History - Yesterday and Today!
                               By:  Julie Tuuk

Project at a Glance :

This PBL topic is "Was the Progressive Era truly progressive and how does it impact us today?" Students will work in small groups (3-4 per group) to research a specific area of focus of the Progressive Era (1890-1920) and present out their findings at the conclusion of the project. Project length -  2.5 - 3 weeks. 
 
Driving question:

How is the Progressive Era still relevant today?                    

Standards:

• CCSS 6.3.1, 3.2, 3.3, 3.4 & 3.5

Team / Culture Building:

• ​Create a Google doc with various questions to see their preferences and how they view themselves in various situations. Group students based on the differing strengths. Once in groups they will do an icebreaker activity.​​

Entry Event:

• Bring in a guest speaker, possibly someone who has been a victim of discrimination, someone who has seen environmental consequences of human behavior, etc.​

​

Stakeholders:

• Immigrants, children in factories, women, wildlife (environmental reforms), POC, ordinary civilians (in relation to political corruption), impoverished people living in tenements, and factory workers.​​​

Empathy Building:

• Students will create high quality Empathy Maps from various stakeholders perspectives.​

Inquiry / Need to Knows:

• ​Post the Driving Question throughout the classroom and include as a header on all PBL handouts.
• Create clear and concise list of TLW's.
• Socratic Quizzes to flush out information​.​
• Pains/Gains Map

Incubation:

• Students create either a Stormboard or Padlet to document their ideas
• Idea Quota - Generate 100 solution ideas in 10 minutes 

• ​​Provide multiple opportunities for reflection/observing things from different lenses/points of view.

Storyboarding Activity

---

Solution Building:

• ​Students will use their Empathy Maps and 100 Ideas to determine the best solution/s.
• Followed by the $100 and NUF Tests to narrow down ideas.​​

Critique and Revision: 

•  Charette protocol for feedback.

Authentic Audience:

• Law enforcement, social worker, someone from the Hispanic Center, labor union representative, etc. 

Final Presentation:

• ​Groups will match up with other groups to do "mini presentations", followed by a Gallery Walk with an authentic audience tour.

Reflection and Feedback:

• Students will have accountability groups to provide constructive feedback throughout the project.
• Embed self-reflections assignments in addition to the "calibration quizzes

Resources:

• Click here to view teacher's plan.

​Rubric:

• Click here to view rubric.

Meet the Educator:
Julie Tuuk teaches US History, World History and Psychology at Hudsonville High School.  

        "The projects and protocols allow students to be reasonably pushed outside their comfort zone, as they take ownership in their learning."