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G. JAMES GHOLSON MIDDLE SCHOOL PRINCE GEORGE’S COUNTY MARYLAND STACY PRICE ELLEN SLOBODNIK CAITLIN THOMPSON C3 and Project-Based Learning in Middle School

About the Dream Team Caitlin Thompson  3 rd year 7 th grade World Cultures teacher  Masters in Adolescent Social Studies Education- Binghamton University, New York  Undergraduate Degree in Political Science, Women’s and Gender Studies, and Sociology- Rutgers University, New Jersey Ellen Slobodnik  3 rd year 7 th grade World Cultures teacher  Masters in Secondary Social Studies Education- University of Maryland, Maryland  Undergraduate Degree in History and Government- University of Maryland, Maryland Stacy Price  5 th year World Cultures & U.S. History Teacher  Department Chair  JD from Campbell University  Undergraduate Degree in English- University of Maryland

The G G. James Gholson Middle School  Turn-Around School 7 th Grade World Cultures and Geography  Eastern Hemisphere Teach ALL Levels of Students  Intensive, CoTaught, ESOL/ELL, General Education, Honors Demographics

Problem  Out dated curriculum Clueless administration Common Core that no one understands C3, which is brand new SLO’s Students that were never truly exposed to Social Studies in Elementary School Time Constraints Students with low reading ability

Solution How do we solve all of these problems? Collaboration Google Docs UBD Training from Grant Wiggins  Transfer Goal!! Awesome Students Trying NEW Things Project-Based Learning

Transfer Goal Transfer Goal= real life skill + historical content parallels Our Course Transfer Goal:  Students in 7 th grade will learn what makes a successful civilization in order to change or influence their own civilization (community to world) Our Unit Transfer Goal:  Based on the physical, structural, economic, and cultures elements of a successful civilization students will create a solution to help solve issues for a current country in turmoil ( Syria) Wiggins, G., & McTighe, J. (2011). The Understanding by Design Gide to Creating High-Quality Units.

Explore the C3 How do we integrate the C3 into an outdated curriculum? Units based in content in Curriculum 1 st Half= history or “traditional” content 2 nd Half= Current Events Background Information Assessment= Real Life Application

From Mesopotamia to Syria We had just got done teaching about Ancient Mesopotamia and how it was a successful civilization We switched gears to discuss a non-successful civilization in the Middle East  focus was on Syria and the Syrian Revolution and the Arab Spring

Project Outline Arab Spring Syrian Revolution Introduction 9 Questions about Syria and Gallery Walk WebQuest Letter to Obama  Writing Lessons Project Timeline: 4-5 Weeks (A/B Day)

Gallery Walk 9 Questions about Syria Each group of students was given a question and they had to create a poster that answered the question using details and evidence from the article Then students performed a Gallery Walk to peer review the work as well as learn information about Syria

WebQuest BBC.com  WebQuest was done individually (honors) as well as a whole class (gen-ed, CoTaught, ESOL) Students were given a packet with analysis questions to help guide them through the WebQuest

Letter to Obama Students were then given the task to write a letter to Obama explaining what action they think the United States should take How to Write A Paragraph How to Write a Persuasive Letter Letter Template Hand Write Rough Draft Peer Edit Final Copy (Hand Written or Typed)

Student Samples Posted around the room are Student Samples You will do a Gallery Walk and observe the Student Samples With the people around you, read and discuss what “level” you think the paper belongs to  Honors, ESOL, Gen-Ed, CoTaught Think about how you could modify this for your classroom and your students

Discussion How could this be adapted to your class? What additional support do you think you could have provided? What other topics could you do a project like this on? What else could we have done? Could this fit into your curriculum?

Plus/Deltas Delta: actually send letter (kids still ask us about the response) Plus: Full engagement (kids still ask about Syria)

Thank you for attending this session about the College, Career, and Civic Life (C3) Framework for Social Studies State Standards! TO ASSIST NCSS WITH FUTURE PLANNING FOR IMPLEMENTING THE C3 FRAMEWORK, WE INVITE YOU TO COMPLETE A SHORT SURVEY AT ONKEY. COM/S/XV2RQFW Thank you! Kimberly Heckart, Michelle Herczog, and Susan Griffin National Council for the Social Studies