PBL21 -

The Next Step in the Evolution of

Project-Based Learning
2
 Table of Contents
21st Century Education Compass Rose p. 5

Multiple Literacies Compass Rose p. 6

7 Survival Skills for the 21st Century Student p. 7

Steps to Successful Unit Design p. 8

Issues, Themes and Concepts for Units p. 9

Sample Unit Outcome Statements p. 12

Modes for Outcome Demonstrations p. 13

Blooms Taxonomy Verbs Chart p. 14

Unit Planning Rubric p. 15

Unit Planning Forms p. 17

Money a first grade unit in Financial Literacy p. 25

Our Community and the Environment Ecoliteracy p. 31

Civil Rights Unit p. 37

Appendices

Global Projects for Your Classroom p. 52

Say, Look What Theyre Doing! aka

Analyze This! - PBL21 Unit Analysis p. 55

Activity Pages

Think-Pair-Share p. 62
Jigsaw p. 63
Create-a-Story p. 65
Monster Math template p. 67

3
4
 Critical Attributes of 21st Century Education

Integrated and
Interdisciplinary

Technologies &
Global Classrooms
Multimedia

Student Centered 21st Century Skills

Project-Based and Relevant, Rigorous

Research Driven and Real World

Adapting to and Creating

Personal and Social Change, &
Lifelong Learning

5
 Multiple Literacies for the 21st Century

The Arts and

Creativity

Financial Literacy Ecoliteracy

Media Literacy Cyberliteracy

Physical Fitness and

Social/Emotional
Health Literacies
Literacy

Global
Competencies

6
 3

7 Survival Skills of the 21st Century

By Tony Wagner of Harvard University

Critical Thinking and Accessing & Analyzing

Problem Solving Information
Solving

Agility & Curiosity &

Adaptability Imagination

Initiative & Effective Oral and Written

Entrepreneurialism Communication

Collaboration Across Networks

& Leading by Influence

See Tony Wagners book, The Global Achievement Gap - Why Even Our Best Schools Dont Teach the New
Survival Skills Our Children Need, and What We Can Do About It

7
 Steps to Successful PBL21 Unit Design

1. Select theme.

2. Brainstorm/concept map interdisciplinary possibilities. See Rubric.

3. Identify the major concepts that students will learn as a result of participating in this
unit/project.

4. Craft one or more Big Questions (aka Driving Questions) that will guide student
research.

5. Write 3 to 7 Unit Outcomes and their Demonstration/Assessments. The outcomes

should be a demonstration of a synthesis of the learning that took place during the
unit. They are not a test for memorization of discrete facts and enabling skills.

6. List the Enabling Outcomes for each culminating Unit Outcome.

7. Simultaneously develop the context for each outcome in what context, with whom
and by doing what will the students accomplish this outcome?

8. Plan Demonstration/Assessment of culminating unit outcomes.

7. Create bibliography of resources and activities for each outcome.

8
 Issues, Themes and Concepts for Units

Architecture Flowers
Invention Circus
The Old West (Wild West) Pets
Amusement Parks Animal Kingdom
Circus Candy
The State Fair Pioneers
Worlds Fair Fitness & Nutrition
Borders Seasons
Celebration Calendars
Time Monsters
Revolution Food and Culture
Survival
Freedom
Diversity
Music
Discovery
Exploration

Environment Science Fiction

Planet Earth Homeworld

Biomes Fantastic Voyages
Aquatic Brave new worlds
o Freshwater Them!
o Marine Sci Fi Hall of Fame
Forests Genres
Rainforests o Short Stories
o Tropical o Comics
o Temperate o Novels
o Fossil o Television
Grasslands o Radio
Deserts o Film
Tundra

Media Culture

Global Warming Media Culture

Waste Disposal Photography
Globalization Television
Urban Sprawl Radio
Weather Filmmaking
Hurricanes Spectacle Through Time
9
 Storms Sports
Snow News
Tornadoes Virtual Reality
Hurricanes Katrina & Rita

Earth Day

Social Change Critical Pedagogy

Local, National and Global Ageism
Movements
Civil Rights Movements Ableism
Revolutions Classism
Governments Racism
Laws Linguicism
Sexism
Religious oppression

Human Rights Projects & Businesses

Population Growth Filmmaking/Film Festival
Poverty Television/Radio Broadcasting
Housing Science Fiction Fair
Hunger Outdoor Learning Center
Health Service Learning Project
Dinner Theater
Literacy Program

Heroes Businesses
What is a hero? School Bank
Heroes we know Bakery
Fact and Fiction General Store
Superheroes Catering
Heroes in the media Resume Service
Harry Potter Newspaper
Cultures legends & myths

10
Science and Technology Community
Nanotechnology Family
Robotics School
Genetics Neighborhood
Biotechnology City, State
Paleontology Nation
Transportation Global
Communication Virtual/Cyber
Aviation
Space Ancient Civilizations
Solar System Egypt
China
Rome
Mayan and Aztec

Spectacle Society
Sports through time Colonial Life
Olympics The Middle Ages
War The Renaissance
Political Black History
Entertainment Womens History
Disasters September 11
Presidential Elections in the U. S.
Civil Rights

Holidays
Kwanzaa
Cinco de Mayo
Christmas
Hanukah
Halloween & Day of the Dead

11
 Sample Unit Outcome Statements

1. Find real life problems, determine and justify best possible solutions and their
implications to order to then make recommendations.

2. Analyze, interpret and evaluate ________________________, then create and

perform/produce _______________________.

3. Teach others significant competencies that you possess.

4. Analyze the past in order to make predictions and recommendations for the
future.

5. Analyze relationships and interactions to draw conclusions then make and

defend predictions and recommendations.

6. Discover commonalities, differences and connections of human experiences,

predict their implications for the future and make recommendations.

7. Create and defend a depiction of significant concepts and their relationships

including real life examples.

8. Analyze past and present conditions, problems, solutions and their

consequences in order to then make justified recommendations with their
predicted consequences.

9. Analyze the effects of the advantages and disadvantages of ____ in order to

make predictions and recommendations with respect to the past, present and
future.

10. Create and function effectively in a real life scenario representing a culture
different than our own in order to draw conclusions and make recommendations
regarding multicultural interaction.

12
Modes for Outcome Demonstrations

Direct observations of student behavior

Mock Trials

Debates

Simulations

Portfolios

Extended Projects

Logs and Journals

Student Interviews

Videotapes

Writing Samples

Group Tasks

Multimedia Projects

Global Collaborations

Festival for a period in history,

and attend in character

Hold a Conference

Student-written play

Design and market a new product

Invention Fair

Radio or Television Talk Show

Documentary/Film

Web Site

Board Game

Musical Production

13
 Blooms Taxonomy

With Verbs and Sample Activities/Products

14
 PBL21 Unit Writing Rubric

Attributes Theme selected

Concept-map or brainstorm theme
Big Questions
Concepts identified
All disciplines addressed
Check against list of Critical Attributes for Units
Begin to build Activities Bank
Develop Unit Outcomes
Individual Research Projects/Papers
Big Project Ideas
Service Learning
Outcomes Final outcomes are within upper three levels of
Blooms Taxonomy
Enabling Outcomes
Discreet Outcomes
Context and Mode - how, where and with whom

Assessments Authentic
Direct reflection of desired outcomes
Components identified
Stimulus and Context
Criteria developed (pre-set, agreed-upon, and public)
Feedback provisions are made
Self assessments
Peer assessments
Other assessments, including teacher
Small group assessments
Individual assessments
Multiple intelligences and learning styles considered

Alignment Materials
Activities
State or National Standards
Next Generation Science Standards
Common Core Standards
Assessments

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Instruments Assessment
Grading
Record-keeping
Reporting to Parents

Start-Up Every student has a copy of the Unit

Letter to parents with copy of the Unit
Parental involvement encouraged
Parent Workshop

Resource File Web Sites

Organizations (community, state, national,
international)
Government Agencies
Universities
Libraries
Publications
Parents, friends and relatives (yours and the students)
Colleagues
Apps

Materials Childrens Literature

Fiction
In addition to online Non-fiction
sources. Biography
Poetry
Myth, Fables and Folklore
Films
Videos
Music
Journals
Newspapers
Kids newspapers
Research materials
Brochures, pamphlets, etc.
Other . . .

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Yearly Planner

Overall Theme(s) for the entire year:

Six or Nine-Week Themes:

1. 5.

2. 6.

3. 7.

4. 8.

9.

Look at the entire year. Check those that apply.

Sequence provides for connections and smooth transitions from one unit theme
to the next.

Seasons and holidays are considered.

All content-specific state standards are included.

Plans are made to teach content standards and skills separately if they do not fit
well into a unit theme. Every effort is made to fit them into the unit themes.

17
Unit Planning - Concept Mapping Your Theme

Themes selected
Interdisciplinary possibilities are brainstormed
Big Projects
Service Learning
Strategies built in Jigsaw, Group Work, etc.
Whole class, small group and individual activities
Group and Individual assessments
Expert Groups planned
Individual research assignments list of possible topics. Students may suggest
another topic within the theme.
Multiple Intelligences
Logical/Mathematical
Verbal/Linguistic
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Naturalist
Interpersonal - with others
Intrapersonal within oneself.
Multiple Literacies
Aural Literacy
Visual Literacy
Ecoliteracy
Financial Literacy
Emotional Literacy
Cyberliteracy
Information Literacy
Media Literacy
Global Competencies and Multicultural Literacy

18
Multimedia
Power Point
Web Design
Web 2.0 Tools or Apps
Photography
Visual Essays
Concept Maps
Radio Production
Television Production
Newspaper
Blogs
Animation
Virtual Reality Projects
Drawing
Graphics
Comics
Video/Television/Film Production
Films
Mini-documentaries
History
Science
Travel
Cooking Show
News Program
How-to DVDs
Gardening
Cooking
Automotive
Sports/Fitness
Oral Histories

19
Strategies

Jigsaw with Expert Groups

Create-a-Story
Think/Pair/Share
Notetaking
Outlining
Highlighters
Clipboards
Index cards and boxes
Learning Centers
Novel Groups or Literature Circles
Concept Mapping
Graphic Organizers
Blooms Taxonomy
Six Thinking Hats
Portfolios digital, paper, multimedia
Interviewing being interviewed and interviewing others
Global Competencies
Investigate the world beyond the students immediate environment
Students recognize their own and others perspectives
Students communicate their ideas effectively with diverse audiences
Take Action students translate their ideas and findings into appropriate actions
to improve conditions

21st Century Survival Skills

Critical Thinking & Problem Solving
Effective Oral and Written Communication
Agility and Adaptability
Initiative and Entrepreneurialism
Collaboration Across Networks & Leading by Influence
Imagination and Creativity
Accessing and Analyzing Information

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Culminating Unit Outcome # _____

Mastery DO BY
Y I

Demonstration/Assessment

Group Individual

21
ACTIVITY AND ASSESSMENT INDEX

TITLE OF UNIT _____________________________

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

22
Culminating Unit Outcome # _____

Mastery DO BY
Y I

Demonstration/Assessment

Group Individual

23
ACTIVITY AND ASSESSMENT INDEX

TITLE OF UNIT _____________________________

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

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 Money

What is it and how do we use it?

A first grade unit in

Financial Literacy!

25
Unit Outcome 1 - Mathematical Operations

Perform basic arithmetic operations and estimation skills required to be an effective

consumer and money manager. Keep record of cash flow.

Gather data on effective consumer practices. Expert Groups - Each expert group is a group which
is organizing a store for this unit (For example, the
Pet Store, the Orange Julius, Grocery, Daisys Diner,
Bank)

Write letters to banks and consumer groups, conduct

interviews.
Perform basic mathematical operations of Small groups and pairs
addition and subtraction.

Learn names and values of each coin Whole class, then small groups and pairs doing
variety of activities.

Estimate amounts Whole class, then small groups or pairs in learning

center activities

Evaluate appropriate spending decisions Whole class and small groups

Enablers Strategies

Vocabulary - consumer, cash flow, estimate, PMI (decision-making tool)

justify, balance, budget
Venn diagram
Cash flow record
Survey and Interview

Jigsaw

Roles - Teach, Manage

Group Assessment Individual Assessment

Group consensus on setting prices and Shopping in class business

selling in own class business.
Justification of spending decisions, and
Depiction of synthesis of data collected on the demonstration of record of cash flow
definition of effective consumer.

26
Unit Outcome 2 - Business Plan
Plan and create a class business or village shopping area, then produce and perform.
Develop village business
Determine products or services to be offered
to the customer
Enablers
Vocabulary - business plan, . . .
Evaluate
Analyze
Research
Group Assessment
Present developed model of group business;
oral report and explanation of how it was
developed and why. Elaborate on
discussions, pros and cons, and how
decisions were made.
Expert Groups -
Each expert group is a group which is organizing a
store for this unit (For example, the Pet Store, the
Orange Julius, Grocery, Daisys Diner, Bank)
Expert groups by discussion and reaching
consensus.
Strategies
Concept Map
Jigsaw
Roles - Teach, Manage, Organize, Guide and
Help, Critique, Negotiate
Business plan rubric
Individual Assessment
Write story or keep journal to be presented to class
describing their role in the Group Process.
Concept Map the planning process.
27
Unit Outcome 3 - Marketing

Students will create a marketing technique for their business by analyzing and
evaluating persuasion and marketing, then deciding on best choices of techniques
to produce one for their class business.

Expert Groups Research -

Gather data on marketing techniques. Magazines

Television
Internet
Radio
Newspaper

(One person from each class business should be in

each marketing research group.)
Analyze components of persuasion Small groups after whole class sharing. PMI

Recommend and justify recommendations Experts Groups for each class business, i.e., Pet
for marketing strategies. Store, etc.

Design marketing plan. Expert Groups for each class business

Enablers Strategies

Vocabulary - marketing plan, propaganda, Expert Groups

glittering generalities, persuasion, analyze,
recommend, justify PMI (decision making tool)

Roles - Critique, Negotiate, Lead, Support, Teach,

Evaluate, Brainstorm
Group Assessment Individual Assessment

Demonstrate to class or to other groups their Teacher observation in groups.

completed marketing plan in media of their
choice. Whole group discussions

Student/Group developed rubric. Picture, concept map, essay or written report

describing plan.

Rubric

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Unit Outcome 4 - Literature/Problem Solving

Using literature, magazine and newspaper articles, and interviews, find real life
problems dealing with money management (decision making). Describe and justify
best possible solutions. Describe how this relates to students life within personal
and academic contexts.
Recognize and describe problem situations Whole class listen to story, share articles, then
encountered in literature, news and interviews. whole class and small group discussions.

Identify components of problem situation Whole class and small group activities

Define problem Whole class and small group activities

Identify alternatives/options Whole class and small group activities

Determine plan or course of action. Whole class and small group.

Enablers Strategies

Vocabulary - problem, alternatives, options, Critique, Share, Suggest, Brainstorm, Negotiate,

solution, assess, determine, course of action Contribute, Reach consensus

Group Assessment Individual Assessment

Develop scenario through literature, or one Individual oral or written report.

created as a synthesis of literature and
research, of a problem situation dealing with Rubric evaluating a story or situation
money management decisions. Demonstrate
through enactment on video. Evaluate and
improve video.

Group developed rubric - what is an effective

consumer?

29
30
"Our Community and the Environment -

a Critical Inquiry"

for the 4th-5th grade class of Madison Elementary

31
Unit Outcome 1

Create and defend a depiction of the relationships between three elements of the
environment air, land and water, including real life examples.

DO: BY/WITH:

Determine basic concepts related to: Expert Groups:

A.) Air A.) Air
B.) Land B.) Land
C.) Water C.) Water
D.) Humans in the Environment. D.) Humans in the Environment

Demonstrate relationships and determine real life Jigsaw Groups one expert from each Expert
examples. Group; Consensus.

Plan and create a depiction of the relationships. Division of planning within class.

ENABLERS: STRATEGIES:

Research, Outline, Determine, Depict, Analyze Roles of Teaching, Contributing, Sharing,

Vocabulary according to materials being used. Negotiating, Organizing;
Jigsaw and Group Process Skills
Concept Mapping

GROUP ASSESSMENT: INDIVIDUAL ASSESSMENT:

Small group demonstration through creation of Student-designed Rubrics

depiction, in medium of your choice, which Concept Maps
illustrates the relationships. Oral presentation to Oral Report
explain and defend representation.

32
Unit Outcome 2
Analyze the impact of technology on your community environment, compare and contrast it
to the impact of technology on other communities, then, based upon an analysis of the past,
make predictions and recommendations for the future.
DO:
Research effects of technology on other
communities.
Research effects of technology on your
community.
Interview and gather information from industry and
community sources.
ENABLERS:
Cause and Effect, Map Skills, Locating/interpreting
statistics, Compare and Contrast, Survey,
Evaluate, Predict, Recommend, Interview
GROUP ASSESSMENT:
Design a product which illustrates the comparisons
of the (a) impact of technology on other
communities, to (b) the impact of technology on
your community. Orally defend predictions and
support recommendations for your community.
BY/WITH:
Expert Groups report and teach.
Individually write letters to many sources
requesting information. Interviews and surveys.
Invite and interview guest speakers.
Conduct interviews via e-mail online.
Survey and/or interview community members.
STRATEGIES:
Venn Diagrams, Concept Mapping, Expert
Groups, Jigsaw Groups, 6 Thinking Hats (see
work of Edward DeBono), PMI, Groups Process
and Consensus Building skills, Research skills,
Problem-solving, brainstorming, negotiation.
INDIVIDUAL ASSESSMENT:
Essay or oral report.
Concept map
33
Unit Outcome 3
Find real life problems related to land, air and/or water of your community. Determine and
justify the best possible solutions.
DO: BY/WITH:

Research real life problems in your county. Individually or in small groups (students
choice) with the following research
tools/materials
Publications
Surveys
Interviews

Individually and in small groups with the

Research possible solutions. following research tools/materials
Publications
Surveys
Interviews

Analyze relationships between air, land, water and Jigsaw Groups (one Expert from each Expert
humankind. Group)

Recommend and justify solutions. Expert Groups through group consensus..

ENABLERS: STRATEGIES:

Vocabulary - Brainstorming, Evaluation, Research Venn Diagrams, Concept Mapping, Expert

skills, Justify, Problem-solving strategies
(Add specific vocabulary from materials to be used
in this unit; these materials will be based upon local
resources at your campus, in your district, and
community and university resources, etc.)
Groups, Jigsaw Groups, 6 Thinking Hats (see
work of Edward DeBono), PMI, Groups
Process and Consensus Building skills,
Research skills, Problem-solving,
brainstorming, negotiation.

GROUP ASSESSMENT: INDIVIDUAL ASSESSMENT:

Create an exhibit which explains the results of an Persuasive narrative elaborating problems and
investigation of current environmental issues in solutions.
your community, and which proposes possible
solutions. Defend solutions.

34
Unit Outcome 4

Analyze, interpret and evaluate the components of a well-designed community, reflecting

protection of the environment, especially control of pollution.
DO: BY/WITH:
Evaluate effects of all types of pollution on a Expert Groups
community. Air
Water
Land
Mans impact on the environment

Explain/analyze methods of pollution prevention. Jigsaw Groups one expert from each Expert
Group.

Design a complete community of the future. Division of planning within class.

ENABLERS: STRATEGIES:

Cause and Effect, Design, Critique, Create, Roles of Teaching, Contributing, Sharing,
Revise, Analyze Negotiating, Organizing;
Jigsaw and Group Process Skills

GROUP ASSESSMENT: INDIVIDUAL ASSESSMENT:

Rubrics
Design and create a model of a community of
Research Notes
the future. Explain how it reflects a concern for
Observation
the environment, especially relating to pollution
control.

35
36
 Civil Rights Unit

An Interdisciplinary,

Multicultural Exploration of

the evolution of Civil Rights

in the United States

37
Unit Outcome 1 Analyze, interpret and evaluate historical
documents, including the Declaration of
Historical Document Analysis Independence, the United States Constitution,
the Bill of Rights, and the Civil Rights Bill of
1964, then identify and explain the basic
principles set forth, especially in regard to civil
rights.

Do By or With

Expert Groups:
Read and discuss excerpts from documents,
identifying key principles regarding civil rights. A) Declaration of Independence
B) U. S. Constitution
C) Bill of Rights, and
D) Civil Rights Act of 1964

Synthesize data collected to create a list of basic Jigsaw Groups: Teach, then synthesize.
principles concerning civil rights in American
democracy.

Enablers Strategies

Determine main or major ideas and how Note-taking

supported by details Critique
Paraphrase/summarize text Analysis
Interpret text through varied means such Negotiation
as journal writing, discussion and media Teaching
analysis. Online research
Connect, compare and contrast ideas, Jigsaw grouping
themes and issues across text
Vocabulary

Group Assessment Individual Assessment

Create a product in a medium of your Research notes.

choice demonstrating the basic principles Teacher observation.
of civil rights in American society. Participation in group research,
Present to audience. production and presentation.
Rubric for criteria provided.

38
Unit Outcome 2 Discover the commonalities, differences, and
connections of Americans' experiences
Social/Historical/Geographical Context;
related to civil rights in the past and present.
Multicultural Experiences

Do: By and With:

Expert Groups:
As a member of an Expert Group, create a
genealogy of the experiences of a group of A) Native Americans
people and their civil rights, identifying B) African-Americans
particular people and events. C) Latino-Americans
D) Asian-Americans
E) Euro-Americans

Conduct research online. Individually or in pairs.

Read biographies and historical fiction. Individually, in pairs, and in Literature Lab
groups.

Listen to readings. Whole class listen during daily reading aloud

by teacher

View films Whole class

Research current events pertaining to civil Individually newspaper, television,

rights magazines, and online.

Conduct interviews in person and Individually, pairs, and whole class (for
electronically, via e-mail. speakers).

Write letters to organizations requesting Individually

information and materials

Enablers Strategies

Letter writing. Note-taking, Interviewing, E-mail, Negotiation,

Vocabulary genealogy, civil rights, Critique, Analysis, Teaching, Online research,
democracy, historical fiction, Jigsaw, Critical viewing and listening,
commonalities. Concept Mapping, Timeline, Geography map
skills

39
Outcome #2 continued

Group Assessment Individual Assessment

Create a timeline using rubric for Research notes.

criteria.
Geographical map. Teacher observation.
Create a Concept Map or a
representation in the medium of Participation in group research, production
groups choice demonstrating and presentation.
commonalities, differences and
connections.
Explain Concept Map.

40
Outcome #3

Determine major scientific and technological

Science and Technology
advances from 1650 to the present which have a
direct bearing on the advancement or loss of civil
rights. Identify individual contributors to science
and technology from the group studies.

Do: By/With:
As a member of an Expert Group, expand Expert Groups:
genealogical data gathered for Outcome #2 by
incorporating scientific and technological Native Americans
influences on peoples civil rights. African-Americans
Latino-Americans
Asian-Americans
Euro-Americans

Conduct research online. Individually or in pairs.

Conduct research using multiple resources in Independent research using resources available.
classroom, library, and other available sources.

Read biographies and historical fiction. Individually, in pairs, and in Literature Lab groups.

Listen to readings. Whole class listen during daily reading aloud by

teacher.

View films Whole class

Conduct interviews in person and electronically, Individually, pairs, and whole class (for speakers).
via e-mail.

Write letters to organizations requesting Individual

information and materials

41
Prepare a cameo of an individual who
contributed to scientific or technological
advancement between 1650 and the
present reflecting contributions from
marginalized groups.
Determine how each development in
science or technology impacted civil rights,
positively or negatively. Justify your
conclusions.
Enablers
Letter writing.
Analyze and critique significance of
visual images and messages.
Produce visual images, messages
and meanings that communicate
with others.
Vocabulary.
Group Assessment
Create a timeline (using same
timeline as in Outcome #2); use
rubric for criteria.
Presentation of timeline.
Rubric
Individual
Expert Groups brainstorm
Strategies
Brainstorming, Note-taking, Interviewing,
E-mail, Critique, Analysis, Negotiation,
Teaching, Online Research, Jigsaw, Critical
Viewing and Listening, Concept Mapping,
Timeline, Geography Map Skills
Individual Assessment
Cameo presentation.
Research Notes
Participation in group research,
production and presentation.
Teacher observation.
42
Outcome #4 Integrating an understanding of politics and
economics within various historical and
Mathematical Interpretations and contemporary contexts, render a mathematical
representation of issues related to civil rights in
Representations
the past and present, then suggest possible
implications for the future. Based on these
findings, make recommendations. Be able to
justify and support your recommendations.

Do By and With
Determine demographic data for your group Expert Groups:
demonstrating:
Native Americans
A) Changes in population over time, African-Americans
Latino-Americans
B) Geographical distribution of population over Asian-Americans
time, Euro-Americans

C) Average income today Gather data from historical maps, historical

D) Average level of education today. narratives, web sites, printed information provided
by various organizations, diaries, fiction and non-
Prepare mathematical representations which
fiction accounts, and interviews.
compare the economic and social status of
different groups.

Conduct research online. Individually or in pairs.

View films Whole class

Write letters to organizations requesting Individually

information and materials

Create mathematical interpretations of the data Pairs within Expert Groups

collected in the form of pie charts, bar graphs,
line graphs, pictorial graphs, etc.

Make recommendations for civil rights action Expert Groups brainstorm.

needed; justify and defend your
recommendations.

43
Outcome #4 continued

Enablers Strategies
Letter writing.

Vocabulary: pie graph, bar graph, line graph,
percentage, data, statistics, probability.
Create variety of mathematical charts and
graphs.
Group Assessment
Brainstorming, Note-taking, Interviewing, E-mail,
Critique, Analysis, Negotiation, Teaching, Online
Research, Jigsaw, Critical Viewing and Listening,
Concept Mapping, Timeline, Geography Map
Skills
Individual Assessment

Mathematical representations of data collected; Explain each graph and map created.
explain each depiction and how it was created.
Participation in group research, production and
Geographical map. presentation.

Teacher observation.

44
Outcome #5

Literature/Art/Music Investigate the celebrations, ceremonies,

rituals, heroes and heroines of a culture.
Multicultural Contributions

Do By/With
Expert Groups:

As a member of an Expert Group, read myths, Native Americans

legends and fairy tales within the cultural heritage African-Americans
of the group studied. Latino-Americans
Asian-Americans
Euro-Americans

Research art, music, dance, drama, religions, etc., Expert Groups - search online, library and
which are party of the cultural heritage of a group. other sources.

View films Whole class

Write letters to organizations requesting information Individually

and materials

Conduct interviews in person and electronically by Individually, pairs, and whole class (for
e-mail. speakers).

45
Outcome #5 continued

Enablers Strategies

Vocabulary: legend, myth, fairy tale, cultural
heritage, hero, heroine, ritual, ceremony, rubric,
dramatic interpretation.
Letter writing, Brainstorming, Note-taking,
Interviewing, E-mail, Critique, Analysis,
Negotiation, Teaching, Online Research,
Jigsaw, Critical Viewing and Listening,
Concept Mapping, Timeline, Geography Map
Skills

Group Assessment Individual Assessment

Create a depiction, in medium of your Research Notes.

choice, which reflects the cultural heritage of Participation in group research,
the group. production and presentation.
Student-developed rubrics. Teacher observation.

46
Outcome #6 Investigate conditions in your classroom,
school, or community to identify a problem
Community Action related to the issue of civil rights. Analyze
the problem, then create and implement a
plan of action based on your rights and
responsibilities as a citizen. Evaluate the
results and make recommendations.

Do By/With
Brainstorm a list of possible issues. Jigsaw Groups - (one Expert from each
Expert Group)

Select an issue; plan and implement action. Jigsaw Groups

Evaluate results of action plan. Self and Peer Assessment; Community

members assessment.

Enablers Strategies
Attributes of a persuasive essay. Jigsaw grouping, Brainstorming, Evaluating,
Recommending, Self and Peer Assessment,
Conducting surveys and interviews,
Negotiating.

Group Assessment Individual Assessment

Plan of action. Persuasive essay.

Justification for choice of issue and plan. Participation in group research, production
and presentation.
Level of implementation.

Rubric

Community members assessments.

47
Outcome #7 Develop media literacy. Examine texts
produced in a variety of media to determine
Media Literacy the role they play in the creation of a peoples
beliefs about themselves and others as
pertains to their identities.

Discuss the role of the media in constructing

or deconstructing stereotypes. Correlate this
with the demographic data you gathered on
income, education, and geographic
distributions of the population. Produce media
messages.

Do By/With
Discuss these questions:

1. Do media texts contribute to unequal social

stratification? Why or why not?
Jigsaw Groups - (one Expert from each Expert
2. How can I, or we, utilize media for the Group)
purpose of creating a democratic society
based upon equality, freedom, and justice?

3. What would such a democratic society be

like? How would it be different from what we
have now?

4. Who produces media, for whom, and for

what purpose?

5. How does the media influence peoples

feelings and beliefs?

View, analyze and critique several examples of Whole Class and Jigsaw Groups. Use Media
media. Analysis Guidelines.

48
Discuss impressions with others, and make Jigsaw Groups - (one Expert from each
recommendations. Expert Group)

Interview media professionals. Listen to and talk with guest speakers from
media industries such as film, television, radio,
newspaper, etc.

Create and produce a program or product Expert Groups TV, Radio, Newspaper, Film
demonstrating use of media for democratic justice.

Enablers Strategies

Vocabulary - critique, reading and writing and Media production, Jigsaw grouping,
media, persuade, convince, justify, text, media brainstorming, evaluating, recommending,
literacy, democracy, civil rights, dramatic interviewing, use of media equipment.
interpretation.

Group Assessment Individual Assessment

Media production including rationale based upon
analysis of media exercises, and knowledge of civil
rights and democracy.
(Try to get access to a public TV studio, radio
station, and newspaper)
Critical or persuasive essay to be sent to a
commercial media company.
Participation in group research, production
and presentation.

Create real productions for real audiences. Seek

feedback from audiences for assessment
purposes. Possibly a nearby university will have a
graduate student or two who would like to work with
the group as part of a course requirement or
dissertation project.

You never know when a parents or a parents friend

will have access to resources.

Ask everyone everywhere!

49
Outcome #8 From an historical/social and geographical context,
analyze, interpret and evaluate key events in the
Civil Rights Movement Analysis Civil Rights Movement. Identify key people and
events within the movement.

Do: By/With:

Review concept of civil rights as identified in Expert Groups

analysis of historical documents in Outcome
#1.

Analyze the theory of non-violent social Expert Groups:

change which was adopted by the Civil Rights
Movement. Thoreau
Gandhi
View movie, Gandhi. Highlander Folk School
Martin Luther King, Jr.
Cesar Chavez

Analyze major events of the Civil Rights Jigsaw Groups - (one Expert from each Expert
Movement, identifying key leaders and Group)
organizers by viewing portions of the video
series Eyes on the Prize with Media Literacy
Guide.

Enabler Strategies

Vocabulary - civil disobedience, nonviolent Media production, Jigsaw grouping, brainstorming,

revolution, passive resistance, . . . evaluating, recommending, interviewing, use of
media equipment.

Group Assessment Individual Assessment

Concept map, flow chart, and/or Critical or Persuasive essay to be sent to a

timeline. commercial media corporation.
Rubric. Participation in group research, production
and presentation.

50
51
Start Your Own Global Collaborative Project
Class2Class - a clearinghouse designed to facilitate student and class participation in Internet
projects, including collaborative projects, data-collecting experiments, peer tutoring, and keypal
exchanges designed to enhance the mathematics in your math, science and interdisciplinary
curricula. Contributions will be math-oriented, but any teacher or class studying a subject with
a strong math component may submit a project to the database.
http://mathforum.org/class2class/

To find ideas for math collaborations, we suggest browsing existing Internet projects at
http://mathforum.com/class2class/c2csuggestions.html

ePALS - Over 4.4 million students and teachers are building skills and enhancing learning with
ePALS. Established in 1996, ePALS has 64,379 classroom profiles bringing people in 191
countries together as cross-cultural learning partners and friends.

KidsCom - virtual worlds for kids, kids games, chat rooms for kids, video game cheats and
other child activities; games focus on fun, learning and Internet safety.
http://www.kidscom.com/

Taking It Global - "(TIG) is an international organization, led by youth, empowered by

technology. TIG brings together young people in more than 200 countries within international
networks to collaborate on concrete projects addressing global problems and creating positive
change." http://www.takingitglobal.org/doflash.html?width=1024

IEARN - International Education and Resource Network - a non-profit global network that
enables young people to use the Internet and other new technologies to engage in collaborative
educational projects that both enhance learning and make a difference in the world.
http://www.iearn.org/

Global SchoolNet Foundation - Many international collaborative projects for schools. Also
hosts an annual CyberFair - Now in its 7th year, CyberFair has been described as the largest
educational event of its kind ever held on the Internet. This program has brought together more
than 500,000 students from over 75 countries. Take a virtual journey around the globe and learn
about people, programs and communities who care! http://www.globalschoolnet.org/

Monster Project - designed to encourage the development of reading and writing skills while
integrating the Internet into the classroom curriculum. The real challenge is that a remotely
drawn monster is created only from reading the description! At the end of the project, both the
original and duplicate drawings are digitized and published on the web in the Monster Exchange
Galleries http://themonsterproject.org/

My Hero - The goal at My Hero is to discover real-life heroes from around the world using the
World Wide Web. This is an ongoing project where students around the world submit their
heroes from such diverse fields as the arts and entertainment, sports and science, lifesavers
and peacemakers, actors and business leaders. http://myhero.com/home.asp

Sites Alive! - an interactive multi-disciplinary educational Web site which connects families at
home and students in classrooms to adventures, expeditions and events around the world, as
they are unfolding. Current projects are Oceans Live!, Rainforest Live!, Class Afloat Live!, and
Wetlands Live!. Access to these projects requires a fee for registration.
http://www.sitesalive.com/

52
World Trek the Odyssey - The Odyssey allows students to travel around the world via the
Internet. A team of volunteers visits 11 different non-western sites, documenting their
experiences for posting on the Odyssey website. Students can follow along and interact with
them. Everything is archived for future use. http://www.worldtrek.org/ (This site does not show
any treks since 2000, but it has info from older treks, and this could provide you with ideas for
creating this type of project on your own and posting it on ePals or iEARN.)

Science and Math Focus

Journey North Annenberg/CPB math and science project; an annual Internet-based learning
adventure that engages students in a global study of wildlife migration and seasonal change.
http://www.learner.org/jnorth/

WhaleNet - a unique interdisciplinary, hands-on, collaborative telecomputing project to foster

excitement and learning about the natural world.
http://whale.wheelock.edu/Welcome.html

KidLink Web Site - a grassroots project aimed at getting children up to the age of 15 involved
in a global dialog through networked projects. http://www.kidlink.org/english/

Down the Drain - This Internet-based collaborative project will allow students to share
information about water usage with other students from around the country and the world.
Based on data collected by their household members and their classmates, students will
determine the average amount of water used by one person in a day. They will compare this to
the average amount of water used per person per day in other parts of the world.
http://www.k12science.org/curriculum/drainproj/

Global Grocery List - a long-standing project that generates real, peer collected data for
student computation, analysis, and conclusion-building within the context of social studies,
science, mathematics and other disciplines. http://landmark-project.com/ggl/

BioKids - Kids' Inquiry of Diverse Species - addresses both inquiry and life science content
standards through data collection of animal species, examination of species patterns and
distribution, and the development of individual species accounts. The electronic discussion
board and the creation of their own web-based biodiversity maps allow students to compare and
share their findings with students and researchers around the world.
http://www.biokids.umich.edu/

Earthwatch Global Classroom - Research program categories include archaeology,

biodiversity, cultural diversity, endangered ecosystems, global change, oceans, world health.
Features include Teachers Teaching Live From the Field and Virtual Expeditions With
Scholastic Explorers. http://www.earthwatch.org/ed/home.html

The Globe Program - hands-on program that joins students, educators, and scientists from
around the world in studying the global environment. http://www.globe.gov/ (A sample list of
countries involved in included in this book Partner Countries.)

53
54
PBL21 Unit Analysis

55
Analyze the following sample PBL units
PBL21 Unit Analysisi
This activity is designed to help educators develop a clear understanding of what a PBL21
unit of curriculum is and is not. Participants will analyze a variety of PBL units which have
been designed by various organizations specializing in project-based learning. Using the
criteria provided in the PBL21 Unit Analysis form, you will become very familiar with the
various elements of PBL21 curriculum, analyzing real PBL units that were actually
implemented in classrooms. These units integrate various disciplines, skills, themes and
issues and are designed for a variety of grade levels.

In addition to identifying certain critical attributes of a 21st century PBL unit, participates
will also apply and utilize their unique professional experiences, knowledge and creativity.
You will be asked to make suggestions and recommendations for each of these units. What
other disciplines could have been integrated, and how? What other content standards
could have been learned through this project? What changes would you have made for
specific activities? What would you have done differently?

Where do you see evidence (implied or stated) of the integration of the 3 Compasses to 21st
Century Educationii?

1. Critical Attributes of 21st Century Education

2. Multiple Literacies for the 21st Century
3. 7 Survival Skills for the 21st Century (by Tony Wagner, Ph.D., Harvard University)

If you see no evidence, what recommendations for change would you make in order to
provide students with opportunities to develop these skills?

56
Title of Unit

Grade Level # Weeks Disciplines Involved

Guiding Questions or Stated Outcomes: (add a sheet if you do not have room, or just highlight
them in the unit itself.)

Culminating Product or Event:

Expert and Jigsaw Group (or possibilities for them)

What we really liked:

What could they have done differently in terms of activities, resources, final product or event?

What other disciplines could have been integrated and how?

57
Does the Case Study address the following attributes of 21st century education and PBL
design? If not explicit, can it be inferred from what you see?

PROJECT-BASED
The project itself is the curriculum. The content standards and skills are learned
through the experience of the project.

The 3 Rs RELEVANT, RIGOROUS AND REAL WORLD

The students recognize the meaning and purpose of exploring this topic. The
students have a need to know what the disciplines have to offer.

RESEARCH ORIENTED
Learning is inquiry-based.

THEMATIC
Concepts, topics, activities, assessments and materials are derived from an overall
theme, or purpose, of the unit/project.

INTERDISCIPLINARY
The project is designed to make meaningful connections among, and to learn
content from, multiple disciplines.

ORGANIZE ACTIVITIES AROUND A DRIVING QUESTION OR ISSUE

Students find the complex, open-ended question or issue to be a meaningful
focus for their work

INCORPORATE FEEDBACK AND REVISION

Students use feedback to improve their work and create high quality products

AUTHENTIC ASSESSMENTS
Students are assessed for learning based upon evidence in multiple formats such
as Portfolios, Rubrics, Student-Created Products, Public Presentations and
Performances.

STUDENT-CENTERED
Students are active, responsible participants in their own learning. Teacher is
facilitator.

JIGSAW AND EXPERT GROUPS

Students learn independently and interdependently, teaching each other and
making immediate use of their learning.

58
TECHNOLOGY IMPLEMENTATION
Students learn through and are assessed by integration of technologies
including multimedia consumption & production as well as Web 2.0 tools.

GLOBAL CLASSROOM
Students collaborate with other students, teachers and experts globally.

CONNECTIONS TO COMMUNITY
The project involves authentic connections to the local, national and/or global
community.

SERVICE LEARNING
Service learning is a component of the Project.

STUDENT DIVERSITY
Student diversity is effectively identified and responded to in the classroom.

21ST CENTURY SKILLS

Critical Thinking and Problem Solving

Collaboration Across Networks and Leading by Influence

Effective Written and Oral Communication

Accessing and Analyzing Information

Curiosity and Imagination

Initiative and Entrepreneurialism

Agility and Adaptability

59
 MULTIPLE LITERACIES
Aural Literacy
Visual Literacy
Emotional Literacy
Financial Literacy
Ecoliteracy
Cyberliteracy
Media Literacy
Physical Fitness & Health Literacy
Information Literacy
Global Competencies
MULTIPLE INTELLIGENCES
Do you see evidence that the project addresses the following types of
intelligence?
LogicSmart
ImageSmart
BodySmart
SoundSmart
NatureSmart
PeopleSmart
SelfSmart
WordSmart
http://davidlazeargroup.com/Multi-Intell/MI_chart.html for sample lesson ideas for each
Intelligence in each discipline!

NOTES:

60
Activity Pages

61
 Think, Pair, Share
1. Think about your answer individually.

2. Pair with a partner and discuss your answers.

3. Share your answer (or your partners answer) when called upon.

Write, Pair, Share

1. Write your answer individually.

2. Pair with a partner and discuss your answers.

3. Share your answer (or your partners answer) when called upon.

Formulate-Share-Listen-Create
1. Formulate your answer individually.

2. Share your answer with your partner..

3. Listen carefully to your partners answer. Note similarities and

differences in your answers.

4. Create a new answer that incorporates the best of the ideas. Be

prepared to present your answer if called upon.

62
 Expert Group B
Expert Group A

B B
A A
B
A
B B
A A C
C D
D

A B

Jigsaw Group

C D

C C
D D
C
D
C C
C D D
D C
D
Expert Group C
Expert Group D

63
 Jigsaw Rubric
Student Name _______________________________

Peer Feedback ______________________________

Self Peer Other

Y I Y I Y I
Every Expert studies the material
Every Expert knows the material
Expert Group

Prepare notes/outline to teach

Every Expert teaches

Jigsaw and Teach

Experts check for understanding

Experts know material studies by other experts

Used Group Process to negotiate

All Experts contribute
Product reflects a synthesis of all expert materials
Product

or categories
Every Expert can explain Product
Presentation

Performance reflects synthesis of information

Organized
Demonstrates desired outcome

64
 Create-a-Story

shady ecstatic natural

disappeared shovel monkey

starlit lighting ominous

clatter jim-dandy mysterious

dawn rowdy river

helter-skelter butterfly quickly

1. Cut out the words.

2. Divide the words into four categories of your choosing (but please do
not use forms of speech lets be creative.)
3. Identify your categories.
4. Justify the words in each category.
5. Write a story using all your words.

65
 Create a Story Rubric
Student Name _______________________________

Peer Feedback ______________________________

Self Peer Other

Y I Y I Y I
Used all words in the story
Words used in context correctly
Vocabulary

Feelings
Five senses
Elaboration

How, when, where

Introduction
Organization

Sequence of Events
Conclusion
Title

Spelling
Punctuation
Mechanics

Capitalization
Grammar

Characters
Story elements

Setting (time and place)

Problem
Solution

1. Student uses the rubric to check his work.

2. Peer provides feedback using the rubric.
3. Other can be the teacher, parent, community member, etc.

66
Monster Math

67
Recommended books . . .

Last Child in the Woods, by Richard Louv

The Global Achievement Gap, by Tony Wagner

Six Thinking Hats, by Edward DeBono

Math Games and Activities, Vol. I and II, by Paul Shoecraft

Reading a Novel Approach, by Janice Szabos, ISBN: 0866531866

The Kids Guide to Social Action, by Barbara A. Lewis

The Kids Guide to Service Projects, by Barbara A. Lewis

The Complete Guide to Service Learning Proven, Practical Ways to Engage Students in Civic
Responsibility, Academic Curriculum & Social Action, by Cathryn Berger Kaye

Literature Circles Voice and Choice in Book Clubs and Reading Groups, by Harvey Daniels

Open Minds to Equality a Sourcebook of Learning Activities to Affirm Diversity and Promote
Equity, by Nancy Schniedewind and Ellen Davidson

Media Action Projects: a Model for Integrating Video in Project-based Education, Training and
Community Development, by Dirk Schouten and Rob Watling

The Classroom Video Producers Guidebook, by Patrick Rosenkranz

The Interdisciplinary Teachers Handbook Integrated Teaching Across the Curriculum, by

Stephen Tchudi and Stephen Lafer,

Many Children Left Behind How the No Child Left Behind Act is Damaging Our Children and
Our Schools, (2004) Deborah Meier and George Wood, editors, Beacon Press, Boston

68
Presented by

21st Century Schools

Austin, Texas
Phone 254-206-1744
Director@21stCenturySchools.com

Please visit our website, which is being continually expanded:

www.21stCenturySchools.com

Thank you,

Anne Shaw, Director

i
http://designing21stcenturyclassroom.weebly.com/pbl-unit-analysis.html
ii
http://www.21stcenturyschools.com/3-compasses.html

69