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Maker Matix Design
Description
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Content |
Process |
Product Modifications (Assessment) |
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Abstraction Beyond the facts |
Higher Order Thinking Blooms: Analyzing-evaluating and creating |
Real world problems Authentic Meaningful problems are investigated |
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Complexity Increased depth breadth |
Open Ended processing Paradox, analogy, intuitive expression, tolerance |
Real Audiences Products are evaluated |
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Variety New ideas/ Cross - Curriculum |
Discovery Process of Inquiry |
Evaluation Rubric combined with |
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Organization Groupings/Classification |
Proof and Reasoning Support conclusions |
Transformations/ Visualizations Original products/ |
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Study of People How people fit into the content |
Freedom of Choice Opportunity for self - |
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Methods of Inquiry Content in relation to professional application |
Group Simulations Group problem solving |
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Compacting/Acceleration Pre-assessment |
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Content Process |
Abstraction |
Study of People |
Discovery |
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Open Ended Processing Paradox Analogy, Intuitive Expression, Tolerance |
ProductModification-Real world
Real World Problems- (Research) Abstraction Open Ended Processing - Paradox Essential Questions: What is a necessary evil Should laws be created to control greed Should personal wealth be limited? To what extent did wealth, prosperity and riches influence the English monarchy and the Patriots? Was it an incentive to go to war? What were the monetary benefits for either side? How does money shape individual and group political views? How does government affect the accumulation of personal wealth? Are certain governments better than others regarding personal wealth accumulation? Is greed a necessary evil in a free society |
Investigative Report: Real world problems Study Of People Open Ended Processing(Intuition, Expression) A United States Marine is quoted; Freedom is not free and the U.S. Marine Corps will pay most of your share. Opening Essential Questions: Investigation: What was the cost of the American Revolution- money, lives lost, injuries, damage to property and the economy How long did it take to recover the losesHow was the war and recovery financed What were the living conditions after the Revolution Are there any personal stories - and what can we learn from them Inference: What do the circumstances endured by the early Americans say about their values How do their values compare to those held by Americans today How do values guide a society |
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Higher Order Thinking Analyzing Evaluating Creating |
Real World Problems Transformations/Visualization Abstraction Higher Order Thinking Propose an amendment to the constitution that will control greed by discouraging or prohibiting wealth accumulation and explain whether or not such an amendment would or would not be constitutional. What impact would such an ammendment have on a free society Descibe how non capitalistic societies such as socialism or communism work and what effect they have on wealth accumulation and productivity of its people. |
Transformations & Visualizations Study of People Higher Order Thinking Students research a famous American Patriot or Loyalist and assume their role and perform in front of the class. Dress the part Indicate characters occupation Describe how the character's career skills were used in the war effort. Explain why they were a Patriot or loyalist; include political Beliefs, family ties etc. What was life like before and after the American Revolution Did this character feel that the cost of war was worth the sacrifice Offer advice to future generations. |
Transformations/Visualizations Discovery Higher Order Thinking Research and Recreate a snack consumed by people living in America during the American Revolutionary period.Describe the food product and provide the recipe. Discuss where the recipe originated Who were the consumers Where were ingredients obtained Were they bought or produced Is this food product still consumed today If it is not or has has changed, is there anything like it today Provide an opinion why it still exists, has changed or no longer exists.Draw conclusions about what your findings suggest about the future of snack products sold today.ssdssssyour findings say about products today |
| Proof and Reasoning
Support conclusions Using citations, Logic, Clues Given |
Real world problems Abstraction Proof and Reasoning What is considered property and when, if ever, does the US government have the constitutional right to seize it Student groups examine actual cases brought before the court and cross reference court rulings with the constitution. Student will simulate a case. Students will read court arguments and prepare simulations; the teacher will read the judges ruling after simulation. Students will write why or why not they agree with the ruling and provide reasons and citations. |
RealWorld Problems
Proof and Reasoning You are a travel agent for one of the founding fathers and need to plan a trip from Philadelphia to England in 1760. Compare the cost, travel time, modes of transportation and conditions at that time to the same journey today.Why do government officials need to travel to other countries Is it more important now than it was then Students need to cite sources |
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Maker Curriculum Modifications Matrix Overview; Balancing Content and Process
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