Maker Matix Design




Product Modifications (Assessment)


Beyond the facts

Higher Order Thinking

Blooms: Analyzing-evaluating and creating

Real world problems

Authentic Meaningful problems are investigated


Increased depth breadth

Open Ended processing

Paradox, analogy, intuitive expression, tolerance

Real Audiences

Products are evaluated
by experts


New ideas/ Cross - Curriculum


Process of Inquiry


Rubric combined with
Student evaluation-self and peer



Proof and Reasoning

Support conclusions

Transformations/ Visualizations

Original products/
Students suggest
practical uses

Study of People

How people fit into the content

Freedom of Choice

Opportunity for self -
directed study

Methods of Inquiry

Content in relation to professional application

Group Simulations

Group problem solving


Passing mastered content
Increase pace/ depth




Study of People


Open Ended Processing






ProductModification-Real world

Real World Problems- (Research)


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:
How does the average person pay for freedom
How can freedom be lost

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


Higher Order Thinking




Real World Problems



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.



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


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


Maker Curriculum Modifications Matrix Overview; Balancing Content and Process

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