Final Project Proposal

Proposal:
I am making my Final Project more content specific, and, more importantly,
specific to my class. This project will incorporate the following:
1. Various forms of differentiated Instruction
2. Various uses of technology to differentiate instruction
3. Various pieces of the project which will address multiple intelligences &
skills
4. Utilizing a version of the Flipped Classroom
5. A Final student driven project which encompasses various content and
technology goals
Overview:
A year ago I asked one of my classes for their input and suggestions as
to what they liked about the class and what they would want to do
differently. We had a very lengthy discussion which made me very happy to
see that they were comfortable enough to do this via a discussion and not
through written form. One of the suggestions, as far as content goes,
concerned our end of the year topic: That topic being the Middle East and
the various issues that exist there from our relationships with Iraq and
Afghanistan to the continued unrest amongst the Israelis and the
Palestinians. We discussed international relations, had a debate over the one
or two state solution, and various other forms of activities; things that were
relevant to the class, but, not in a very direct way. One student, by the name
of Ben Swimmer suggested that I create a unit on terrorism. When I asked
him why he replied, Im Jewish and even the Israel Palestine conflict has
little effect on me, but, terrorism is something I hear about all the time. It
got me to thinking he was right. While most of my students were under
the age of four when 9/11 occurred, they now live in a post 9/11 world that is
much different than the world we, as adults, grew up with.
Religious and political extremism are commonplace in the
international headlines and this concern over terrorism has not diminished
even though we claim to be winning the war on terror. Unfortunately,
terrorism, or the concern over terrorism, is going to be a commonality in our
lives for years to come, just as the concern over nuclear warfare with the
Soviet Union was a staple in the lives of Americas youth from 1945 through

1990 (and we may possibly be returning to that sometime soon if things

continue to progress as they have in recent weeks). With that in mind, I
have designed a terrorism unit. The purpose of this unit is to educate
students as to what terrorism actually is and how understanding perspective
can lead them to an ever-changing view of whom a terrorist can be and what
purpose terrorism has served in the past. The formative assessment for this
unit being a student-driven project based assessment which encourages the
class (as a whole) to perspectivize, synthesize, strategize and create a policy
to combat the spread of terrorism, especially to the United States.

The Project Outline:

Terrorism Project

Class Project
Project Leader (Runs the Meeting and discussion board)
1. Identify as a class a terrorist group that you feel is the biggest threat
to United States security (Create a discussion Board to brainstorm
ideas)
a. We will split the class in half (or we can have a friendly
competition between classes: we can discuss both options) and
each will cover one group (Two terrorist groups total)
2. Two Main Projects:
a. Create a CIA State Report Website detailing the terrorist threat
b. Create a 10 Step Plan of Action for combatting this Terrorist
group
i. Can be done on a white board/ large poster board/ some
other form of media
3. Things that need to be researched and included:
a. History/Origins of Group
b. Key beliefs
c. Key Figures
d. Past instances of terrorism (on a large scale) or acts of terrorism
that they are clearly linked to
e. Main Areas of Operation
f. Explanation of why they are The U.S.s biggest threat
4. Due Date for both Projects is:
a. Both will be presented to me for approval

b. There will be periodic check along the way on my part

either with the project leader/group leaders/groups/ or
any combination thereof
c. Convince me as to why your group is the group we should
combat
d. The more convincing of the two projects/groups will
receive bonus points.
5. You will be graded on (and a rubric will be provided for) the following:
a. Creativity
b. Construction
c. Leadership
d. Research
e. Collaboration
Synopsis:
There are various levels of inclusion and expectations for this project which
ultimately address almost all of the multiple intelligences as well as the
various 21st Century academic skill set
1. The various intelligences addressed include:
a. Interpersonal Learning through interactions with others.
Working collaboratively and cooperatively
b. Intrapersonal Learning through feelings, values, and attitudes:
Understanding other people
c. Existential Learning by seeing the big picture. Connects real
world understandings and application to new learning
d. Verbal-Linguistic Learning through spoken and written words:
reading, listening, speaking, and writing
e. Mathematical-Logical Learning through reasoning and problem
solving
2. The list of 21st Century skills is expansive so a graphic is included on
the following page:
3. The rubrics I provide will also list the specific 21st century skills and the
intelligences I will be assessing

References:

21stcenturyhawthorne - home
21stcenturyhawthorne.wikispaces.com
Gardner, Multiple intelligences