Blake Keith Engaged Learning Project

Title of Project: European Dream Vacation

Subject(s): 6th grade Social Studies (focus on economics and geography), 6th grade ELA (focus on
writing styles)
Grade Level(s):6
Abstract:
Students will be assigned with the task of planning a European Dream Vacation, in which they will be
utilizing technology to plan a fictitious family trip across Europe. They will be visiting countries
specifically mentioned in the 6th Grade Georgia Performance Standards. This particular project will
serve as the unit of study on Europe in which students will learn the key aspects of European culture,
how the five themes of geography relate to Europe, as well as the government and economics of various
European countries. Prior to this unit, students will have participated in a unit of study on Economics in
which they will have learned key economic aspects such as budgeting, purchasing, the value of money,
and how to spend money wisely. Students will be required to use this information in their presentations.
Students will use a variety of technologies, both basic and advanced, to complete their travel portfolio.
Tutorials will be offered every week on some new type of multimedia so that students may successfully
implement their use in their project and presentation. Upon completion of the various travel portfolios,
the information will be compiled to create an electronic travel brochure website showcasing the
accomplishments of the students. Students will then vote on the best presentation.
Learner Description/Context:
This project will take place in a 6th grade Social Studies classroom comprising of both on-level and ESS
(Special Education) students. There will be a paraprofessional present for at least half of the
instructional time per week. Students will have access to four classroom computers for use as they have
time as well as a school computer lab with 30 machines for use during scheduled time (three times per
week).
Time Frame: The total time for this project will be 6 weeks with at least three total class period of time
for students to utilize technology (computer lab, class computers, personal devices) per week. In
addition, students will need to spend some time completing outside research on their own. This time
should not need to exceed an hour if students have applied themselves during class time.
What content standards are you going to address?
Social Studies
SS6G8 The student will locate selected features of Europe.
a. Locate on a world and regional political- physical map: the Danube River, Rhine River,
English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains,
Iberian Peninsula, and Scandinavian Peninsula.
b. Locate on a world and regional political-physical map the countries of Belgium, France,
Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom.
SS6G9 The student will discuss environmental issues in Europe.
a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany,
air pollution in the United Kingdom, and the nuclear disaster in Chernobyl, Ukraine.
SS6G10 The student will explain the impact of location, climate, natural resources, and population
distribution on Europe.
a. Compare how the location, climate, and natural resources of the United Kingdom and Russia
affect where people live and how they trade.
b. Compare how the location, climate, and natural resources of Germany and Italy affect where
people live and how they trade.

Blake Keith Engaged Learning Project

SS6G11 The student will describe the cultural characteristics of Europe.
a. Explain the diversity of European languages as seen in a comparison of German, English,
Russian, French, and Italian.
Government/Civics Understandings
SS6CG4The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and
democratic.
c. Describe the two predominant forms of democratic governments: parliamentary and
presidential.
Economic Understandings
SS6E5 The student will analyze different economic systems.
c. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia
Language Arts
Writing:
ELACC6W2:
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information
and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
ELACC6W4:
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
ELACC6W5:
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should
demonstrate command of Language standards 13 up to and including grade 6.)
ELACC6W6:
Use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of
three pages in a single sitting.
ELACC6W7:
Conduct short research projects to answer a question, drawing on several sources and refocusing the
inquiry when appropriate.
ELACC6W

Blake Keith Engaged Learning Project

8: Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
providing basic bibliographic information for sources.
NETS-S Standards
1. Creativity and Innovation
b. Create original works as a means of personal or group expression
d. Identify trends and forecast possibilities
2. Communication and Collaboration
a) Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b) Communicate information and ideas effectively to multiple audiences using a variety of
media and formats
c) Develop cultural understandings and global awareness by engaging with learners of other
cultures
d) Contribute to project teams to produce original works or solve problems
3. Research and Information Fluency
a. Plan strategies to guide inquiry
b. Locate, organize, evaluate, synthesize, and ethically use information from a variety of
sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness
to specific task
d. Process data and report results
4. Critical Thinking, Problem Solving, and Decision Making
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital Citizenship
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
c. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
Learner Objectives
As a result of this project, students should be able to identify the major European countries identified in
their Social Studies standards, construct an informational and reflective text, learn how to use new types
of multimedia, as well as learn basic presentation skills (public speaking, planning, etc.).
Hook or Introduction
Part 1: Students will be given a blank political map of Europe and asked to label as many European
countries as they can in two minutes. Answers will be discussed and a poll will be taken as to the
number of correct countries.

Blake Keith Engaged Learning Project

Part 2: Students will then view the Animaniacs; Nations of the World. Students will be given a second
opportunity to label the map for a daily bonus grade. Once the class finishes, it will then be explained
that students will be taking a dream vacation to some of the European countries mentioned in the film.
Part 3: Students will then view the video Travel Europe. The key aspects of this video will be pointed
out to students, and they will be asked to pay close attention to the ideas in the film as they will need to
address these same areas in their project.
Process
Throughout the project, students will be encouraged to continue their dialogue with the travel expert
(travel agent or teacher travel mentor) and will be expected to work on the assignment outside of
school. Typically, students will need to dedicate one to two hours outside of the classroom to complete a
stellar project. Modifications will be made for this assignment for Special Education students and ELL
students. These students will be allowed to work in groups to plan a trip as opposed to individually. This
will not only break up the workload for these students, but also allow for more one-on-one with the
teacher/paraprofessional. Tutorials for the various technologies used will be offered each week and
students will be encouraged to seek tutoring or assistance before or after school if they struggle with the
use of the technologies or any aspect of the project.
Week 1
Discussion of Project (rubric and detailed instructions)
Hook and session with guest speaker (travel agent/experienced traveler)
o Travel agent will discuss trip planning with students
o Students will be allotted a question and answer session
Tutorial Time: Travel sites (Tripadvisor, Visit Europe, Lonely Planet)
Students will gather preliminary information on their country of choice in the computer lab at
school
Students will use a word processing software to construct their introduction
Students will participate in peer editing session #1 to critique a partners introduction
Week 2
Tutorial Time: Excel/spreadsheet software, Glogster
Travel Expert time #2: students will meet with a travel expert via email, skype, or some other
sort of communication
Students will be assessed based on rubric for introduction
Students will gather information on the five themes of geography for their trip (computer
lab/own device/home)
Students will begin to compile a list of items for their itinerary and budget
Students will present draft of itinerary and budget (spreadsheet). Teacher will guide students as
they complete these drafts on future steps
Week 3
Students will continue work on their itinerary/budget. Teacher will approve drafts and students
will then begin to place itineraries and budgets in suggested formats.
Travel Expert time #3: students will meet with a travel expert via email, skype, or some other
sort of communication
Students will begin their evaluations in word processing software

Blake Keith Engaged Learning Project

Students will participate in peer editing session #2 to critique a partners (not the same partner
from session #1) project to this point

Week 4
Students will complete the final drafts of their itinerary/budget to be graded based on rubric
Students will complete their packing list in Glogster
Travel Expert time #4: students will meet with a travel expert via email, skype, or some other
sort of communication
Students will begin their final presentation drafts in the format of their choosing
Tutorial Time: Presentation software for final presentation (IMovie, Photostory, Flickr,
PowerPoint, etc.
Week 5
Tutorial Time: Blog sites for final presentation: (Tumblr, Wordpress, TravelPod)
Travel Expert time #5: students will meet with a travel expert via email, skype, or some other
sort of communication
Students will continue to work on their final presentations
End of week 5: final presentations begin
Week 6
Final presentations complete and final grades distributed
Students will select best overall project (Travel Awards Day)
Travel Experts will attend Travel Awards Day
Exemplars are linked into website for future use
Product:
The project will culminate in a student presentation utilizing one or more of the following presentation
methods:
Blogs through Glogster, Tumblr, or Wordpress
Photo Journals through Photostory, PhotoShop or Flickr
Imovie
PowerPoint
YouTube
Virtual Field Trips- Google Earth
Travel Pod online travel blog creating site
Technology Use
Students will use technology at almost every step of the project. Glogster, spreadsheet software,
presentation software, organizational software, and other forms of multimedia of the students choosing.
By varying their technology use, students will not only have a new understanding of the tools that are
available to help them complete school assignments, but they are also able to use these multimedia to
explore topics that are of interest to them as they examine required content. The wide variety of
technology available to use greatly facilitates student directed and students exploratory learning. In
addition, students are producing some type of product (poster, spreadsheet, presentation, etc.) for each
required portion of the project.

Blake Keith Engaged Learning Project

Who will use this?

Other students/teachers as example of budgeting, the 5 themes of geography, nonfiction, and
fiction writing styles
Why is it meaningful
Not only will this project help students to master certain skills that are key to the Social Studies
and Language Arts content, students will find this meaningful and useful in the fact that they are
allowed a large amount of choice and opportunity for exploration within the project.
During this project, students will be learning the internet research skills that make trip planning
possible. Additionally, these skills will make students more internet literate and they can apply
these skills to other aspects of their lives.
Students may also find meeting with a travel expert engaging and meaningful.
Also, the students will hopefully be able to take their dream trip.
Resources and Supporting Materials
Blank Political Map of Europe
Animaniacs: Nations of the World
Travel Europe Video
Microsoft Word (or GoogleDocs)
Microsoft Excel (or GoogleDocs)
Google Earth requires download, could be used to showcase countries, conduct virtual field
trips
Lonely Planet great site for trip planning. Easy to use and comprehensive
Trip Advisor another trip planning site. Offers user reviews ratings
Visit Europe Europe travel planning site. Students may use this as a resources as well.
Tumblr blog site students could use to complete some of their task
Wordpress another blog creation site
Photostory downloadable software that allows you to upload pictures and record voice
Imovie full out movie creation. Can use on Mac computers, Iphones, Ipads
Glogster (you may have to sign your students up. Its a simple process, start here)
Travelpod- allows students to create online travel blogs
Weebly - one of an endless list of possibilities to showcase your exemplars
Detailed instructions and rubric see accompanying documents

Blake Keith Engaged Learning Project

European Trip Project

Objective: The purpose of this project is to familiarize you with basic principles and
themes within the geography, economics, and language arts curriculum. You will be asked
to elaborate upon the major themes of study in the field of geography: location, place,
human/environmental interaction, movement, and region. You will also be able to put into
practice the key economic concepts we discussed in our previous unit. This project will
also incorporate skills you have learned in your English/Language Arts class, such as
fictional, informational, and non-fictional writing. You will also be learning how to use
various types of multimedia in order to help you complete this project (and hopefully have
a little fun). Your finished trip will be presented to the class as well as on a website
showcasing our good work! In addition to being displayed on the travel website, we will
have a class vote to decide who has created the most stellar project.
Task: You will plan a trip for a family of four (two adults, two children) to six of the
European countries listed below. You may go anywhere and do anything you desire but
you must still meet the guidelines of the project. You can spend a maximum amount of
$10,000 on your trip as you visit the required number of countries and places. You will
prepare an itinerary for your trip and explain your logic for your trip. By the time you
complete this project, you will have completed the following:
An introduction explaining the reason for your trip, your expectations for planning
the trip, and what challenges you feel you will face in planning the trip
A detailed budget describing where your $10,000 was spent by your family
A detailed and illustrated itinerary showing what destinations and events you
enjoyed on your trip.
An illustrated packing list for your trip
A final presentation of your trip that is worthy of showcase

Blake Keith Engaged Learning Project

RUBRIC FOR GRADING

Name ____________________________________
Criteria

Overall score_____________________________
Points possible
Points Earned

I.
Introduction/Rationale
a. Do you clearly explain the purpose of your trip?
b. Do you clearly state what you hope to learn from your trip?
II.
Themes of Geography
a. Location
b. Place
c. Interaction
d. Movement
e. Regions
III.
Budget
a. Have you accounted for your $10,000 budget?
b. Is your budget presented in an acceptable format?
c. Is your budget easy to understand?
IV.
Agenda
a. Do you have between one and two weeks of itinerary?
b. Have you visited the slated number of countries?
c. Have you visited the required number of landmarks?
V.
Evaluation does your evaluation include;
a. What you enjoyed the most about planning this trip?
b. What did you enjoy the least about planning this trip?
c. What did you find most challenging about this trip?
d. What would you change about this trip?
e. What did you learn about this trip?
VI.
Resources
a. Do you meet the required number of resources?
b. Are your sources organized in some logical order?
c. Did you utilize your outside resources (travel experts)?
VII. Creativity
a. Does your project utilize different forms of multimedia?
b. Is your project neat and organized?
VIII. Presentation
a. Does your presentation meet utilize different forms of
multimedia?
b. Does your presentation meet all major requirements?
c. Was your presentation turned in on time?
Total

20
10 points each
60
12 points each

45
15 points each

30
10 points each
30
6 points each

30
10 points each
30
15 points each
60
20 points each

325

Blake Keith Engaged Learning Project

DETAILED INSTRUCTIONS
I. Introduction/Rationale this should be at least one typed page (12 point Times New Roman) summarizing
your trip. The rationale should discuss the reason for your trip (leisure, business, to see a specific attractions,
etc) as well as give a rough outline of what you intend to do while you are there. It should also include a list of
expectations you have for the trip and discuss any obstacles you see.
II. Five Themes of Geography In this section, you will provide detailed information on how your chosen
destination meets the five major themes of geography. These themes will be discussed in class. You will use
any/all means of research (internet, books, travel guides, etc) to find this information. Some generic sites will be
provided to help you begin your research, but you will need to find more resources on your own. Be creative.
Use several different sources and several different forms of multimedia to accomplish this goal. Be sure to
address standards SS6G9, SS6G10, SS6G11 by addressing environmental issues (i.e; air pollution, acid rain),
location, climate, natural resources (what are their major resources? How do these resources affect trade?),
population distribution (where do most people live and why?), and cultural characteristics (language, religion,
any unique features) of the countries you visit.
III. Budget The budget for your trip is a maximum of $10,000. It must be itemized down to the smallest item
and should reflect all cost associated with your trip. Over the course of the project, you will learn how to create
a budget for your own life. You will need to use those skills to create the best budget possible that is both
reasonable and thorough. REMEMBER: You are planning a trip for a FAMILY OF FOUR. Your budget should
be completed using Microsoft Excel or an equivalent program. Special permission may be granted to use
different software pending teacher approval.
IV. Agenda/Daily Itinerary This will be the most time consuming portion of this project. You must provide a
daily (possibly hourly if you have days where you have lots of activities planned) itinerary for your entire trip.
YOU MUST STAY A TOTAL OF ONE OR TWO WEEKS (7-14 DAYS) between all of your destinations. The
more detailed your research, the easier it will be to complete a detailed itinerary. You must also meet the
following criteria: You must visit SIX of the following countries:
United Kingdom
Russia
France
Spain
Ukraine
Switzerland

Germany
Belgium
Italy
Poland
Ireland
Norway

Also, you must meet the following itinerary requirements:

Visit one Unitary government
Visit one Federal government
Visit one socialist economy
Visit one capitalist economy
Visit one member of the European Union
Visit one Parliamentary government
Visit at least 5 famous landmarks
V. Packing list This should be a list of general things you will need to take with you. It does not have to be a
list that is down to the last item, just a general list of things you would take on your trip. The only items you
will need to be specific with are any specialty items you will need for your trip. You will use Glogster to

Blake Keith Engaged Learning Project

complete this portion of the project. Special permission may be granted to use different software pending
teacher approval.
VI. Evaluation This is a series of questions that you should answer before and after you have planned your
trip. What are you looking forward to? What problems/obstacles do you expect to encounter? What
problems/obstacles did you face in planning your trip? After researching, do you feel your destination is a
feasible trip for the average person? Your evaluation should be one page typed (12 point, Times New Roman).
VII. References Although this is not a research paper, you are required to list your sources. Not all of your
research should be done on the internet. There are some criteria for your sources; you must use at least ONE
book source (consult the library) and you must consult your travel expert.
VII IX. Presentation and Creativity The more effort you put into this project, the better your grade will be.
Thorough research will also make it much easier to complete the more detailed portions of the project. The
more types of multimedia, software, or presentation software you use the better! Your presentation should be no
more than 5 (five) minutes long and should be something you would be proud to showcase on a website.