No. 1
PBI:
Project-Based Inquiry is a teaching method that students gain knowledge and skills by working on a project.
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No. 2
Unit Target:
In this unit, we will talk about an interesting question that how do we decide if the world as it is today is better or worse than it was in the past?
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No. 3
Class Standards:
Class standards will be provided by the teacher, students could refer those stardars to build their project.
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Project-Based Inquiry
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Project-Based Inquiry is a teaching method that students gain knowledge and skills by working on a project. There are five steps for PBI:
First, find a compelling question; students will find a compelling question based on what they have learned on the course.
Second, gather and analyze information; students will do research on and after class, trying to find sources which could support their compelling question.
Third, creatively synthesizing information; students will make connections between the sources and their compelling question. students may need to provide data or chart to visualize their ideas.
Forth, critically evaluating and revising; students will receive feedback both from the teacher and peers, after collecting all feedback, students have an opportunity to revise their compelling question and the whole project.
Fifth, share the final project; students will have the chance to share their final project with the whole class or even the whole school. In this step, students may involve in technologies, like padlets, videos or website.
Image from: http://nli2012.wikispaces.com/New+Literacies+and+Project+Based+Inquiry+Framework
First, find a compelling question; students will find a compelling question based on what they have learned on the course.
Second, gather and analyze information; students will do research on and after class, trying to find sources which could support their compelling question.
Third, creatively synthesizing information; students will make connections between the sources and their compelling question. students may need to provide data or chart to visualize their ideas.
Forth, critically evaluating and revising; students will receive feedback both from the teacher and peers, after collecting all feedback, students have an opportunity to revise their compelling question and the whole project.
Fifth, share the final project; students will have the chance to share their final project with the whole class or even the whole school. In this step, students may involve in technologies, like padlets, videos or website.
Image from: http://nli2012.wikispaces.com/New+Literacies+and+Project+Based+Inquiry+Framework
Unit Target
As a human, we cannot choose when and where we born, rather we accept everything from the society or schools as we call so learning. Moreover, as a Chinese old saying said that history is a mirror that
reflects the vicissitude of life. History is a significant part because
history gives a birth of today.
In this unit, we will take globalization as a node and divided the
history of human civilization into two parts, past and now. After
learning the history, each student needs to produce a project to
show their ideas that if past better or worse than today.
In this unit, students are the center of the class rather the teacher. Teacher will give two lectures for basic history and concept of globalization, and after that, students will work on their projects--how do we decide if the world as it is today is better or worse than it was in the past?. Students could use technologies while doing research and presentation.
Target Group: Grade 8.
Essential Concepts to be Covered:
reflects the vicissitude of life. History is a significant part because
history gives a birth of today.
In this unit, we will take globalization as a node and divided the
history of human civilization into two parts, past and now. After
learning the history, each student needs to produce a project to
show their ideas that if past better or worse than today.
In this unit, students are the center of the class rather the teacher. Teacher will give two lectures for basic history and concept of globalization, and after that, students will work on their projects--how do we decide if the world as it is today is better or worse than it was in the past?. Students could use technologies while doing research and presentation.
Target Group: Grade 8.
Essential Concepts to be Covered:
- How does the world look like in the past?
- How does the world look like in today?
- What commons are there both in the past and now?
- What differences are there both in the past and now?
- Do you want to lead your life in the past time? Why or why not?
- If you have a chance to lead your life in the past, how would it be in your imagination?
- How do you persuade those individuals who do not want to go back? Or persuade those individuals who do not want to stay?
- Why did the world become like this? Is this related to globalization?
- Does all human beings need to have the same opinion or not?
Class Standards
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- Define what is globalization.
- Describe the pre-globalization social patterns.
- Know the history before and after globalization.
- Compare the difference before and after globalization ( e.g. society, economic, and politics).
Image from:https://warwick.ac.uk/fac/arts/history/students/modules/hi31v/
"Globalization has rendered the world increasingly interdependent, but international politics is still based on the sovereignty of states."
- George Soros
- George Soros
PBI
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