Research Project: Change Over Time

History and Citizenship

Mr. Welle

Theme:

Change over time. In this project, we will look at how and why things change over time. This is an important part of the project, because you as a student will need to develop your own philosophy concerning change over time.

Task Introduction:

In this class the student will be expected to complete a group research project focusing on Change Over Time. The student will be given time in class over a 3 week period to work on this project with the group. While researching the project the student will learn more about the community around him/her, and develop an understanding of how changes occur over time. Components of this project include:

Research file: a collection of information that has been collected pertaining to the project

Timelines: two clear timelines of the events that occurred leading up to the change in your topic, or as a result of the change

Interview: an interview with a member of the community that was involved in the events that you are researching

Conferences with the Teacher: you as a student are expected to keep in touch with the teacher with your progress to make sure that you are on track and keeping the objectives in view

Documentary: this should be a collection of all of your information that you have gathered, and put together in a way that can be presented in front of the class (video, audio, pamphlet, computer presentation, etc.)

Details:

In class, a number changes in the community will be presented, and for this program the student will be asked to select one of these changes and examine it in length. Some questions to be answered should include why did this change occur? Who was involved in this change? What events led up to this change? How does this change affect us today? The change that you choose will be your topic.

Students will be placed in groups according to their interests, and given time in class to work on the project. In class, the teacher will walk you through the different steps in the project to keep you on task.

History and Citizenship

Grade 8, 50-minute class period

Day-to-Day Outline

Day 1

Objective: The students will have a clear understanding of what the assignment is, and will have an idea of what a good documentary looks like.

Hand out the assignment description and go over it with the class.

Show a documentary from a previous class, pointing out the important aspects, and use this as an example. Also use the example as a springboard to motivate students.

Field questions on what the assignment may be, confirming understanding.

Day 2

Objective: Students will give examples of change that has happened in their community over time, and elaborate on their statements.

The teacher will lead a brainstorming activity surrounding the central theme (In your community, what institutions have changed over time, and how?).

With ideas on the board, students will discuss very briefly how the institution has changed over time.

The students will begin thinking about what topic appeals to them.

Day 3

Objective: The students will form groups and begin to research their project.

The teacher will break students into groups of 3 - 5 according to their interests, and the size of the issue that they wish to research.

The students will break into the assigned groups and share with each other what they know about their topic, and use this as a springboard for beginning research.

The students will start researching the topic, whether it be via the library, newspaper, internet, or any other available resources.

Day 4

Objective: The students will get motivated in their research by getting to know their community better.

Take a field trip to the local museum.

Students are to research their topic by using the available resources at the museum, including pictures, and artifacts.

The teacher will allow time for students to talk with the local historian about concerns with their topics.

The students will develop leads of where to do further research, and finding an interview subject.

Day 5

Objective: Students will begin to organize their information into a research file where it can easily be examined.

Students will be given time to work as a group and research their topic, as well as discuss what direction to take with their topic, and also develop a research file.

At this time, the students must define a definite split in time frames when their topic went through a change in the community.

Day 6 – 8

Objective: Students will complete their research file as well as the timeline.

As a group, students identify important developments in their topic over two defined spans of time. Put this together to develop two detailed timelines, concerning the two time periods being examined.

Timelines include important events, dates, photos, drawings, quotes, etc.

Continue putting important information in the research file, until it is an organized account of the work that the group has been doing.

The teacher will be helping students with aspects of the assignment if needed, and will also be checking the progress that students are making.

Day 9 – 10

Objective: Students will find someone to interview concerning their topic, and proceed on with an informational interview.

Brainstorm as an entire class who would be able to help the different groups with their research, looking for a first person account.

Students break into small groups and decide who they will interview, and contact him her for an appointment.

As a group, develop questions for the interview, and proceed with the interview. Take notes. Put in research file.

Day 11

Objective: The students will put all of the information together and make individual conclusions of what they have learned about change over time.

Students will finish the research file, and review it for a general impression of what they have learned about change over time.

Students write a reflective essay on their thoughts, including specific information supporting the conclusion.

Day 12 – 13

Students will organize information in a documentary format to be presented in class.

The teacher will present various options for the documentary forms (pamphlet, audiotape, slide show, video tape, or computer presentation). Also offer a reminder of the purpose of the documentary and suggestions of how to begin.

Students will decide in their groups exactly what kind of documentary they wish to use. Put the documentary together. Prepare to formally present the information to the class.

Day 14 – 15

Objective: Students will showcase their work in documentary form in front of the class, emphasizing their thoughts on change over time.

The teacher will collect any material from the project and begin assessing the students’ work. The focus will be on the individual thoughts, and not so much on the quality of the presentation.

The students will also be given a sheet in which they will asses themselves. The teacher will provide this.

Day 16

Objective: The class as a whole will discuss what they have learned through this research process.

The teacher will lead a class discussion or debriefing of what the students thought about the project. Also what the students learned should be brought out in the debriefing.

In order to adjust to the class demographics, the students will work in groups according to interests. This will give students with lower abilities a chance to succeed. For example I would encourage someone with a lower reading ability to group up with a high achiever in class. This does not mean a free ride; the student with the low reading abilities could pull his her weight by putting together the research file or timeline, and contribute plenty to the documentary. The student with exceedingly low reading levels could still participate in a group, and develop his/her own conclusions on the continuum of change after being presented with the class project. Also the student would be required to work and participate in the group decision-making. I think that this would provide for a fair and well balanced class.