Professional Documents
Culture Documents
Chris Brock
Title of Project: What challenges have immigrants or migrants faced throughout history and today?
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
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
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
Standards Assessed:
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.
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.
groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
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
3a. Students plan and employ effective research strategies to locate information and other resources for
3c. Students curate information from digital resource using a variety of tools and methods to create
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
7c. Students contribute constructively to project teams, assuming various roles and responsibilities to
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
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
Process:
Day What are students doing? What is the teacher doing? How are you accessing the
process of learning?
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:
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
Formative: Students will respond to or ask a formative question every class period by using Backchannel Chat.
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
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.
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.
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.
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
https://www.surveymonkey.com/
For research:
http://www.digitalhistory.uh.edu/
http://www.loc.gov/teachers/
https://www.docsteach.org/
https://spark.adobe.com/
https://studio.stupeflix.com/en/
https://www.apple.com/imovie/
https://www.canva.com/
https://www.befunky.com/create/designer/
https://www.easel.ly/
https://www.smore.com/
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