Philosophical Or Debatable

Project Overview/Thoughtful Classroom
Step One: Identify the Title and Core Concept
Name of Project: / Awesome Abolitionist Adventure / Duration: 2 wks
Subject/Course: Social Studies 7 / Teacher(s): Hughes / Grade Level: 7
Other subject areas to be included, if any:
Abolitionist Adventure: A Study in Change
(Unit Topic) (core concept)
Step Two: Identifying Standards to Be Addressed
Project Idea
Summary of the issue, challenge, investigation, scenario, or problem: / Who shaped history in Syracuse? Create a walking tour of downtown Syracuse to educate the public on the courage shown by groups and individuals to move our region and country toward equality.
Driving Question

Philosophical or Debatable
Product-Oriented
Role-Oriented

/ How can we as historians create a digital walking tour to educate others on the rich history of Syracuse? (entice, commentary, attribute)
How can courageous individuals and groups make the world a better place?
How can a narrative video teach students in CNY?
How can we use QR codes to promote the importance of improving the world in which we live?
Guiding Questions: / What characteristic did your individual show?
What evidence proves this?
Who helped your individual succeed?
In what area was the change made?
What impact did your individual have on history?
CCSS to be taught and assessed: / SS 7.12- Unequal and oppressive social structures sparked by resistance efforts by slaves and reform movements to address social, political, and economic inequalities in the U.S.
SS 7.14- Complex economic, social, and political tensions between northern and southern states and differing views on slavery ultimately led to the Civil War, which affected the lives of all Americans.
SS 7.15- Regional tensions following the Civil War complicated the effort to reunify the nation and define the status of African Americans.

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
WHST.6-8.1. Write arguments focused on discipline-specific content. - Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Additional Standards to be taught and assessed:
Identify Learning Targets and/or ”I can…” statement / I can Cite specific textual evidence to support analysis of primary and secondary sources.
I can Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
I can Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
I can Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Key Academic Vocabulary: / Abolitionist Suffrage Underground Railroad Equality Economy Reform Sectionalism
Step Three: Develop Your Learning Window
Knowledge Goals
(Facts, sequences, and vocabulary terms-list terms under “Key Academic Vocabulary)
-JerryRescueMonument
-Erie CanalMuseum
-Onondaga Historical Association
-WesleyanMethodistChurch
-Civil War monument
-Site of old Erie Canal
-Old Courier building
-FirefightersMemorial Park
-ColumbusCircleMonument / Behavioral Goals/Habits of Mind
(Habits of mind/attitudes that will foster success in the unit)
Thinking and communicating with clarity and precision
Gathering data through all senses
Thinking interdependently
Remaining open to continuous learning
Persisting
Managing impulsivity
Striving for accuracy
Understanding Goals
(Big ideas, generalizations, principles)
-Individuals and groups can work together to create change
-Social reform movements
-Roles of government
-Abolitionist
- movement
-Causes and effects of Civil War
- / Skill-Acquisition Goals
(Targeted skills and/or Hidden Skills of Academic Literacy)
-Comprehension of non-fiction reading
-Produce clear and coherent writing
-Support claim(s) with logical reasoning and relevant accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources
21st Century Skills
Competencies to be taught and assessed / Collaboration / Creativity & Innovation
Communication (Oral Presentation) / x / Other:
Critical Thinking / x
Presentation Audience:
Culminating Products and Performances / Group: / Navigate downtown Syracuse to find and identify historic sites.
Share importance of individuals with group.
Learn the importance of other individuals from your group.
Google maps walking tour
Take pictures of site/sign / Class: / X
School: / X
Community: / X
Individual: / Create first-person narrative video explaining the importance of your individual’s actions on history (at school)
Create motivator poster describing how your individual showed character.(can’t save?) / Experts: / X
Web: / X
Other:
Project Overview
Entry eventto launch inquiry, engage students:
Assessments
And Benchmarks / Formative Assessments
(During Project) / Quizzes/Tests / Practice Presentations / x
Journal/Learning Log / X / Notes / x
Preliminary Plans/Outlines/Prototypes / Checklists / x
Rough Drafts / Concept Maps / x
Online Tests/Exams / Other: Critical Friends – blurb, script
Summative Assessments
(End of Project) / Written Product(s), with rubric:
Script, motivator poster, informative writing (blurb) / X / Other Product(s) or Performance(s), with rubric:
Narrative video, motivator poster / x
Oral Presentation, with rubric / X / Peer Evaluation / X
Multiple Choice/Short Answer Test / Self-Evaluation / X
Essay Test / Other:
.
Resources
Needed / On-site people, facilities: / OHA
Equipment: / ipods, laptops
Materials: / Project packet
Community resources: / OHA, Erie CanalMuseum
Reflection
Methods / (Individual, Group, and/or Whole Class) / Journal/Learning Log / x / Focus Group
Whole-Class Discussion / x / Fishbowl Discussion / x
Survey / Other:

Project Teaching and Learning Guide
Project: / Course/Semester:
Refer to Step 3: Developing Your Learning Window
Knowledge and Skills Needed by Students
to successfully complete culminating products and
performances, and do well on summative assessments / Scaffolding / Materials / Lessons to be Provided
by the project teacher, other teachers, experts,
mentors, community members
Map Skills /  / Small group practice
Research /  / 1 block reading in ELA
Read poster info w/ focus on attributes
Writing /  / blurb
script
poster w/ critical friends
Google Maps /  / wikihow
Video/PhotoStory /  / Patterson
Motivator Poster / 
SS Content / Age of Reform, Sectionalism, Civil War

PROJECT CALENDAR
project: / Start Date:
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
PROJECT WEEK ONE
Field Trip intro/groups/leaders / Pre-Reading/Research / Field Trip prep
EHS checklist
Scavenger hunt
Rough draft blurb / Write blurb
PROJECT WEEK TWO
Field Trip / De-brief
Read monument pics / Script writing
Critical Friends / Film/Poster / Present
Clickers- Vote
PROJECT WEEK THREE
Present winning Google Map