Ainsley Leavitt
TEL 311
15 November 2020
DAY 1 DAY 2
Standards & Learning Standards & Learning
Obj. Obj.
Content Standards: Content Standards:
HS.SP3.6​ Construct HS.SP1.2​ Analyze
and present arguments change and continuity in
using precise and historical eras.
knowledgeable claims, HS.SP1.3 ​Evaluate the
with evidence from significance of past
multiple sources, while events as they relate to
acknowledging their own lives and the
counterclaims and world.
evidentiary weaknesses. HS.SP2.1​ Analyze how
HS.SP4.3​ Integrate contexts shaped and
evidence from multiple continue to shape
relevant sources and people’s perspectives
interpretations into a HS.H3.1​ Analyze how
reasoned argument. societies, leaders,
institutions, and
Learning Obj: organizations respond to
Students will be able to societal needs and
assess the project and changes.
learn how to put it HS.H4.3​ Examine how
quality project together
with MLA format. access to information and
technology has been used
Essential Question: to influence society.
What aspects of past
education systems
Learning Obj:
helped shape key Students will analyze the
figures in American education of the historical
History and how can figure and compare and
contrast the perspectives
these aspects make your
and values of past
school better? education systems with
the education system in
place today.
Essential Question:
What aspects of past
education systems helped
shape key figures in
American History and
S.A. Project Narrative
Week 1
DAY 3 DAY 4 DAY 5
Standards & Learning Standards & Learning Standards & Learning
Obj. Obj. Obj.
Content Standards: Content Standards: Content Standards:
HS.SP1.2​ Analyze HS.SP1.2​ Analyze HS.SP1.2​ Analyze change
change and continuity change and continuity in and continuity in historical
in historical eras. historical eras. eras.
HS.SP1.3 ​Evaluate the HS.SP1.3 ​Evaluate the HS.SP1.3 ​Evaluate the
significance of past significance of past significance of past events
events as they relate to events as they relate to as they relate to their own
their own lives and the their own lives and the lives and the world.
world. world. HS.SP2.1​ Analyze how
HS.SP2.1​ Analyze how HS.SP2.1​ Analyze how contexts shaped and
contexts shaped and contexts shaped and continue to shape people’s
continue to shape continue to shape perspectives
people’s perspectives people’s perspectives HS.H3.1​ Analyze how
HS.H3.1​ Analyze how HS.H3.1​ Analyze how societies, leaders,
societies, leaders, societies, leaders, institutions, and
institutions, and institutions, and organizations respond to
organizations respond organizations respond to societal needs and changes.
to societal needs and societal needs and HS.H4.3​ Examine how
changes. changes. access to information and
HS.H4.3​ Examine how HS.H4.3​ Examine how technology has been used
access to information access to information to influence society.
and technology has and technology has been
been used to influence used to influence society. Learning Obj:
society. Students will analyze the
Learning Obj: education of the historical
Students will analyze the figure and compare and
Learning Obj:
education of the contrast the perspectives
Students will analyze
historical figure and and values of past
the education of the
historical figure and compare and contrast the education systems with the
perspectives and values education system in place
compare and contrast
the perspectives and of past education today.
values of past education systems with the
education system in Essential Question:
systems with the
place today. What aspects of past
education system in
place today. education systems helped
Essential Question: shape key figures in
Essential Question: What aspects of past American History and how
What aspects of past education systems can these aspects make
education systems helped shape key figures your school better?
helped shape key in American History and
 how can these aspects figures in American how can these aspects
make your school better? History and how can make your school better?
these aspects make your
school better?

Learning Activities Learning Activities Learning Activities Learning Activities Learning Activities

Go over the assignment George Washington Abraham Lincoln Martin Luther King Jr. Neil Armstrong
and the overall plan for
the next couple days. Go over his education Go over his education Go over his education Go over his education
experience and compare experience and compare experience and compare experience and compare
Go over the rubric and and contrast current and contrast current and contrast current and contrast current
answer any questions. education. education. education. education.

I will also be giving Topics Covered: His Topics Covered: All his Topics Covered: Martin Topics Covered: Went to
them a packet that is education- Private tutors formal schooling—a Luther King Jr. began Blume high school
fillable. They will be and possibly a local week here, a month school at Yonge Street historical place. He then
filling this out with school in Fredericksburg there--did not amount to Elementary School in graduated from USC and
information on the provided the young man one year, and mostly he Atlanta. He attended Purdue University.
figure we talk about in with the only formal educated himself by David T. Howard
class as well as every instruction he would borrowing books and Elementary School. He Will provide the mission
step in the process. receive. He also self newspapers also attended the Atlanta statement of the school and
taught himself through University Laboratory any commentary that the
I will also discuss the books Will provide any School and Booker T. figure made about their
poll or google form that commentary that the Washington High education.
they need to send out Will provide any figure made about their School.
and get information on. commentary that the education.
figure made about their Will provide the mission
I will show the education. statement of the school
application. and any commentary that
the figure made about
After reviewing the their education.
assignment have the
students meet with their
groups of 4. In their
groups they will talk
about the different ideas
they have to make the
topic of their project.
They will also create
the poll/google form
and send it out during
class.

Assessment Assessment Assessment Assessment Assessment

They will, as their There is a blank section There is a blank section There is a blank section There is a blank section in
group of 4, fill out their in the packet for the in the packet for the in the packet for the the packet for the students
packet with 5 different students to fill out and students to fill out and students to fill out and to fill out and take notes. I
ideas for their project take notes. I will walk take notes. I will walk take notes. I will walk will walk around to make
and a one sentence around to make sure they around to make sure around to make sure they sure they are taking notes.
explanation. I will then are taking notes. They they are taking notes. are taking notes. They They will also be able to
go over these and next will also be able to talk to They will also be able will also be able to talk talk to their groups for the
class hand them back their groups for the last 5 to talk to their groups to their groups for the last 5 minutes of class and I
with some quick notes minutes of class and I for the last 5 minutes of last 5 minutes of class will walk around and listen
or recommendations. will walk around and class and I will walk and I will walk around to what they have to say.
listen to what they have around and listen to and listen to what they
to say. what they have to say. have to say.

Technology Technology Technology Technology Technology

Powerpoint Powerpoint Powerpoint Powerpoint Powerpoint

Google Forms
 Week 2
DAY 6 DAY 7 DAY 8 DAY 9 DAY 10

Standards & Standards & Learning Standards & Learning Standards & Learning Standards & Learning
Learning Obj. Obj. Obj. Obj. Obj.

Content Standards: Content Standards: Content Standards: Content Standards: Content Standards:
HS.SP1.2​ Analyze HS.SP1.2​ Analyze change HS.SP1.3 ​Evaluate the HS.SP1.3 ​Evaluate the HS.SP3.7​ Construct and
change and continuity and continuity in historical significance of past significance of past present explanations
in historical eras. eras. events as they relate to events as they relate to using sound reasoning,
HS.SP1.3 ​Evaluate the HS.SP1.3 ​Evaluate the their own lives and the their own lives and the correct sequence (linear
significance of past significance of past events world. world. and nonlinear) examples,
events as they relate to as they relate to their own HS.SP3.1​ Develop and HS.SP1.2​ Analyze and details with
their own lives and the lives and the world. frame questions about change and continuity in significant and pertinent
world. HS.SP2.1​ Analyze how issues and events in the historical eras. information and data,
HS.SP2.1​ Analyze contexts shaped and discipline and determine HS.H3.1​ Analyze how while acknowledging the
how contexts shaped continue to shape people’s the types of sources that societies, leaders, strengths and weaknesses
and continue to shape perspectives will be helpful in institutions, and of the explanation.
people’s perspectives HS.H3.1​ Analyze how answering these organizations respond to HS.SP3.8​ Present
HS.H3.1​ Analyze how societies, leaders, questions. societal needs and arguments and
societies, leaders, institutions, and changes. explanations that feature
institutions, and organizations respond to Learning Obj: ideas and perspectives on
organizations respond societal needs and Students will evaluate Learning Obj: issues and topics to reach
to societal needs and changes. the past education Students will take all that a range of audiences and
systems and develop they have learned and
changes. HS.H4.3​ Examine how questions that will lead venues using print, oral,
HS.H4.3​ Examine how access to information and analyze it and finish their and digital technologies.
them to understand the papers and presentations.
access to information technology has been used topic better.
and technology has to influence society. Essential Question: Learning Obj:
been used to influence Essential Question: What aspects of past Students will present
society. Learning Obj: What aspects of past education systems helped their knowledge and
Students will analyze the education systems arguments in the form of
shape key figures in
education of the historical helped shape key figures a paper or a presentation
Learning Obj: American History and
Students will analyze figure and compare and in American History and to their peers.
contrast the perspectives how can these aspects
the education of the how can these aspects
and values of past make your school better? Essential Question:
historical figure and make your school better?
education systems with the What aspects of past
compare and contrast
the perspectives and education system in place education systems helped
values of past today. shape key figures in
education systems with American History and
the education system in Essential Question:
how can these aspects
place today. What aspects of past
make your school better?
Essential Question: education systems helped
What aspects of past shape key figures in
education systems American History and
helped shape key how can these aspects
figures in American make your school better?
History and how can
these aspects make
your school better?
Learning Activities Learning Activities Learning Activities Learning Activities Learning Activities

Walt Disney Oprah Winfrey This day will be spent This day will be spent Depending on what the
discussing and planning discussing the layout of student decides, they will
Go over his education Go over her education a meeting with an the project plan and either turn in their paper
experience and experience and compare educator and making sure they or make a 3-5 minute
compare and contrast and contrast current presentation on their
current education. education. administrator. understand and have been project.
working on their
Topics Covered: Topics Covered: She went I will have one of each paper/presentation.
Disney attended to East Nashville Magnet coming into the
McKinley High School Middle School, then classroom ready to The rest of the class will
in Chicago, where he Nicolet High School. After discuss with the groups. be dedicated to letting the
took drawing and graduating he went to
The groups will take students finish up the
photography classes Tennessee State
and was a contributing University. turns having their paper/presentations with
cartoonist for the interview. their group and asking
school paper. At night, Will provide the mission me questions.
he took courses at the statement of the school
Art Institute of and any commentary that
Chicago. the figure made about their
education.
Will provide the
mission statement of On this day I will also
the school and any prepare the students for
commentary that the their interviews and make
figure made about their sure they have questions
education. prepared.

Assessment Assessment Assessment Assessment Assessment

There is a blank There is a blank section in The students will write Check the packet for I will be grading the
section in the packet the packet for the students their questions and notes completion of everything papers and presentations
for the students to fill to fill out and take notes. I from the interview in except for the evaluations based on the rubric I have
out and take notes. I will walk around to make their packet and I will of presentations. provided the students.
will walk around to sure they are taking notes. check it.
make sure they are They will also be able to
taking notes. They will talk to their groups for the
also be able to talk to last 5 minutes of class and
their groups for the last I will walk around and
5 minutes of class and I listen to what they have to
will walk around and say.
listen to what they
have to say.

Technology Technology Technology Technology Technology

Powerpoint Powerpoint Powerpoint Laptops

Laptops
 Sustaining The Project and Innovation
Technology

The students access technology to support their learning by using the resources to learn more about the
topic. The students can collaborate with peers using different applications to communicate with the students.
They can use the classroom website to ask questions and double check assignments. They can also use any
google forum to work together to complete assignments. The students can present knowledge and storage of
information by posting discussion posts on the classroom website. They can also create powerpoints to relay the
information that they have learned. Heritage Academy has a very limited access to technology. Not all
classrooms or students have access to a computer in the classroom. The best way I can make sure my students
are able to have access to a computer when they need it is by reserving the computer lab. Heritage allows
teachers to reserve this lab for several days in a row to work on assignments. That is what I would need to do in
this case for this assignment.

After Proposal Period

Once this proposal has been approved I will continue to work on and grow this project. The next step in
this project, to continue and enhance it, would be to see if any of their ideas could be implemented in the school.
This could be done by further discussing it with the principle. Another step that would be important would be to
figure out funding, if necessary. The PTO would be an important resource for this step. Another way the
students could get support is to talk to the teacher, or the parents. They could also post on the school’s social
media because the community is able to see this. They could even hold fundraisers to raise money for their
project if that is necessary. This would promote community involvement.

Innovation

The innovation in this project is that it allows students to come up with improvements for their own
schools. It helps them think outside the box. It also challenges them to come up with their own ideas and think
about history and the significance of history. Their learning will be transformed by allowing their progress
throughout the project to be student driven because I am letting most of the aspects of this project to be decided
by the student. The purpose of this project is to get the students thinking about these innovative solutions to the
problems they feel they can see in their school. By applying past concepts from influential schools, they can
come up with their own solutions that combine different theories of education.