22. How can you develop an valid
argument so that Congress does
the right thing concerning the
compensation of Japanese
Americans interned during World
War II?
23. Using evidence from the WWII
Japanese American experience,
contemporary documents and contact
with mentoring politicians / experts,
focus on the following statement:
24. “Descendants of those of Japanese
descent interned during World War II
should be entitled to financial
compensation from the federal
government.”
26. Goal
Persuade the US Congress to support
o
your position concerning financial
compensation
Role
Japanese American Citizens League,
o
White House staff, others
Audience
Senate Judiciary Committee (Principal /
o
BOE president / Chamber of Commerce president)
27. Situation
You have been asked to present
o
arguments during committee hearings
on a bill that would compensate
Japanese Americans interned during
WWII and/or their descendants
Product
You need to prepare an oral argument
o
for or against the proposed bill
28. Standards
Your presentation should be both
o
textual and visual and include:
o Accurate data concerning the
internment
Possible consequences of
o
compensation
o Amount / Type of compensation
Possible funding sources
o
o Constitutional arguments
29. “Can We Believe This?”
Buck Institute for Education
o
www.bie.org
30. Based on these two examples and
“What Does Problem-Based Learning
Look Like in the Classroom”
PBL is:
And has these characteristics:
31. What is PBL?
“A way to organize learning around
ill-structured problems so that
students simultaneously acquire new
knowledge and experience in
wrestling with problems.”
32. Characteristics?
An actual or simulated situation
Problem is “messy”
Student centered
More work than one person can do
in time allowed
36. “The brain developed to solve
problems relating to surviving in an
unstable, outdoor environment and to
do so in near constant motion.”
John Medina
Brain Rules
53. In the early 1860s, A______________
issued the Emancipation _____________.
This order freed millions of s___________.
The C____________ had the authority to
enforce this order. Emancipation alone
did not give the former s___________ a
new life. Decades of economic hardship
and unequal rights continued.
A____________’s plan was supported by
many.
54. In the early 1860s, Alexander II issued the
Emancipation Edict. This order freed
millions of serfs. The Czar had the
authority to enforce this order.
Emancipation alone did not give the
former serfs a new life. Decades of
economic hardship and unequal rights
continued. Alexander’s plan was
supported by many.
67. PBL structure
What are some basic assumptions we
should make concerning PBLs &
social studies?
68.
69. History is incomplete & open to
interpretation
Facts as “evidence” rather than “truth”
o
Urge use of raw evidence
o
70. History is incomplete & open to
interpretation
Facts as “evidence” rather than “truth”
o
Urge use of raw evidence
o
Different “levels” of PBL
Quick “opener” up to several weeks
o
81. Provide scaffolding
Process / team building / thinking /
o
reading
Incorporate collaboration
A balance of individual / group /
o
outside expert work is important
83. WebQuests
“An inquiry-oriented activity in
which some or all of the information
that the learner interacts with comes
from resources on the Internet”
Bernie Dodge 1995
86. Online PBLs
Who Killed William Robinson?
www.canadianmysteries.ca
o
What Really Happened at
Thanksgiving?
www.plimoth.org/education/olc/
o
index_js2.html
87. What “squares”
with your
thinking?
What’s going
“around” in your
head right now?
88. Can they be less “intense?”
Presidential Candidates
o
105. Step one
Select knowledge & skills that
students will demonstrate
Based on local & state standards
o
106. Step two
Develop a driving question
Organizes and provides focus
o
Thought provoking and invites inquiry
o
Have no simple answers
o
Kid friendly
o
107. How can we best protect the Ogallala
Aquifer?
Can the use of nuclear weapons
ever be justified?
Which came first - slavery or racism?
Was FDR the best president ever?
Are there modern day “witch trials?”
What’s the best form of
government?
111. Problem template
How can we (central issue) . . .
so that (conditions for acceptable
solution)
How can we develop a water use
policy so that natural resources
and the economy of western
Kansas are both protected?
112. What might be the content and skills
in your next unit?
Driving question ideas?
Problem ideas?
114. GRASPS
What is the Goal?
What is the Role?
Who is the Audience?
What is the Situation?
What is the Product / Performance?
What are the Standards for
evaluation?
115. What might be a product or
performance that is aligned to your
problem?
117. Step five
Map and manage the process
Create unit “storyboard”
o
Differentiated instruction
o
Step by step work plan
o
Be willing to “improvise” along the
o
way
120. Is it any good?
The Six A’s & rubric
Authenticity
o
Academic Rigor
o
Applied Learning
o
Active Exploration
o
Adult Connections
o
Assessment Practices
o
