John Dano

Professor Lovitt
SED464
10/17/16

Project-based Project Narrative Assignment

This project on border culture will greatly benefit the community and the students within
the classroom in a number of ways. Within the classroom, students will learn how to use vital
tools for researching as well as learning to research effectively. The teacher will be more of a
facilitator (Checking to be sure appropriate websites are being used for research), and the
students will have the experience of researching on their own. The students will be prepared to
research the culture on the U.S./Mexico border, as well as some political, economic, and social
issues that may be related to it. The Research will include the internet, but the students will also
be taken to museums and witness guest speakers related to the border and its many issues,
problems, and affairs.
The students will also be required to showcase their research in a series of assignments.
Their first goal for each group is to recreate the border between Arizona and Mexico using the
desktop app Paints. They will begin by researching the terrain, making note of any major
climates such as desert, and any major natural or man-made landmarks. As the project
progresses, students will have researched the culture and population of the border and will
incorporate these factors into their computerized model. They will add cities and towns that
appear on the border, leave a note or two about the general culture and appearance of them.
Ultimately, the computerized model of the border will incorporate the general landscape, culture,
and population of the border as well as any changes they propose to make to it in relation to the
next assignment each group will work on: the Bill.

The bill will require on how the border is set up between Mexico and Arizona as well as
the opinions of border dwellers, Mexico, and the United States with regard to the current set up
of the boundaries separating the two countries. This assignment will require an in-depth look at
economics, the process of creating a bill, and the general mindset of America and Mexico about
border cultures and issues that surround them. They will first look at news articles, opinionated
and unbiased, to assess where people fall on any given border issue in general. After selecting a
particular issue or problem to hone in on, the students will examine the particular topics within
that issue. The next step is solving the issue or problem. Students will take into account any and
all expenditures that will be necessary for bringing about their solution (this will require vigorous
research). When the research is completed, the students will be given several model bills related
to similar topics, and they will begin formulating their own. By the end of the project, they
should have a bill clearly outlining what they wish to change or fix as well as a prepared
argument for the outcome it would have.
The final step in the process is taking their ideas and applying them in the real world.
Each group of students will create one letter addressed to any of the two Senators representing
Arizona. Students should already be familiar with how a formal business letter should look like,
but they will be given a brief overview of the set up that is expected of them with regards to
grammar, spelling, and formatting. It is crucial that the students write letters as professionally as
possible, otherwise their ideas and solutions will not be taken seriously by their receiver. In this
letter, students will recap in general what they placed in their bill, and they will give the rationale
for their stance. When all is said and done, each group will have a 1-2 page letter approximately
which effectively sums up all of the research they have put into the bill and model while putting
their ideas forth to people who have the ability to make those solutions a reality.

The beauty and potential danger of this project is that the students have a wide range of
subjects they can choose to focus on. Each group may focus on the barrier itself. Others are more
concerned with the landscape surrounding and the impact we may have on it. Still others may see
existing laws regarding the border and how they affect the general lifestyle on the border,
whether with people, animals, and even vegetation. Students will be able to focus on anything
that they view as relevant and of interest to them related to the Arizona/Mexico boundary. This
also means that with such a wealth of information and wide variety of topics comes potential
grading hazards; however, as long as the students have done the proper research, each of the
three assignments they are tasked to do will touch different aspects of this topic. The model will
show a physical representation of what they researched, while creating the bill and researching
laws will show how their physical representation was and will be shaped.
Academic and Technology Standards

Strand 1: American History

Concept 10: Contemporary United States
PO 3. Describe how key political, social, environmental, and economic events of the late
20th century and early 21st century (e.g., Watergate, OPEC/oil crisis, Central American
wars/Iran-Contra, End of Cold War, first Gulf War, September 11) affected, and continue
to affect, the United States.
Strand 1: Concept 3: Exploration and Colonization
PO 1. Review the reciprocal impact resulting from early European contact with
indigenous peoples: a. religious (e.g., conversion attempts) b. economic (e. g., land
disputes, trade) c. social (e.g., spread of disease, partnerships) d. food (e.g., corn) e.
government
Strand 3: Civics/Government
Concept 3: Functions of Government
PO 4. Describe the regulatory functions of government pertaining to consumer
protection, environment, health, labor, transportation, and communication.
PO 5. Describe the factors and processes that determine major domestic policies (e.g.,
Social Security, education, health care, parks, environmental protection).

Technology Standards

1. Creativity and Innovation: Students demonstrate creative thinking, construct

knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and
use information.
4. Critical thinking, problem solving, and decision making: Students use critical thinking
skills to plan and conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources.