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Running head: WHAT CHALLENGES ENGAGED LEARNING PROJECT 1

What Challenges Engaged Learning Project

Chris Brock

21st Century Teaching and Learning

Kennesaw State University


Running head: WHAT CHALLENGES ENGAGED LEARNING PROJECT 2

Title of Project: What challenges have immigrants or migrants faced throughout history and today?

Subject(s): Immigration and migration

Grade Level(s): 11th

Abstract: This U.S. History project aims to engage students in an authentic learning task by allowing them to

explore challenges that immigrants and migrants face throughout history and today. Through primary documents,

interviews, and group discussions, scholars will better understand the challenges that immigrants and migrants

and their views on life in the United States. Students will use past and present resources to inform their local

communities on the challenges immigrants and migrants face throughout history and today. Individually, students

will develop an informational flyer on one historical immigrant or migrant issue that has impacted U.S. History. In

groups will create and publish an informational video discussing immigration and migration using video editing

software. Students will assume the role of a reporter and video producer while working on their project.

Learner Description/Context:Paulding County High School is located in Northwest suburbs of Atlanta. The classes

participating in the immigration and migration project will be two co-taught classes and four honors U.S. History

classes. Both co-taught classes consist of 30 students. Each of the co-taught classes will consist of 15 students with

special learning needs and 15 general education students. The students with disabilities are made up of students

with other health impairments, students with specific learning disabilities, and emotional disturbances. The four

honors U.S. History classes consist of 20 students. All of the honors classes consist of 17 general education

students and 3 gifted students.

Paulding County High Schools overall population is 1,748. Out of the total population 38% of the students are

minorities. African Americans make up 27% and Hispanics make up 7% of the minority population. 53% of our

student population is economically disadvantaged and we are eligible for Title 1 funding. According to last year’s

numbers, Paulding County High School has a graduation rate of 79.2%.

The reason I decided to have students work on an immigration and migration activity is the large number of

transient students at our school. Just 20 years ago Paulding County would have been considered just a normal
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small county in Georgia. Now, the county is one of the top 20 most populated counties in Georgia and the

population continues to expand. While our demographic may be similar to other counties, many of the students

have migrated from different regions of the United States and a variety of other countries. Most the immigrants

and migrants moving to Paulding County are just trying to live the American Dream of improving their social

mobility. These were the same motives of almost every immigrant or migrant group in American History.

Hopefully, as students learn about previous immigrant and migrant groups they well able to connected their

political, economic, and social issues with people that are currently living in their community.

Time Frame: This project will take two weeks to complete with the students working their assignment hour and

ten minutes every day.

Standards Assessed:

11th Grade United States History Georgia Standards of Excellence

 SSUSH11 Examine connections between the rise of big business, the growth of labor unions, and

technological innovations.

 SSUSH12 Evaluate how westward expansion impacted the Plains Indians and fulfilled Manifest Destiny.

 SSUSH15 Analyze the origins and impact of U.S. involvement in World War I.

 SSUSH16 Investigate how political, economic, and cultural developments after WW I led to a shared

national identity.

 SSUSH17 Analyze the causes and consequences of the Great Depression.

11th-12th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)

 ELAGSE11-12RI7: Integrate and evaluate multiple sources of information presented indifferent media or

formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a

problem.
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 ELAGSE11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts,

and information clearly and accurately through the effective selection, organization, and analysis of

content.

 ELAGSE11-12W7: Conduct short as well as more sustained research projects to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the inquiry when

appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject

under investigation

 ELAGSE11-12W8: Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of the task,

purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,

avoiding plagiarism and overreliance on any one source and following a standard format for citation.

 ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in

groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on

others’ ideas and expressing their own clearly and persuasively.

 ELAGSE11-12SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive

elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add

interest

ISTE Standards

 2a. Students engage in positive, safe, legal and ethical behavior when using technology, including social

interactions online or when using networked devices.

 3a. Students plan and employ effective research strategies to locate information and other resources for

their intellectual or creative pursuits.

 3c. Students curate information from digital resource using a variety of tools and methods to create

collections of artifacts that demonstrate meaningful connections or conclusions.

 6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their

creation or communication.
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 6d. Students publish or present content that customizes the message and medium for their intended

audiences.

 7a. Students use digital tools to connect with learners from a variety of backgrounds and cultures,

engaging with them in ways that broaden mutual understanding and learning.

 7b. Students use collaborative technologies to work with others, including peers, experts or community

members, to examine issues and problems from multiple viewpoints.

 7c. Students contribute constructively to project teams, assuming various roles and responsibilities to

work effectively toward a common goal.

 7d. Students explore local and global issues and use collaborative technologies to work with others to

investigate solutions.

Learner Objectives: Students will investigate the relationship between family history and immigrant/migrant. After

the technology based project, students will have a better understanding of how the United States is a nation of

immigrants and migrants. Students will know that immigrants and migrants have a unique story about their

journey (why they move, social impact of move). Student will use digital resources to produce a product that helps

them gain a meaningful understanding of immigration and migration. After the learning project, students will be

able to use digital resources to research, collaborate, present, and publish material to gain a meaningful

understanding of immigration and migration.

The “hook” or Introduction: To start the project students will be asked to list 10 items that they would take with

them if they moved to a new state or country. After a short classroom discussion, student will be asked to list five

cultural characteristics they would take with them if they moved to a new state or country. Then students will

discuss the characteristics they feel are important to take with them. Hopefully this hook will motivate or inspire to

work on the immigration and migration project.


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Process:

Day What are students doing? What is the teacher doing? How are you accessing the
process of learning?

Day 1  Class discussion on Hook  Teacher facilitates hook  Formative assessment:


 Complete online survey for discussion and formative pre-assessment for
project assessment. content and groups
 Break into groups based on  Break students into interest
interests groups
Day 2  Student centered research  Teacher facilitates formative  Formative assessment:
using digital documentation assessment and scholarly daily check for
 Construction of interview research understanding of content
questions for documentary and instruction
video  Observation of student
 Complete digital formative research
assessment
Day 3  Collaborative research using  Teacher facilitates formative  Formative assessment:
digital documentation assessment, scholarly daily check for
 Collaborative construction of research and development understanding of content
interview questions for of interview questions and instruction
documentary video  Observation of student
 Complete digital formative research and construction
assessment of interview questions
Day 4  Collaborative research using  Teacher facilitates formative  Formative assessment:
digital documentation assessment, scholarly daily check for
 Collaborative construction of research and development understanding of content
interview questions for of interview questions and instruction
documentary video  Observation of student
 Collaborative brainstorming research and construction
to develop story board for of interview questions
documentary video
 Complete digital formative
assessment
Day 5  Collaborative interviewing  Teacher facilitates formative  Formative assessment:
and filming of documentary assessment and instruction daily check for
subject for documentary video understanding of content
 Students using digital  Teacher acts as a co-learner and instruction
resources to video, edit, and during video, editing and  Observation and learns
produce documentary video production phases of from student develop
 Complete digital formative documentary video video project
assessment

Day 6  Group presentation of story  Teacher facilitates formative  Formative assessment:


board. assessment and group daily check for
 Student centered presentations of story understanding of content
assessment of group story board. and instruction
boards  Observation of student
 Class discussion on strengths discussion and assessment
and weaknesses of story of group story boards
board
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 Complete digital formative


assessment
Day 7  Groups will work to  Teacher facilitates formative  Formative assessment:
complete videoing, editing, assessment daily check for
and producing documentary  Teacher acts as a co-learner understanding of content
video. during video, editing and and instruction
 Complete digital formative production phases of  Observation and learns
assessment documentary video from student develop
video project

Day 8  Groups will work to  Teacher facilitates formative  Formative assessment:


complete videoing, editing, assessment and instruction daily check for
and producing documentary for electronic flyer understanding of content
video.  Teacher acts as a co-learner and instruction
 Students will develop during video, editing and  Observation and learns
individual electronic flyers production phases of from student develop
promoting the groups documentary video video project and
documentary video  Teacher acts as a co-learner electronic flyer
 Complete digital formative during video, editing and
assessment production phases of
documentary video

Day 9  Groups will work to  Teacher facilitates formative  Formative assessment:


complete videoing, editing, assessment and instruction daily check for
and producing documentary for electronic flyer understanding of content
video.  Teacher acts as a co-learner and instruction
 Completion of student during video, editing and  Observation and learns
centered electronic flyers production phases of from student develop
promoting the groups documentary video video project and
documentary video  Teacher acts as a co-learner electronic flyer
 Complete digital formative during student centered assignment.
assessment electronic flyer
Day  Group presentation of  Teacher facilitates  Summative assessment:
documentary video summative and formative Evaluation on group
10  Individual presentation of assessment project presentation
electronic flyers  Co-learner during student-  Formative assessment:
 Publishing of presentation to centered electronic flyer post-assessment for
digital resource assignment and group content and groups
 Retake online survey for presentation of
project documentary video.

Product:

Students will create a group documentary video and publish the video to our class scoop.it account. Individually,

students will create informational flyer for the group documentary video and complete an online survey to see

how the project has impacted their understanding of immigration and migration in the United States. I believe the
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project will have a dramatic impact on students and local community. The project has the possibility of reaching a

state or national level, but that’s not the overall goal of the lesson. The documentary video is designed to inspire

students living in a transient community to relate to historical and present shifts in population and how these

shifts impact society. Hopefully, students will collaborate with their groups and community to develop a

meaningful and real-life understanding of how immigrants and migrants influence U.S. History.

Technology is integrated within the video documentary project through an on-line survey, on-line primary source

research, video editing and publishing software, and on-line flyer software. Students will be assessed individually

and in groups. The individual grade for the assessment will be the informational flyer. Each students will be given a

flyer rubric and exemplar performance on how to complete the flyer. The group assessment will consist of a check

list grade of 20%, story board grade of 30% and documentary video grade of 50%. Students will be given a checklist

that they need to accomplish to help them with the completion of the project. Student will receive an exemplar

performance on how to complete the story board activity and documentary video.

Technology Use:

Technology Use Indicators of Engaged Learning

https://www.surveymonkey.com  Teach will use  Content: Standards-based


technology to  Teacher Role: Facilitator
provide pre/post  Assessment: Seamless,
assessment on ongoing
content
 Teacher will use
assessment to meet
state curriculum
standards and
monitor process of
learning
http://www.digitalhistory.uh.edu/ ,  Students will use  Learning Task:
http://www.loc.gov/teachers/ , and online research sites Authentic/meaningful
https://www.docsteach.org/ to explore  Student Role: Explorer
information in a  Teacher Role: Facilitator
scholarly manner
 Instructor stimulates
discussion by having
students use social
sciences research
methods to develop
knowledge and
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understanding of
content
https://spark.adobe.com/,  Student play the role  Learning Task: Student-
https://studio.stupeflix.com/en/, or of an explore and directed,
https://www.apple.com/imovie/ producer in order to meaningful/authentic,
develop a culturally responsive,
performance-based  Student Role: Explorer,
documentary video Producer
 Scholars use video  Teacher Role: Co-learner/Co-
editing and investigator
producing software  Social Interaction:
to construct a Collaborative
student-directed,  Assessment: Performance-
culturally responsive based
and authentic task
https://www.canva.com/,  Student centered  Learning Task: Student-
https://www.befunky.com/create/designer/, development of directed
https://www.easel.ly/, or informational fly that  Student Role: Explorer
https://www.smore.com/ relates to the  Teacher Role: Guide
learning goals  Assessment: Performance-
 Instructor helps based
student use digital
resources to develop
a performance-based
project that
represents the
learning goals
http://www.backchannelchat.com/  Collaborate with  Content: Standards-based
other students  Teacher Role: Facilitator
through backchannel  Social Interaction:
 Formative Collaborative
assessments of  Assessment: Seamless,
student Ongoing
understanding of
product and
curriculum
 Instructor facilitates
instruction buy using
continuous
assessment

http://www.scoop.it/  Student publishing of  Learning Task:


videos for the Authentic/meaningful
purpose of  Student Role: Educator
collaboration and  Teacher Role: Co-learner/co-
teaching investigator
 Teacher allows
students to explore
questions outside of
his or her expertise
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Assessment:

Formative: Students will respond to or ask a formative question every class period by using Backchannel Chat.

Students will be assessed base on participation.

Formative: Student will individually construct an informational flyer using a rubric and digital technologies such as

Canva, Befunky, Easel, and Smore. Student will use the following rubric for the digital flyer assignment

Level 1 Level 2 Level 3

Visually Aligned No evidence of alignment Evidence of use of Alignment is used to


of images or content alignment exists between president a visually
images and content stunning flyer

Informative No evidence that flyer Student provides basic Students information on


provides information on information on documentary video
documentary video documentary video persuades others to
watch the documentary

Color Scheme No evidence of use of Student uses multiple Student uses three or
color to develop flyer colors to develop flyer more colors to develop
flyer

Use of Images No evidence of use of Flyer contains a least one Flyer contains multiple
images image images

Wow Factor Flyer shows no signs of Flyer shows some signs of Flyer shows signs of great
creativity or effort. Flyer creativity or effort. Flyer creativity and effort. Flyer
is basic or unattractive is visually pleasing. is visually attractive.

Overall Score

Summative: In groups, students will construct a documentary video on the immigration and migration in the

United States. Student will use a rubric designed by Joan Vandervelde (2017) to assess other student’s projects.

Activity Exemplary Proficient Partially Unsatisfactory Points


Proficient
4 pts 3 pts 1 pt
2 pts

Use of Sources of All sources of Most sources of No citations are


Resources and information and information are information are included.
Citation During graphics are clearly identified identified using
Research proper citation.
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properly cited and credited using
using citations. citations.

Content and The content Information is The content The content lacks
Organization includes a clear presented as a does not a central theme,
statement of connected theme present a clear point of
purpose or theme with accurate, clearly stated view and logical
and is creative, current theme, is sequence of
compelling and supporting vague, and information.
clearly written. A information that some of the Much of the
rich variety of contributes to supporting supporting
supporting understanding the information information in
information in the project's main does not seem the video is
video contributes idea. to fit the main irrelevant to the
to understanding idea or appears overall message.
the project's main as a The viewer is
idea. The project disconnected unsure what the
includes series of scenes message is
motivating with no unifying because there is
questions and main idea. little persuasive
advanced information and
organizers that only one or two
provide the facts about the
audience with a topic.
sense of the Information is
presentation's incomplete, out
main idea. Events of date and/or
and messages are incorrect.
presented in a
logical order.

Introduction The tape is The introduction The The introduction


unedited and is clear and introduction does not orient
many poor shots coherent and does not create the audience to
remain. No evokes interest in a strong sense what will follow.
transitions the topic. of what is to
between clips are follow.
used. Raw clips
run back to back
in the final video.

Video The tape is edited The tape is edited The tape is The tape is
Continuity or with only high throughout with edited in few unedited and
quality shots only quality shots spots. Several many poor shots
Editing remaining. Video remaining. A poor shots remain. No
moves smoothly variety of remain. transitions
from shot to shot. transitions are Transitions between clips
A variety of used. Good pacing from shot to are used. Raw
transitions are and timing. shot are clips run back to
used to assist in choppy, and the back in the final
communicating types of wipes video.
the main idea and and fades
smooth the flow selected are not
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from one scene to always
the next. Shots appropriate for
and scenes flow the scene.
seamlessly. Digital There are many
effects are used unnatural
appropriately for breaks and/or
emphasis. early cuts.

Audio Editing The audio is clear The audio is clear The audio is The audio is cut-
and effectively and assists in inconsistent in off and
assists in communicating clarity (too inconsistent or
communicating the main idea. loud/too overpowering.
the main idea. soft/garbled) at
Background audio times and/or
is kept in balance. the background
audio
overpowers the
primary audio.

Camera All shots are Most shots are Some shots are Many shots are
Techniques clearly focused clearly focused unfocused or unfocused and
and well framed. and well framed. poorly framed. poorly framed.
The camera is Excessive
held steady with panning and
few pans and zooming
zooms. Close-ups distracts the
are used to focus viewer.
attention.

Graphics The graphics The graphics or Some of the The graphics


and/or animation animation visually graphics and/or and/or
assist in depict material animations animations are
presenting an and assist the seem unrelated unrelated to the
overall theme that audience in to the content.
appeals to the understanding the topic/theme Graphics do not
audience and flow of and do not enhance
enhances information or enhance understanding
concepts with a content. concepts. the content, or
high impact are distracting
message. Graphics decorations that
explain and detract from the
reinforce key content.
points during the
presentation.

Timing Video clips show Most video clips Some video Video clips begin
no slack time. are edited to clips need to be and end with
"Three beat" remove slack time edited to slack time or no
timing (three and to emphasize remove slack action.
actions per clip or action. time and
three clips per increase action.
event) is evident.
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Total Points __/36

References and Supporting Material:

For pre/post immigration survey:

 https://www.surveymonkey.com/

For research:

 http://www.digitalhistory.uh.edu/

 http://www.loc.gov/teachers/

 https://www.docsteach.org/

For videoing and editing:

 https://spark.adobe.com/

 https://studio.stupeflix.com/en/

 https://www.apple.com/imovie/

For informational flyer:

 https://www.canva.com/

 https://www.befunky.com/create/designer/

 https://www.easel.ly/

 https://www.smore.com/

For formative/daily assessment:

 http://www.backchannelchat.com/

Publishing videos:

 http://www.scoop.it/
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Which indicators of Engaged Learning will be high in this lesson and Why?

The learning tasks are authentic/meaningful and culturally responsive. The lesson is authentic/meaningful because

students assume a professional role of a news reporter and the produce a product for a transient audience that

will care about the challenges that immigrants and migrants face. The documentary project meets the culturally

responsive requirements because it addresses the strengths of students and their cultural traditions. Social

interaction goal are high because students are constructing knowledge using primary documents, their peers and

members of the community. Students will use these social interaction to develop a better perspective of their

community and respect for immigrants and migrants. Assessments for the documentary project provides students

with feedback at the beginning, middle and end of the process to provide students with a seamless or ongoing

assessment.

What LoTI level do you think this lesson would be and Why?

I would give the project a LoTi level of 5 because students are play the role of a journalist and using technology to

gain a better understanding of the challenges that immigrants and migrants face. Students will use databases such

as the Library of Congress to research past challenges of their subjects. Students will interview members of the

community to a gain knowledge of current issues facing immigrant and migrants. Only issue I have with rating the

project with a LoTi 5 is the lack of a student action plan, issue resolution, or student actions surrounding a major

theme.
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Work Cited

Vandervelde, J. (2017, January 12). Video Project Rubric. Retrieved July 10, 2017, from

https://www2.uwstout.edu/content/profdev/rubrics/videorubric.html