Project: U.S. History Project

Teacher: Jeffrey Rezac
School: Highland Park High School
Location: Topeka, Kansas USA
Start Date: 11/30/2009
End Date: 12/23/2009
Project Plan
Unique Requests of
Participating Mentors:

This project is unique three week project where students will go through a few iterations on their academic work based on authentic feedback from the mentors. Mentors will help students with citation, PowerPoint, and US History. Mentors will be working with a variety of learning levels and a low level of preexisting content knowledge. Mentors will participate in the grading of outcomes using the rubric provided by the teacher.

Description:

The student are doing a PowerPoint and paper about figures in American history relating them to leadership that they exemplified with their defining actions. We will use the mentors to aid with the mastery of citations and historical connections that have influenced the develpment of the modern United States and the current geopolitical status.

Benchmarks:

Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy. Benchmark 1: The student understands the rule of law as it applies to individuals; family; school; local, state and national governments. 2.?(A) analyzes how the rule of law can be used to protect the rights of individuals and to promote the common good (e.g., eminent domain, martial law during disasters, health and safety issues). Benchmark 2: The student understands the shared ideals and diversity of American society and political culture. 2.?(K) understands core civic values inherent in the United States Constitution, Bill of Rights, and Declaration of Independence that have been the foundation for unity in American society (e.g., right to free speech, religion, press, assembly; equality; human dignity; civic responsibility, sovereignty of the people). History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890 - 1930). 4.?(A) examines the emergence of the United States in international affairs at the turn of the 20th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama Canal, Open Door Policy, Roosevelt Corollary, Dollar Diplomacy). Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Great Depression through World War II in United States history (1930-1945). 2.?(A) analyzes the costs and benefits of New Deal programs. (e.g., budget deficits vs. creating employment, expanding government: CCC, WPA, Social Security, TVA, community infrastructure improved, dependence on subsides). History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990). 2.?(A) analyzes the origins of the Cold War (e.g., establishment of the Soviet Bloc, Mao’s victory in China, Marshall Plan, Berlin Blockade, Iron Curtain). 7.?(K) examines the struggle for racial and gender equality and for the extension of civil rights (e.g., Brown vs. Board of Education of Topeka, Little Rock Nine, Martin Luther King, Jr., Montgomery Bus Boycott, Voting Rights Act of 1965, Betty Friedan, NOW, ERA, Title IX).

Duration:

3

Grade Level:

10

Content Area:

Social Studies: US History and research

Student Outcomes:

1. PowerPoint and Research Paper 2. Student/Mentor messages

Evaluation of
Student Outcomes:

1. Rubric for PowerPoint and Research Paper 2. Quantity and quality of messages with mentors

Teacher Role:

1. Teaching curriculum 2. Facilitate cooperation between participants 3. Grade outcomes

Mentor Role:

1. Assist students with research and citation procedures 2. Send messages to students 3. Partcipate in the grading of outcomes using Rubric for teachers benefit.