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7th Grade American History Project

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  1. 1. Designer Topic One: Managing Classroom Dynamics by Building a Connected Community of Learners <br />Project: California Gold Rush<br />BRIAN LEMPOLA<br />
  2. 2. OBJECTIVES<br />THE STUDENTS WILL:<br />Identify their preferred learning styles.<br />Understand how first impressions can often times be misleading.<br />Research and learn about a variety of aspects relating to the California Gold Rush.<br />Compare dynamics of mining groups to their own diverse learning groups.<br />Will choose a method of presenting their research project to the class.<br />
  3. 3. Step One:Identify Student Learning Styles<br />
  4. 4. STEP TWO: PAUL POTTS VIDEO<br />Students will watch and record their first impressions from Britain’s Got Talent youtube video.<br />After getting to know Paul Potts and hearing his story and watching him perform in the finals students will write their final impressions.<br />Class discussion.<br />http://www.youtube.com/watch?v=bEo5bjnJViA<br />http://www.youtube.com/watch?v=K_5W4t_CBzg<br />
  5. 5. GOLD RUSH RESEARCH<br />AFTER A SHORT VIDEO STUDENTS ARE OFF TO THE COMPUTER LAB TO DO SOME RESEARCH ON THE GOLD RUSH!<br /><ul><li>The Journey
  6. 6. Mining Life
  7. 7. Miner Interaction
  8. 8. Positives and Negatives
  9. 9. Successes and Failures
  10. 10. Lasting Effects</li></li></ul><li>PRESENTATIONS<br />OPTION ONE: <br />Students will create their own newspaper that includes articles that describe each of the following: goals of travelers, the journey, struggles and successes, positive and negative interactions, lasting effects.<br />
  11. 11. OPTION TWO: Students will dress like western gold seekers during the 1840’s and 1850’s and conduct an interview with questions about the following: goals of travelers, the journey, struggles and successes, positive and negative interactions, lasting effects.<br />
  12. 12. OPTION THREE:  <br />Students will create a video of a performed skit detailing a specific event or interaction between gold seekers during the California Gold Rush.<br />
  13. 13. Journal – Free Write –Sample Questions:<br />What was the benefit of assigning tasks and dividing up the work? <br />What advantages did gold seekers have to work together? <br />What struggles you face working together as a group? <br />What struggles did gold seekers face when working alongside others? <br />What benefits did you find of working in groups on this project?<br />
  14. 14. Assessment Rubric:<br />
  15. 15. 4 Excellent: Student has exceeded classroom expectations and learner outcomes. The student has been a positive influence on their learning team environment. <br />3 Proficient: Student has met the learning objectives and demonstrated knowledge of the topic.<br />2 Basic: Student has met some but not all of the learning objectives. <br />1 Below Expectations: Student has not achieved the learning objectives and failed to work in a helpful, positive manner with their peers.<br />CRITERIA<br />

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