea that the groups will teach the other students about what they found. There is a specific way to design a Presentation (PREZ shown in the rubrics section below) which should be followed for this assignment.

As making the Presentation is fun, you will find that students often fight over who gets to make what. This can be remedied by allotting each student to make two pages of the Presentation alone without help. At the end the entire group can critic each other’s pages to make changes, but only in the idea of streamlining.

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Additional time needed should be done for homework.

Session 8 (1 Day): Speech PracticeExpect this to be a loud session. Students will be having fun practicing their speeches

while their group members time the advancement of slides. Each member has to talk about at least one slide each, which leaves four pages to be divided-up as they see fit. This mix allows those who are outgoing to be the spokesperson for their group, while forcing those who are shy to at least get some experience.

The teacher should talk about proper public speaking techniques and posture (SPEAK shown in rubrics section below). Students will time themselves to give presentations between 4 and 8 minutes long, being reminded that nervousness often leads to fast talking, so having too much to say than time allows is ideal.

Students should practice for homework.

Session 9 (2 Days): PresentationsAs the speeches are roughly 6 minutes each, and it will take 3 minutes to switch in-

between groups, and there are six groups, it will take 54 minutes in a perfect world. Each class in this scenario is 45 minutes long, and the world is not perfect. Two sessions should be planned, with teacher reminding students of expectations before and at the end of each session (good eye contact, clear voice, etc).

No homework as the presentation is considered a test grade.

Session 10 (2 Days): Groups will now be given the next series of directions for the project, which is to choose

one person each, out of the category they researched, to do an investigative study on. Any debate on who gets whom should be settled with Rock-Paper-Scissors, which acts as a great tiebreaker. Once a person from the American Revolution has been agreed upon by both the student and teacher, investigation will start. Students are looking for not only important facts, but also mannerisms to model after. Students should be using their own research phrases and ideas to gather information (unless they request teacher help), and possible resources to suggest are: http ://www.galileo.usg.edu / , http:// www.worldbookonline.com/wb/Login?ed=wb , http://www.discoveryeducation.com / .

Additional time needed should be done for homework.

Session 11 (1 Day): ScriptsStudents will now take the information they have found and write a short script that they

will memorize as part of their performance as their investigated person. Costumes and “not breaking character even for mom” should also be discussed. Some type of performance rubric would be best here (not shown below).

Additional time needed should be done for homework.

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Session 12 (1 Day): PracticeThis session is another loud day where students are practicing their individual parts. The

teacher should walk around and give advice, and if time allows, students could even demonstrate their acts in front of the class. If time and convenience allows, this is an ideal day to have a historian who specializes in American History come and talk to the students about life and the views of the war back then, and maybe even help critic and perfect the students’ modeling. Position for Open House should be worked-out on this day and any other information should be well known by both the students and the teachers so that there are no surprises on the day of the performance.

Students should practice and prepare for homework, ideally over a weekend.

Session 13 (1 Day): The PerformanceThis is really not a class; it is the students performing at the Open House. The teacher

should walk around grading each student performance as a test grade.

No homework as the presentation is considered a test grade.

Session 14 (1 Day): Video ReflectionThis final part of this project is a video reflection on what the students liked about the

project and their performance, and what they would change for future classes and if they could go back and do it again. Camcorders are should be made available and/or laptops with webcams can also work. Students will use Windows Movie Maker (preferably the older XP version as it works better than the 7 version).

Additional time needed should be done for homework.

Product:The final product has three parts. Students will give Digital and Verbal Presentations to

the class discussing their different group of the American Revolution they were assigned. Students will individually give performances as wax figures during Open House. Students will also use camcorders to do video reflections of the experience.

Technology Resources/Management:Students have laptops available in every classroom, and desktops available in both the

Technology Lab and the Media Center. Students have 1-to-1 technology use. Additional technology, such as camcorders and scanners are available in both the Technology Lab and the Media Center. Wireless internet is run throughout the building. All software mentioned is installed on every pc, or is internet based. The computers are up –to-date on Flash and Windows 7. Programs used are mostly online, but also included the local software: Publisher, PowerPoint, Word, and Movie Maker.

Students are well versed in technology use and if needed can also come in for technology help, to the Technology Lab and Media Center every morning and afternoon. Any talk with professionals would be done using Google Talk or Skype. Students collaborate only within their own class. This project could be completed with only one computer per group, which in this scenario would mean only six computers needed.

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Student Skill Development: As described in the Process, students will need the ability to work alone and in groups,

researching at their own pace, taking more complex information and making sense out of it, in the form of words, art, and performance. Resources and suggestions of how to do this are shown throughout the Process section.

Adaptations for Special Needs:Adapting for the physically disabled is easily accomplished. For the readings text-to-

speech software, screen readers, and built-in computer screen magnification control panels could be utilized depending on the need of the student. For typing voice recognition software and word prediction software could be used. At risk students will enjoy the software and websites used, which provide powerful and motivating opportunities to engage in learning activities. Gifted students will enjoy the built in after-work additions, such as educational games and helping other students. For those students with limited English proficiency, much of what is done contains graphical information and different ways to accomplish the final goal, as well as different tasks for each group member to complete, while still helping the group as a whole. Websites used should also include transcripts and voiceovers when possible.

Assessment:Students will be graded on each step of the project that they complete. Grading is based

on completion, quality, and understanding. Several rubrics and step-by-step guides will be utilized for this project. The final product which includes two presentations is graded as a test. A final paper test is optional. To encourage self-assessment students will also grade the participation of their group members (RATE shown in rubrics below), and conclude the project with a Video Reflection.

Supporting Materials : Historic Figure Costume!Websites: Gameshttp://mrnussbaum.com/socgames / http :// www.pbs.org/ktca/liberty/road_q1.html http:// games.pppst.com/socialstudies.html http:// www.schooltimegames.com/Social_studies.html Websites: Timeline MakerUsed: http://www.softschools.com/teacher_resources/timeline_maker/, http://www.tiki-toki.com/http://www.readwritethink.org/files/resources/interactives/timeline/ http://www.microsoft.com/education/en-us/teachers/how-to/Pages/creating-timeline.aspx http://www.teach-nology.com/web_tools/materials/timelines/ Websites: Virtual TripUsed: http :// www.ushistory.org/march /http://www.simplek12.com/virtualfieldtrips http://librarianscorner.net/Virtual%20Field%20Trips%20and%20WebQuests.htm http://mdk12.org/instruction/curriculum/social_studies/fieldtrips.html Websites: American Revolution WebQuest (teacher made is best) Used: http :// duttonrachel.wix.com/the-road-to

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http://webquest.org/index-create.php http://questgarden.com/ http ://www.weebly.com /

Websites: PresentationsUsed: http://prezi.com / http ://museumbox.e2bn.org / Websites: Researchhttp ://www.galileo.usg.edu / http:// www.worldbookonline.com/wb/Login?ed=wb http://www.discoveryeducation.com / .VideoExample of reflection from previous year(s)SoftwareMicrosoft WordMicrosoft PublisherMicrosoft PowerPointWindows Movie MakerHardwareLaptopsDesktopsPrintersProjectorsScannersShare-DriveCamcorders

Rubrics and Guides…

Engaged Learning Project 11

GRAPH

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WQR

CATEGORY 4 Points 3 Points 2 Points 1 Point SCORE

FinishedOn Time

Project is 100% complete.

Student is ready to share on show

and tell day.

Project is 75% complete.

Student needs to finish a few

things.

Project is 50% complete.

Student needs another day.

Project is 25% or less,

complete. Student needs

much more time.

Followed Directions

Student used all three criteria.

Student used two of three

criteria.

Student used one of three

criteria.

Student shows none of the

criteria.

WorkedCooperatively

Everyone agrees effort was done in fair shares,

and student was enjoyable.

Shares were not fair OR student was difficult to

work with.

Student did not do a fair share AND student

was difficult to work with.

Student was difficult to work with, or did no

work.

Effort inProject

Student showed effort in project

and it is well researched and aesthetically

pleasing

Student showed effort in projectbut research in

person OR art is weak.

Student showed effort in project but research in person AND art

is weak.

Student shows little effort in

work OR plagiarized.

ClarityIn Work

Information from speech and project is clear and accurate.

Information from speech or

project is confusing or inaccurate.

Information from speech or/and art is

confusing AND inaccurate.

Information from speech AND art is

confusing AND inaccurate.

AbilityIn Speech

Student shows all three criteria:

Good eye contact,

appropriate volume, and interesting

information.

Student shows two of three

criteria: Good eye contact, appropriate volume, and interesting

information.

Student shows one of the three criteria, given

before.

Student shows none of three

criteria.

TOTAL

Scale: 100 / 20A = 21 to 24B = 17 to 20C = 13 to 16D = 09 to 12

F = 0 to 8

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PREZ

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SPEAK

______________________________________________________________________________

Name:Eye Contact 10Volume 10Clarity 10Interest / Professionalism 10Time 10Notecard 10Umms, Ands, Uhhs 10PPT Quality (theme, contrast, clarity) 10

80TOTAL 0

improve softness in projectiongreat nice presence

RATE

SPEECH QUALITYEye Contact, Volume, Articulation, Time LimitARTISTIC EFFORTCompleteness, Challenge?, On Time, Best WorkPROFESSIONALISM OF BOTHLaughing, "Umms," Info Clarity, MemorizationNAMECLASS

Improve look around moreGreat amazing art!

ARTSPEECH

0TOTAL 0

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References

International Society for Technology in Education [website]. Retrieved November 27, 2012.http://www.iste.org/STANDARDS

Rachel Dutton. The Road to the American Revolution [website]. Retrieved November 27, 2012.http://duttonrachel.wix.com/the-road-to