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Project OverviewDesign Team: Mark Fritzenschaft, David Kelly, and Casey Scherrer (in collaboration with Lead Teacher Cheryl Covington)Name of Project: Thriving Societies through the Lens of Mesoamerican culturesSubject: Social StudiesGrade Level: 7th GradeDuration: 3 weeksOther Subject Areas to Be Included: General literacy skillsProject Idea: As students explore in greater depth the history and culture of Mesoamerican societies, they will gain a more nuanced understanding of how societies in general thrive. To begin, students will develop a definition of what it means for societies to “thrive.” Students will use this definition to create a representation of a fictionalized, thriving, ancient society. This study will culminate in a final project that demonstrates a synthesis of student understanding. Specifically, they will work in groups to create a time capsule that depicts characteristics of their imagined society. This time capsule will be inclusive of a written component that acts as a rationalization of the contents in the time capsule. Finally, as a culmination of the unit, students will present their time capsule and its contents to a public audience.Driving Question: What characteristics define a thriving society? 21st Century Skills Emphasized:Critical Thinking CommunicationCollaborationCreativitySignificant Content: Tennessee 7th Grade Social Studies Standards—Mesoamerican and Andean Civilizations (Scope & Sequence provided by C. Covington, October 2014)7.64-Students will be able to….Identify the locations of the Olmecs, Mayans, Aztecs, and Incas and explain the impact of the geographical features and climates of Mexico, Central America, and South America on their civilizations. 7.65-Students will be able to…Describe the highly structured social and political system of the Maya civilization, ruled by kings and consisting of agriculturally intensive centers around independent city-states. 7.66-Students will be able to…Create a graphic organizer or concept map explaining how and where each empire arose (Standard revised to exclude the arrival of Spanish explorers—this will be covered during a unit specific to the Age of Exploration).7.67-Students will be able to…Explain the roles of peoples in the Aztec and Incan societies, including class structures, family life, warfare, religious beliefs and practices, and slavery.7.68-Students will be able to…Use multimedia components and visual displays in presentations to describe the artistic and oral traditions and architecture in the four civilizations (Olmecs, Mayan, Aztec, and Incan civilizations). 7.69-Students will be able to…Cite several pieces of textual evidence to support the analysis of the impacts of the Mesoamerican developments in astronomy and mathematics, including the calendar, and the Mesoamerican knowledge of seasonal changes to the civilizations’ agricultural systems.7.70-Students will be able to…Compare the varied economies and trade networks within and among major indigenous cultures, as well as their systems of government, religious beliefs, distinct territories, and customs and traditions (prior to contact with Europeans)-(standard reworded for clarity).Final Deliverable (Product): In groups of 3-4, students will create a time capsule of a fictionalized, ancient society. The purpose of the time capsule is for students to apply their understanding of those characteristics that contributed to the success of Mesoamerican societies, such as geographic location, government structure, and art/culture, as they plan an ancient society of their own creation. Each student in the group will be responsible for selecting one or more themes, and researching and producing an artifact to depict the group’s society:Themes: Geography; Art/Music; Science; Technology; Architecture; Government/Religion; Daily Life; Warfare/Conflict/Protection; Economy/Trade. See: Appendix A (p. 10) for further information.Each individual artifact will be accompanied by a written explanation of (a) what the artifact is and (b) in what ways/how was the artifact central to the fictionalized society?To conclude the unit, students will present their projects to their classmates, school administration/staff, and possibly the PBL design team. See: “Public Audience” for further information.Public Audience: School administration, staff, and the PBL Design Team should be invited to the final presentations. Following each presentation, audience members will be asked to provide brief feedback, in the form of an “Exit Slip,” on the project content and presentation. We would also like to suggest that upon conclusion of the unit, the time capsules are displayed in the library for students to across grade levels to see and enjoy.Resources Needed:1 shoebox per student group Computers (for the digital presentation/any additional research)Atlas/mapsArt/general classroom suppliesPBL Unit Week #1 OverviewContent Focus7.64-Students will be able to….Identify the locations of the Olmecs, Mayans, Aztecs, and Incas and explain the impact of the geographical features and climates of Mexico, Central America, and South America on their civilizations. 7.65-Students will be able to…Describe the highly structured social and political system of the Maya civilization, ruled by kings and consisting of agriculturally intensive centers around independent city-states. 7.66-Students will be able to…Create a graphic organizer or concept map explaining how and where each empire arose. PBL FocusStudents will: Participate in the entry event, begin their PBL reflection journal, & work in groups to brainstorm for their fictionalized ancient society.Learning Activities & 21st Century Skills21st Century Skills Addressed: First, during the entry event discussion, communication is emphasized. Students are expected to demonstrate critical thinking skills as they reflect on new information in their journal prompts. Students will employ emerging collaborative skills during group discussion activities and in working with their time capsule groups for the first time. Finally, the graphic organizer and reflection journal activities will give students the opportunity to practice creativity.Entry event & discussion: “What does it mean for a society to thrive?”Students will begin to develop an understanding of what it means for a society to thrive through examining and discussing a dystopian society presented in popular Young Adult literature.The Giver movie trailer: Possible Discussion Prompts:Would you want to live in this society? It appears to be safe and prosperous but...A common definition of “thriving” is stability. Is this society stable? How does a society gain stability?Can you think of other examples of ancient, thriving societies that we have studied this year?Mini-lessons for standards 7.64-7.65:We suggest that the teacher plan brief mini-lessons during Week 1 to cover significant, specific topics from standards 7.64-7.65.These mini-lessons might include additional teaching resources, including maps and reading material for the students.In the delivery of these lesson, the teacher should explicitly link the content to the unit’s driving question.Ongoing reflection journal—possible prompts for Week 1 include:(7.64/7.66): This week I studied how geographical features and climate affected daily life in certain Mesoamerican civilizations. How would geography and climate affect my society?It is our suggestion that the first journal entry is a “group write.” The teacher will scaffold students’ writing by facilitating a group brainstorming and writing session. This will reinforce the collaborative skills highlighted throughout the unit project, as well as provide students with a model of how to approach future journal prompts.(7.65): This week I studied the social and political structure of Mayan societies. How would I structure either the social or political system in my civilization?4. Geography concept map:Students will complete a concept map to demonstrate their understanding of how geography impacted the rise of each Mesoamerican civilization (7.64/7.66).The concept map could be completed independently or in groups. 5. Time capsule group work: Throughout the week, students should have several opportunities to work in their project groups.By the end of Week 1, students should (a) have been placed in or selected their project groups (b) discuss characteristics and ideas for their ancient society (c) bring any necessary supplies (including a shoebox) to class.AssessmentsFormative:Student participation in the entry eventOngoing reflection journal: the first journal entry is a group write; therefore, we suggest that the teacher collect and grade the week’s second journal assignment. Before the end of the week, there will also be opportunities for peer revision & review of journal entries.Students will be evaluated on their ability to connect core content with their fictionalized society.Geography graphic organizerDaily exit ticketsSummative (suggested):Quiz (to cover standards 7.64-7.66)Opportunities for Students to Receive FeedbackOn the last day of Week 1, students should have an opportunity to read and review their group members’ second journal entry (the first journal entry will be completed as a class).Students will also receive feedback from the results of the summative assessment (weekly quiz).Week #2 OverviewContent Focus7.67-Students will be able to…Explain the roles of peoples in the Aztec and Incan societies, including class structures, family life, warfare, religious beliefs and practices, and slavery.7.68-Students will be able to…Use multimedia components and visual displays in presentations to describe the artistic and oral traditions and architecture in the four civilizations (Olmecs, Mayan, Aztec, and Incan civilizations). PBL FocusStudents will: Continue working on their reflection journals & begin creating artifacts for their group time capsules.Learning Activities & 21st Century Skills21st Century Skills Addressed: The focus of this week’s instruction includes creativity, collaboration, and critical thinking. The creation of the PowerPoint presentation and the ongoing reflection journals will give students the opportunity to practice creativity and critical thinking skills. Students will continue practicing collaborative skills through the allotted work time with their project groups.Mini-lesson(s) for standards 7.67 & 7.68:We suggest that the teacher plan brief mini-lessons to cover the significant, specific topics from standard 7.67. For standard 7.68, it may be important for the teacher to first introduce students to examples of artistic and cultural traditions of Mesoamerican societies. In addition, it may be necessary to prepare a mini-lesson that reinforces (a) internet research skills and (b) preparation of of a digital presentation.In the delivery of these lessons, the teacher should explicitly link the content to the unit’s driving question.4-side digitial presentation—cultural and artistic traditions of Mesoamerican societies:In their project groups, students will create a 4-slide PowerPoint presentation that depicts artistic and oral traditions and architecture in each of the Mesoamerican societies (Olmecs, Mayan, Aztec, & Incan).Each slide should include at least one image and a brief description of the impact of the particular tradition on the civilization. This learning experiences is aligned with standard 7.68.Ongoing reflection journal—possible prompt for Week 2 includes:(7.67): This week I sudied how Mayan and Aztec societies were organized. What would everyday life look like for a person (or group of people) in my society? Choose from: merchant family; noble family; soldiers’ family; farmers’ family; choose your own, etc.There is only one journal activity this week. Therefore, we suggest that students expand this prompt into more than one paragraph.Time capsule group work: Throughout the week, students should have several opportunities to work in their PBL groups.By the end of Week 2, students should (a) have decided on what artifact they will produce and (b) made noticeable progress on the creation of the physical artifact.To assess student progress, the teacher should plan a brief conference with each group toward the end of the week.AssessmentsFormative:Due to there being just one journal entry this week, students will expand their journal writing to include more than one paragraph.Students will be evaluated on their ability to connect core content with their fictionalized society. This journal entry will be evaluate on organization, explanation & support of ideas, and writing mechanics.Daily exit ticketsSummative (suggested):Quiz (to cover standards 7.67-7.68)Opportunities for FeedbackPrior to the end of Week 2, students should have a peer revision opportunity for their writing assignment—journal entry #3Teacher/small group conference: The teacher should meet with each small group and talk through their progress, provide feedback, and answer questions before the end of the week.Week #3 OverviewContent Focus7.69-Students will be able to…Cite several pieces of textual evidence to support the analysis of the impacts of the Mesoamerican developments in astronomy and mathematics, including the calendar, and the Mesoamerican knowledge of seasonal changes to the civilizations’ agricultural systems.7.70-Students will be able to…compare the varied economies and trade networks within and among major indigenous cultures, as well as their systems of government, religious beliefs, distinct territories, and customs and traditions (prior to contact with Europeans)-(standard reworded for clarity).PBL FocusStudents will: Focus on the writing components of their time capsule & complete any unfinished work; practice their presentation in a small group setting (after seeing exemplars/models of effective presentations).Learning Activities & 21st Century Skills21st Century Skills Addressed: Collaboration and communication are the essential skills highlighted in the week’s learning experiences.While we recognize the necessity and importance of creativity and critical thinking, the assumption toward the end of the unit is that students’ projects will be reflective of these skill sets. There will be an opportunity for some direct instruction in communication and presentation skills during the presentation skills workshop. Finally, students will work collaboratively throughout the week to plan for their presentation, revise the written components of their time capsule, and complete any necessary revisions on the project.Mini-lessons on standards 7.69 & 7.70:We suggest that the teacher plan brief mini-lessons during Week 3 to cover significant, specific topics from standards 7.69 & 7.70.These mini-lessons might include additional teaching resources, including maps and primary sources readings (particularly for standard 7.69).In the delivery of these lesson, the teacher should explicitly link the content to the unit’s driving question.Presentation skills workshop: This instruction should highlight effective preparation, communication of ideas, and public speaking skills. The workshop could be conducted by the teacher or by the PBL design team (to emphasize the real-world importance of presentation skills).Ongoing reflection journal—possible prompts for Week 3 includes:(7.69): Response to the chosen primary source text(7.70): This week I studied comparisons between the Mesoamerican societies. Choose one aspect of a Mesoamerican society (trade, religion, government, territories, traditions, etc.) and discuss how it is similar to the society that you are creating. For this journal entry, we suggest that the teacher guide students to select a topic related to their chosen time capsule artifact. The teacher may also consider having students work on this journal entry in their project groups.Time capsule group work: Throughout the week, students should have several opportunities to complete work on their time capsule project.By the end of Week 3, students should complete the written components of their times capsules and have their group members revise these written pieces.Students will focus on preparing for their presentation (particularly through the presentation skills workshop).AssessmentsFormative:Ongoing reflection journal: the teacher will grade 1-2 entries (of their choice); there will also be opportunities for peer revision & review of journal entries.Students will be evaluated on their ability to connect core content with their fictionalized society.Daily exit ticketsSummative:The project rubric should be created by the Lead Teacher in an effort to make it consistent with rubrics that have been used for previous projects.Students will receive two grades for the final product—an individual & group grade, as determined by the rubric.The components of the rubric may consist of (but should not be limited to):The group grade will be based on the cohesiveness of the time capsule contents, as well as the group’s presentation skills.The individual grade will be based on the quality of each member’s artifact, the written description, and the student’s participation in the group over the three week project period.Opportunities for FeedbackStudents will receive feedback from the facilitators of the during the presentation workshop.Students will have opportunities to have their written components (of the time capsule) reviewed and revised by members of their group.Following each presentation, classmates and the authentic audience will complete a brief Exit Slip for the presenting group. We suggest that this slip might include prompts like:Rose: Something that you really liked/enjoyed/found interesting about the presentationBud: Something that you are still wondering about or would have liked more information aboutThorn: Something that could have been done differently (constructive criticism)Final Thoughts, Comments, & Acknowledgements A special thanks to the staff and administration of McKissack Middle School for allowing this PBL learning experience to take shape. The willingness of Principal Darren Kennedy to embrace the possibilities of PBL for the students of McKissack opens learning opportunities for the widest possible range of student learners. A special thanks also to Ms. Cheryl Covington and Professor Kristen Neal of Vanderbilt University, whose assistance were essential in creating this learning experience. We recognize that the development of a successful PBL learning program relies on quality of design, strength of implementation, and openness to flexibility and adaptation. The design team’s expectations are that this learning experience will provide a solid foundation for learning about the Mesoamerican period of history. Yet, it is our hope is that this PBL can act as a foundation for future PBL experiences within the socio-historical genre. To that end, we have created this learning experience as a framework, always teacher adaptability at the forefront of our considerations. Appendix AProposed Products for Time Capsule Artifacts:These are just suggestions; students may have ideas that are not included on this list.Geography: Create a map of your society-what will you include? (Nearby ancient cities; topographical/physical geography; population density; trade routes, etc.)Art/Music:Produce a piece of art that represents an aspect of daily life in your society.Science/Technology:The artifact should be a representation of innovation within your society (how did people in your society do something differently?)Architecture:What do buildings within your society look like (what features do they have?)Government/Religion:How does government work in your society?Produce a documents that explains how the government works—who runs the government?What are some examples of the laws in this society?Daily Life:A representation of a ‘day in the life’ in your society…A journal entry? A painting? There are many forms that this can take.Warfare/Conflict/Protection:Who protects your society? How do they do it?Economy/Trade:What does your currency look like?What is the item produced or grown in your society that other nearby civilizations want? ................
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