YOU ARE HERE >
Main > Teacher Resources > JCC Survey Course
Nancy Shirk
09
Project
Summary
Elmira City Schools
1. General Overview of the Proposed
Project: The project will
begin with viewing the video “Power of One.” While viewing,
students will be complete a video viewing questionnaire and response
sheet. This will be a lead-in to the research, compilation, and
presentation of project. Students will work in groups of three or
four. They will select a historical figure from a given list. The
students will research this person. Information gathered will be in
three specified areas. Information will be presented to class in
three forms, a written report, a visual, and an oral presentation.
2. Clear Purpose and Objective:
Since I believe that students need role
models, this project will acquaint them with a person, not much
different than themselves, and help them to discover how important
each of us is in society.
3. Stakeholders: grade level, who will
benefit, who will participate in this project.
This project is for students in grades
9 thru 11, in Global History and Geography or United States History
and Government. The project can be adjusted for either subject very
easily and also modified for students in grades 7 and 8.
4. U.S. History Content Area
This project could be used in either US
or World History areas with the only change needed being the
selection of persons to research. I see it as an avenue to
encourage character education.
6. Software to be used, internet
materials, contacts, etc.
The Internet will be used for
research. Powerpoint may be used as a presentation form. Class
will need time in computer lab and the school library to do
research. I will need to purchase supplies; such as, posterboard,
cardstock computer paper, biographical paperback books possibly. I
would expect minimal cost for supplies unless a student becomes
extremely creative.
7. Level of Student Involvement
Student involvement will be maximal.
Individually and as a member of a group, if done properly all
students will be responsible and accountable to the other members of
the group and to the class.
8. Evaluation process (include students
when possible)
I will create rubric for students to
use, clearly showing what is expected at the different levels.
Using one or several rubrics makes clear the expectation while
leaving some room for teacher judgment.
9. Timeline: how you envision the
project being carried out between start up and conclusion
I would plan to use this as a
short-term project, having students do independent research; as well
as, classroom time to work with group. I envision total time being
three weeks for completion and two presentation days. I would like
to do this in the spring semester. I plan to start with my US
History classes, and this semester I am teaching Global I.
Reflection
1. General Overview of the Proposed
Project:
I began this project with my 11th
grade US History and Government class this second semester. Since I
wanted to give the students three weeks to complete the project
using class time and independent work, I decided to allocate one day
each week for groups to work together, using half of the 80 minute
period in the computer lab for research and/or technology assistance
from the staff in the computer lab.
2. Clear Purpose and Objective:
I like to give students an overview of
the project before they start so that most questions are already
answered and those that follow are more specific. I introduced the
project and explained the grading process using rubrics, described
roles of each member of the groups of four, and discussed
expectations. At this point, any general questions were answered
and groups were formed. I thought it best in this particular class
to form the groups myself rather than random selection or student
selection.
The objective was for students to
explore the contributions of individuals in the social, political,
economic, and/or cultural developments in our nation’s history.
3. Stakeholders: grade level, who will
benefit, who will participate in this project.
I did this project with students in 11,
United States History and Government. The project could be adjusted
for my 9th grade Global I students and I will probably do
that next year since it was enjoyable; as well as, educational. It
worked well for students because of the different skills needed. I
was pleased with the involvement of all students, and creative
students were given the opportunity to express themselves in their
groups.
4. U.S. History Content Area
This project could be used in either US
or World History areas with the only change needed being the
selection of persons to research. I was pleased with the students
in each group their ability to work well together, a lesson in
respecting others.
6. Software to be used, internet
materials, contacts, etc.
The Internet will be used for
research. Powerpoint may be used as a presentation form. Class
will need time in computer lab and the school library to do
research. I was prepared to purchase necessary materials or books,
but the library or art department in the school supplied most
everything we needed.
7. Level of Student Involvement
Student involvement was maximum. All
students were responsible and accountable to the other members of
the group and to the class. The level of cooperation by all
students impressed me. I expect more leadership might be necessary
with younger students.
8. Evaluation process (include students
when possible)
I created rubrics for students to use,
clearly showing what was expected at the different levels. Using
three rubrics made clear the expectation while leaving some room for
teacher judgment.
9. Timeline: how you envision the
project being carried out between start up and conclusion
This project took almost four weeks
from introduction to class presentations. I would probably give
students more classroom and research time – possibly splitting the
groups with some in the classroom working and others in the
technology lab. That might alleviate the “dead” space of some group
members.
10. Comments or Questions:
-
This project could be done at any time
in the school year.
-
I chose a list of for students to
select from. This worked well for me, but students could be
included in selection process.
-
More class time should have been
allocated.
-
Rubrics needed some refinement.
|