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Subject: Cross-curricular (all subject areas)
Grade Level: Grade 8
Abstract: Travel back in time to take on the role of apprentice then master for one of the various guilds that existed during the Renaissance period. Experience, first hand, applying for a guild apprentice card; meet masters who will teach you all that you will need to know to earn the status of journeyman (or woman) on the way to becoming a master in your own right.
Learner Description/Environment: This is a regular and gifted language arts class (grade 8) with 26 - 28 students in a regular classroom setting. This classroom is equipped with at least one multimedia desktop computer (PowerMac) with hook-up to the internet as well as the district-wide intranet. The students have a range of ability levels from gifted to LD below-level students. In addition to the regular classroom setting, students will be using the computer lab and Learning Center computers which are all connected to the Internet, an art room with specialized equipment such as a kiln, a completely equipped home economics room with sewing machines and seven kitchenettes, and both physical and biological science labs, music room with midi keyboards. Available technology includes: flatbed scanners, CUSeeMe, e-mail, FAX, digital hookup from computer to large TV monitor, LTV panel, digital cameras, flex cams available for digital conferencing, video cameras, tape recorders for sound bites, availability to appropriate software (i.e. multimedia authoring, webpage authoring, Photo Shop, etc.). Students are grouped in teams with one teacher from each of the following areas: language arts, science, social studies, math, specials representations (Art, Music, Home Ec., Communications, Computers), and physical education acting as their master for their chosen guild.
Time Frame: This project is part of a unit on Shakespeare and the Renaissance, linking to all different aspects of the curriculum. The unit lasts 6-8 weeks and is begun in early spring, second semester as a research project.
Rationale: This unit is taught as a springboard for developing and improving upon students' research, writing, and speaking skills. The goals for the unit are listed in Learner Outcomes. Students will be engaged in their learning through a variety of avenues built into the project: roleplaying, brainstorming, developing and implementing both research and evaluation tools, creating product guilds and products to demonstrate acquisition of knowledge gained. In addition, students will help to develop and utilize rubrics for self-evaluation and group-evaluation of presentation of knowledge and artifacts in a culminating activity to take place in the Great Guild Hall. As they research, they will be developing and demonstrating technical skills learned through computer and technology curriculum from their experience at District 96.
Most of their research will be done through Internet and the aforementioned technologies (Learner Description/Environment). In addition, students will "leave a record" of what they have learned and created through their contributions and suggestions for the Guild Hall site through the years.
Learner Outcomes: Students will be able to
Alignment with Standards: This project demonstrates elements from the Illinois Learning Standards, adopted on July 25, 1997. To see the specific standards which apply to the Guild Hall unit, go to the Guild Hall Alignment with Standards.
Structure of the Learning:
Content: The content is framed within a student scenario that contains an authentic, challenging problem and requires multidisciplinary inquiry and investigation. The task will require collaboration with peers and mentors. Aforementioned technology will be incorporated into the project as key elements for research, development, and presentation to enhance and enrich learning.
Process: Students will engage in the following activities:
- reviewing Internet search strategies
- reading and then brainstorming about guilds
- choosing a character role to assume as they read and discuss the "What Are Guilds" handout
- practicing divergent thinking skills to formulate questions for what they would like to know about guilds
- brainstorm, barter, and compromise for a list of guilds to petition
- applying for either a guild or intern card in their chosen area
- research and evaluate materials from the Internet, e-mail inquiries, and resident "masters"
- role play both the role of journeymen and journeywomen, as well as prospective employer
- develop rubrics to evaluate personal learning process, as well as peers' acquired knowledge
- critique and evaluate the Guild Hall site
- propose changes and additions to the Guild Hall site
Product: The Guild Hall presentation by students where they exchange roles of journeyman and prospective employer will be the culminating activity. Students may use technology appropriate to the needs of the artifact and show and tell of one's skills gained through research. Technology will be employed as noted in above section (Learner Description/Environment).
Student Assessment:
- develop rubrics to evaluate personal learning process, as well as peers' acquired knowledge
- critique and evaluate the Guild Hall site
- propose changes and additions to the Guild Hall site
Project/Unit Evaluation: Both summative and formative evaluation techniques and tools will be used to both assess and modify the "Guild Hall" unit. Formative evaluation tools will include student focus groups conducted both in class and on-line (if distant class partnerships are formed for groups during the project); journal entries kept by students; observations by participating teachers of the interaction of students with each other, their "masters", and their primary material. Summative evaluation tools will consist of an on-line questionnaire for students and an on-line questionnaire for teachers.