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Stephanie
Spry
09
Project
Summary
Addison Central School District
1. General Overview of the Proposed
Project:
Students will connect local history, their
lives, and present day issues to the global community through
research and creation of a visual presentation. The project will
begin with a field trip to a local industry, with discussions about
the impact of history (present and past) on business. They will then
connect the local community and the world by researching local
businesses, ancestries, or cultures.
As a final assessment, students will create a
project that demonstrates their understanding of their relationship
to the world and their global connection. The project will include
historical impact on the community. A project may include a
PowerPoint, Song, Webpage, Podcast, Children’s book, some other
format or a combination of formats.
2. Clear Purpose and Objective:
Students will understand and recognize the
importance of world history in their lives. They will analyze
historic information and current information with the purpose of
uncovering cultural connections, including economics, customs, and
society. Connecting students’ interests and lives to the curriculum
creates more interest and understanding in the classroom.
3. Stakeholders: grade level, who will
benefit, who will participate in this project.
The stakeholders are 9th and 10th
graders participating in Global Studies.
4. U.S. History Content Area
This project covers content in NYS Standards
1(U.S. History), 2(Global History), 3 (Geography), and 4
(Economics). The U.S. History content could include Unit 1:
Geography and Unit 7: World in Uncertain Times. The content would
depend on the projects the students complete. Teachers can tie in
any content area and have students describe the impact of a certain
era in US History on their local history or a current local issue.
5. Outline Describing Content
Content can vary depending on research
topics. This project can involve many other US History Content
areas.
1)
Unit 1: Geography
a)
Role/influence of geography on historical/cultural development
i)
Effect on location on United States foreign policy
b)
Geographic Issues today
i)
Shifting population
c)
Demographics
i)
Characteristics
ii)
Immigration
iii)
Current Issues
2)
Unit 7: World in Uncertain Times: Toward a postindustrial world:
living in a global age
a)
Changes within the US
3)
Unit 7: World in Uncertain Times: Toward a postindustrial world: the
trend toward conservatism
a)
Nixon as President
i)
Nixon’s internationalism
b)
Ford and Carter Presidencies
i)
Foreign policy issues: the US after Vietnam
c)
Reagan and Bush
d)
New approaches to old problems
e)
Trade imbalance and divesting
4)
Unit 7: World in Uncertain Times: Toward a postindustrial world:
approaching the next century
a)
Bush presidency
i)
Foreign policy issues
b)
Clinton presidency
i)
Foreign policy issues
6. Software to be used, internet
materials, contacts, etc.
Students will use the Internet and Media
Center to research information. They may also use local businesses
and citizens as resources. Students will use technology such as a
video camera, IPOD, PowerPoint presentation, or other computer
programs to create their final assessment. They may also use
artistic mediums and materials such as clay, paint, and fabric.
7. Level of Student Involvement
Students will be involved 95% - the teacher
will provide topic choices and guide their assessment choices.
8. Evaluation process (include students
when possible)
Students will be assessed through their
research and the completion of an approved project. A rubric and
timetable will be provided for both areas.
9. Timeline: how you envision the
project being carried out between start up and conclusion
The Global Connections Project will start in
September with the field trip. Students will begin research in
September. Research information will be checked periodically until
October. When student information is complete they will choose
their project format, have it approved, and complete a rough outline
by November. Students will have the rest of the semester to finish
their project, periodic checks will be completed. Final project
will be due in December before finals.
TAH Project: Reflection and Evaluation
Stephanie Spry
Addison Central School
Global I and II
Final Project Reflection:
Background:
High School “Global History classrooms have
several pervasive obstacles: lack of curiosity, focus, and interest.
The root of student apathy is purpose; they see no purpose in Global
Studies. Many students do not understand the value of a global
education nor do they have sufficient knowledge of the world outside
their community to warrant them to seek more information. This
project focuses on how educators can make a connection between local
and world affairs; it upholds the creation of a connection between
the lives of the students and those of the international community.
Research overwhelmingly supports global connections and their
importance to the future of our students’ education.
Global connections are a significant part of
everyday life; therefore, connections should be essential elements
when developing an atmosphere of interest among students. Students
will become much more involved in their history curriculum if a
connection is made between the world and their lives.
Every community can be linked to world
culture; this project can focus on any community, its industries and
neighboring communities. I focused on Steuben County industries,
which impact both the local communities and the world cultures with
which they interact. Further, the local businesses affect our
communities’ economy, society, and technology either directly or
indirectly. I tried to explore the cultural connections between
local industries in Steuben County, New York and numerous world
communities. Finally, investigating international relationships in
social studies education will create a foundation for American and
Global curricula and increase students’ connection, awareness, and
desire to learn more.
Research reveals relevant information
supporting the impact of the global economy and education.
Information was also found refuting the importance of globalization.
Jimmy Carter’s statement shows ignorance about globalization’s
importance; he said that “globalization, as defined by rich people
like us, is a very nice thing... you are talking about the Internet,
you are talking about cell phones, you are talking about computers.
This doesn't affect two-thirds of the people of the world.” This
project concentrates on the information that recognizes
globalization’s affect on all people, whether a community uses items
from world industries, receives aid from world organizations, or has
a leading global industry in their community. Some communities may
even try to avoid globalization, but they recognize the impact it
can have on local customs, economy, and society.
Process:
The Global Connection Project took several
months to complete. I assigned it in Three Phases. The first phase
included participating in two field trips (Mercury Aircraft in
Hammondsport, NY and Dresser Rand in Painted Post, NY) and having
one guest speaker come to our classroom from Phillips Lighting in
Bath, NY. These companies did an excellent job showing the students
how their products, production, and facilities related to the
world. I kept the worksheets the same for all three presentations
and this kept structure for the students. I walked them through the
first one and they were fine on the other two. The students enjoyed
this phase and understood the global connection. They also did well
on the worksheets that corresponded to each tour/speaker. Overall
the worksheets were affective.
The next phase was a short group activity
using the information from Field Trips, the Guest Speaker and from
our lessons on economies. This phase brings in their ideas of
economy and why companies make the choices that they do when
considering business location and production decisions.
The final phase was the project, which in
itself had several parts. The Global Connections Project did not
turn out as expected! I was expecting specific historical research
from my students about the local community and its connections to
the world. That IS what I received; however, the projects took a
completely different approach to the subject. Students wanted to go
in a different direction than I had anticipated. I was looking for
community information, students did personal information. This IS
how they learn best!
After much confusion about the parts of the
projects, the students who put forth effort did a wonderful job on
their projects and took pride in their presentations! Most enlisted
parents, family members, neighbors, and friends to help provide
information and interviews. Many of the items that students used
were modern family heirlooms or objects. Some students used local
history books and reported on information in the books. I did not
want a book report, but students did a nice job creating a summary
of the book showing how local history is related to the world.
The Global Connections project included a
worksheet, presentation in a traditional format, then a presentation
in a multimedia format. The traditional format choices included a
choice of a children’s book, documentary (which was wide open in
format), or a song. They were also allowed to have some free
formatting with approval. The final presentation was a multimedia
format. I received Moviemaker, Audio Recordings, and PowerPoints.
Students took pictures of their items and used them in the
multimedia presentation.
I was not convinced that my final assessments
would work and I was not wrong. Many students stepped up to the
challenge. At first, students were confused because I had a two
step final project. They also had a difficult time completing the
worksheet that they were supposed to do as a guide to what to
include in the project.
Reflection:
I will change when the project is
implemented. I waited until Global II in the spring to give this to
my 9th graders, thinking that a year of work and preparation would
help them succeed. I waited too long! I will do this project the
first week of school while I am covering procedures. The students
did not want to work on a project in the last month of school. It
took an enormous amount of flexibility on my part to get the project
rolling.
I will reword my directions and clarify what I
expect.
I will provide a model! The model would have
helped immensely. Once I received my first completed project, I had
a model, because the student followed the rubric and had an
excellent project. She also completed the final phase of the
project as directed on the rubric!
I will do the project before the field trips.
Even though the field trips were better received by the students
than the project, I think that once they find their global
connections they will have more interest in how others are related
to the world.
The second phase was a group activity. This
went well and was easy to complete. Students worked together to
process why a company may or may not locate in another country,
discuss it among themselves, then present their information. It did
help that we had done some lessons on the economy. If I do the
project in the beginning of the year I would have to teach a more in
depth lesson on economy in Global I.
I will handout project information in parts.
Students will get the next part as the previous part is completed.
When I do the project next year I will give just the worksheet
first. Then explain the presentation choices after they are done
with the worksheet. Students definitely made it harder than it was
and my directions were not as clear to them as they were to me!!!
The project overall was successful and contributed to our classroom
understanding of the bigger picture in Global Studies. They will
also be able to use this connection during American History class.
Once students started understanding what was needed during the final
Global Connections Project the more they were enthusiastic. One
student brought her father’s Gulf War Army Uniform with medals;
another brought a whole box full of her Grandfather’s Naval
yearbooks and photo albums from Vietnam. She said this was the
first time she had ever seen them or heard the stories he had to
tell! I had several students bring family-owned, local history
books to explain how their local community was connected to the
world through the founders. One student was even related to one of
the local founders. Students enjoyed the connections they made and
I hope they will continue to enjoy and appreciate their own heritage
and that of the community.
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