Module Six Assignment: Collaborative Project
I. Teachers: Ms. Kerry Darby & Mrs. Erin D’Elia, Grade 7 Social Studies Teachers
II. Library Media Specialist: Ms. Juliet Sullivan
III. Grade Level for the Unit: Grade 7
IV. Content Area: Latin American (Social Studies)
V. Project Title: 7th Grade World Culture Project: Which Latin American country is the best tourist destination?
VI. Goals and Objectives of the Unit:
Students will research a Latin American Country and create a persuasive travel brochure by applying their research and using persuasive techniques to display their information.
A. AASL Standards for the 21st Century Learner:
2.1.2 Organize knowledge so that it is useful
B. Common Core
C. Connecticut Social Studies Curriculum Framework Grade 7
D. New Haven Technology Benchmark Continuum
VII. Essential Question: Why would a tourist want to visit a Latin American country? How does a geography influence culture?
VIII. Proposed Learning Activities and Projects/Responsibilities (Include timeline and projected length of each session):
IX. Means of Assessment/Evaluation: **Click to see the attached rubric that will be used to grade the brochures.**
II. Library Media Specialist: Ms. Juliet Sullivan
III. Grade Level for the Unit: Grade 7
IV. Content Area: Latin American (Social Studies)
V. Project Title: 7th Grade World Culture Project: Which Latin American country is the best tourist destination?
VI. Goals and Objectives of the Unit:
Students will research a Latin American Country and create a persuasive travel brochure by applying their research and using persuasive techniques to display their information.
A. AASL Standards for the 21st Century Learner:
- 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this
- process in own life.
- 1.1.2 Use prior and background knowledge as context for new learning.
- 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
- 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
- 1.3.1 Respect copyright/ intellectual property rights of creators and producers.
2.1.2 Organize knowledge so that it is useful
- 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
- 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view,
- use, and assess.
- 3.3.4 Create products that apply to authentic, real-world contexts.
B. Common Core
- CC6-8RH/SS
- 1. Cite specific textual evidence to support analysis of primary and secondary sources.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
- CC6-8WH/SS/S/T
- 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas
- clearly and efficiently.
- 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and
- generating additional related, focused questions that allow for multiple avenues of exploration.
- 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
- accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a
- standard format for citation.
C. Connecticut Social Studies Curriculum Framework Grade 7
- Standard 1 Strand 1.3
- 7. Evaluate the cultural contributions of a variety of past and present civilizations.
- Standard 1 Strand 1.4
- 9. Identify selected countries and determine the advantages and challenges created by their geography.
- Standard 2. Strand 2.1.
- 1. Gather information from multiple print and digital sources, including text, visuals, charts, graphs and thematic maps
- Standard 2. Strand 2.3.
- 25. Write informative/explanatory texts, including the narration of historical events, that incorporates research and information to
- describe a social studies event or issue.
- 26. Integrate information from multiple print and digital sources while avoiding plagiarism.
D. New Haven Technology Benchmark Continuum
- Creates documents to support the presentation of solution to problems or answers to essential questions
- Chooses and cites information from online research databases to help answer a question or solve a problem provided by teacher
- Uses technology to assist in the organization and synthesis of text related to a given question or problem
- Use appropriate search strategies to locate information on the Internet and in electronic media
- Access, copy and/or print digital media (graphics, text, movies, sounds, etc.) from electronic and/or online services
- Accesses and uses available online research sources (i.e. ICONN, Britannica Online)
- Creates presentation using a variety of technology tools and media
VII. Essential Question: Why would a tourist want to visit a Latin American country? How does a geography influence culture?
VIII. Proposed Learning Activities and Projects/Responsibilities (Include timeline and projected length of each session):
- Activity 1: What information should be included in a travel brochure? Browse through brochures to brainstorm a list with the class.
- Create a research graphic organizer. One 45 minute period.
- Activity 2: Visit the library to collect information to include in the brochure. Ms. Sullivan will introduce Culture Grams and other
- sources of information, which will be linked to the library website for easy access. Ms. Sullivan will also review source citation which
- was taught in previous lessons. One 45 minute class period.
- Activity 3: Students return to the library to continue finding information. Two 45 minute class periods.
- Activity 4: Begin creating brochure. Three or four 45 minute class periods.
- Activity 5: Students present their brochures to the class.
IX. Means of Assessment/Evaluation: **Click to see the attached rubric that will be used to grade the brochures.**
Contribution
Overall, I thought that my team members and I worked very well together. (I’ve had some not so nice experiences so this assignment was a breath of fresh air.)
For the collaborative unit as well as the mini-collection I contributed the following:
While my group was able to meet in person, I was unable to attend as I was at my in-laws because of the Hurricane. We stayed very well connected via email and Google Docs and I helped in whatever way I could from afar.
I enjoyed creating this collaborative unit as it not only allowed me to hear from others who are more experienced in the field, but it made me think about what it would be like to truly collaborate with social studies teachers. It also introduced me to many websites that I had not heard of before including Culture Grams.
For the collaborative unit as well as the mini-collection I contributed the following:
- Set up both assignments as Google Docs to get us organized
- Assisted in brainstorm sessions via email
- Wrote the letter to the collaborating teacher for the mini-collection
- Wrote the rubric for the collaborative unit
- Assisted in combining all of our portions into the final Google Doc
- Assisted in final edits of both documents
While my group was able to meet in person, I was unable to attend as I was at my in-laws because of the Hurricane. We stayed very well connected via email and Google Docs and I helped in whatever way I could from afar.
I enjoyed creating this collaborative unit as it not only allowed me to hear from others who are more experienced in the field, but it made me think about what it would be like to truly collaborate with social studies teachers. It also introduced me to many websites that I had not heard of before including Culture Grams.