Final+Project+Outline

**Please go to the Final Project Resources Page for templates, samples and other helpful links**
** The Idea of Freedom: Conflict and Reform in 19th Century America ** **//TEC Teaching American History//**

**__ Course Requirements & Final Project __** **(All requirements are for 67.5 PDPs or 67.5 PDPs and 3 graduate credits.** **Optional course credit will be $225 through Framingham State University)**


 * __ Course Requirements __**

o Attend all of the course sessions (absences should be communicated to Michelle LeBlanc at mleblanc@tec-coop.org). Please note: you must attend at least **75% of the course hours** to qualify for program credit and stipend.

o Complete all assigned readings and participate in class discussion.

o Complete the final course project with your team and submit by **Monday, June 11, 2012** (see complete description below).

o Meet with your TAH advisor twice during the course to discuss your team’s project (dates TBD)


 * __ Final Project Components __**

//All school/district teams will work together as “learning teams” in this course, providing feedback to one another as the projects are developed. Each team may decide to work together on the final project or individuals may turn in their own project (if a team works together, they will all receive the same grade).//

GOALS: show what you have learned in this course and produce something you will actually USE!

A complete project will include: 1) an introduction 2) a historical background essay //or// reflection essay (for everyone) 3) a lessons/mini-unit makeover //or// teaching portfolio related to the themes and focus of the course, rights in 19th century America

There will be several assignments during the course weeks to begin your thinking process about how you might approach your teaching of these topics in a way that reflects the learning from this course. You will also be required to turn in one element of your project by early February 2012.

//Choose one that matches your choice of final project://
 * 1) ****__ An introduction (for entire project) __**
 * Why did you choose this series of lessons or mini-unit to revise and enhance?
 * Why have you elected to create a teaching portfolio?


 * What are the essential questions you want your students to explore?


 * What skills do you want to help students develop with your project? Describe how this project makes historical thinking more explicit for your students.


 * 2) ** **__ Historical background //or// reflection essay (one per team member) __**

Enhance your knowledge of one aspect of American history and sources used to teach it. Your essay could focus on specific contributions by individuals in the 19th century, historical contextualization of a specific primary document, an event that challenged the idea of basic rights and freedoms, etc. //Please make sure to cite your sources using footnotes that you used for any research (please use the MLA formatting style).//
 * Option 1: Historical background essay (3-5 pages)**

(cited) in the Massachusetts History and Social Science Curriculum Frameworks?
 * //Questions to consider://**
 * How does this topic enhance the study of 19th Century debates over human rights?
 * Are the topics relevant to specific items
 * Is the historical information presented in the essays accurate?
 * How did your research impact your own historical thinking on this topic?


 * //OR//**


 * Option 2: Reflection essay (3-5 pages)**


 * //Questions to consider://**
 * Identify and evaluate your teaching of this time period in American history. Has there been a transformation in your thinking about how you might teach this period of American history?
 * What misunderstandings have students brought to this topic, or do you anticipate?
 * How could you address the understanding that equality, justice and freedom have been evolving concepts in our nation’s history?
 * Has the concept of historical thinking skills changed your teaching in any way?


 * 3) ****__ Mini-Unit Makeover OR Teaching Portfolio __**
 * // (Team members may work together) //**

At the beginning of the course year, begin to think about the content areas you teach related to the themes of this course. Are there lessons you would like to enhance?


 * __ Option 1: Lesson Plans Makeover __**

How could you or your team update an existing series of lessons or mini-unit using the materials, information and pedagogical approaches from this course?


 * To consider:**


 * How have the “big ideas” or essential questions from this course refined your backwards design and enduring understandings for these lessons/min-unit?**


 * What new technology resources or tools will you use to enhance this mini-unit?**


 * Are there new primary resources or other resources you have discovered that could be added to your mini-unit?**


 * Think about the following as you are designing your lessons:**

Please include all lesson plans and a list of all resources needed. When writing lesson plans use your district’s model for curriculum units or development (or TEC’s lesson template, available on the course wiki) Consider that this unit should be something a colleague not part of the TAH project would find easily usable. Please consider the following in lesson design:


 * Content**
 * Is historically accurate
 * Includes historical background
 * Requires students to read and write


 * Analytic thinking**
 * Requires students to analyze or construct interpretations using evidence
 * Requires close reading and attention to source information


 * Scaffolding**
 * Is appropriate for stated audience
 * Includes materials and strategies for scaffolding and supporting student thinking


 * Lesson Structure**
 * Includes clear goals and objectives and progresses logically
 * Includes a strong assessment and assessment criteria and strategies that focus on historical understanding
 * Includes clear directions and is realistic in normal classroom settings


 * __ Option 2: Teaching Portfolio __**

Create a portfolio that includes **3 new teaching artifacts** (e.g., a podcast assignment, student project, blog, etc.) that draws on the materials, information, and pedagogical approaches from this entire course. (//if working as a team, each member must create 3 artifacts)//

Please be sure to include a well-written introduction with your portfolio. Using the portfolio template (available on the wiki), you must clearly outline how you will use each portfolio item and how they will demonstrate student understanding and where each fits into the larger picture of your teaching. Consider that this portfolio should be something a colleague not part of the TAH project would find easily usable. It is recommended that you choose the reflection essay to include with your portfolio that outlines what you have taken from this course and how this has influenced your teaching artifacts.


 * To include:**


 * Are there technology resources or tools you might use to engage students that you have not used before?**


 * How could you specifically address any of the historical thinking skills (especially higher order thinking skills)?**


 * Are there new primary sources you might use with students from this course? How might you engage students in a new way with these sources?**


 * What essential questions are you addressing with the artifacts in your portfolio?**
 * Are there “big ideas” or essential questions from this course that you are using to create your “artifacts”?**


 * ||  || **PROJECT SUBMISSION:**
 * ||  || **PROJECT SUBMISSION:**

**Please upload your final project in Word or PDF format to Google Docs by Monday, June 11, 2012.**

**When submitting, please label each section by grade level, topic, your name, section:**

**(i.e.) 8th/Women’s Rights/LeBlanc/Reflection Essay**

**Share to:** **mleblanc@tec-coop.org** dfrio1@comcast.net **pecronin@comcast.net** ||  ||

Grading Criteria: 75% Final Project 25% Class Participation & Sharing of Ideas

Grading Rubric for Course Project: //The A Project//
 * Clearly articulates worthwhile and age-appropriate content goals that relate to state or national standards
 * Essential questions are focused on the historical topic of the lesson and can actually be addressed within the time span of the lessons
 * Provides rich context for the lesson, establishing a logical sequence of instruction
 * Lessons offer ample description in terms a new teacher in the participant’s district would understand
 * Identifies appropriate assessment components that measures students’ understanding of the content during or following the lessons
 * Includes a resource list (e.g., readings, videos, or maps) that goes beyond what the teacher edition of a textbook provides
 * A technology resource has effectively been added to enhance lessons. It goes beyond simple research and and facilitates students interacting with each other.

//The B Project//
 * Articulates some worthwhile and age-appropriate content goals that relate to state or national standards
 * Essential questions are included but may not clearly focus on the “why” of the lessons
 * Provides context for the lessons, establishing a sequence of instruction
 * Includes an assessment component that measures students’ understanding of the content during or following the lessons
 * Includes a resource list (e.g., readings, videos, or maps)
 * Technology is included but is limited to simple research or presentation.

//Other Projects//
 * May articulate content goals that are not age-appropriate or do not relate to state or national standards
 * Essential questions are missing or focused solely on content and not on the “why” of the lesson
 * May not provide context for the lesson
 * May provide a noticeably short description of how to deliver the lesson
 * May not identify an assessment component that measures students’ understanding of the content during or following the lesson
 * May not include a resource list (e.g., readings, videos, or maps)
 * Technology is not included or is tangential to the lesson.