Subject: U.S. History
Grade: 11th
Topic: Inquiry Project Creation Days
Overview: Students will be creating a project to demonstrate their learning throughout the Inquiry Project. Students will have chosen a product through a student choice board which will have been differentiated according to learning styles and preferences.
Standards
Common Core Standards
Writing Standards-
(4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
New York State Standards
NYS 1.2 - develop and test hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues
NYS 1.3 - prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history
NYS 1.4 - analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors’ perspectives
NYS 4.1 - describe the ideals, principles, structure, practices, accomplishments, and problems related to the United States economic system
NYS 5.1 - analyze how the values of a nation and international organizations affect the guarantee of human rights and make provisions for human needs
NYS 5.3 - analyze issues at the local, state, and national levels and prescribe responses that promote the public interest or general welfare, such as planning and carrying out a voter registration campaign
Objectives:
Students will be able to summarize their research into a clear and thoughtful presentation.
Students will write an essay comparing and contrasting their "crisis" to the Great Depression.
Activities / Procedure:
Teacher will model citing research sources as well as creating a works cited page.
Students will work in groups to summarize their research and create a product which clearly presents their findings.
Students can begin to work on their individual essays in which they will compare and contrast government response to their groups chosen crisis and the Great Depression.
Teacher will check in with groups to monitor projects and provide scaffolding and support.
Materials: Membership Grid, Computer, Flip Cam, Art Supplies, Research Graphic Organizer, Essay Prompt/Assignment Sheet, Project Rubric, Group Assessment Sheet (for teacher)
Additional Notes: Teacher will monitor and observe student progress. Teacher will provide scaffolding and support throughout student project creation.
Assessment: Project Rubric
Cross - Curricular Connections: Relates to the ELA classroom - expands upon research and summary skills being taught in the ELA classroom.
