1. Project Based Learning
A Brief History
&
Social Studies/Science

2. Dates and People Associated with Project Based Learning
Apprentice – Guild Model
Sloyd
Grange
Smith – Lever Act of 1914
William Heard Kilpatrick – Project Method 1918
Harl Douglass – 1926

3. George S. Counts – 1930s Thedore Brameld – 1950s
Sputnik – October 4, 1957
Woods Hole Conference
Curriculum Revision Projects

4. Curriculum Projects – 1960s
Physical Science Study Committee
Biological Sciences Study Committee (BSCS)
Science – A Process Approach
Man: A Course of Study (MACOS)
High School Geography Project (HSGP)
Committee on School Mathematics
School Mathematics Study Group (SMSG)

5. Curriculum Projects – 1960s, cont.
Science – Technology – Society
Project Social Studies

6. Project Based Learning in Social Studies
Confusion between problem and project based learning.
Different goals
Different evaluation

7. TEKS (b) Knowledge and skills. 6th Grade
(1)  History. The student understands that historical events influence contemporary events. The student is expected to:
(A)  trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and
(B)  analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions

8. TEKS and PBL
(5)  Matter and energy. The student knows the differences between elements and compounds. The student is expected to:
(C)  differentiate between elements and compounds on the most basic level; and
(D)  identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.
(4)  Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:
(A)  use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum;

9. TEKS and PBL
(9)  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to:
(C)  interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering