Discovering+The+Alamo

Project Based Learning on the significance and history of The Alamo

 * Project Description**

Through the "Discovering The Alamo" project, fifth-grade students will learn about The Alamo while gaining technological and presentation skills. The students will work in groups of four chosen by the teacher. This project will follow the in-class unit of American history. In class, all the students will use [|Google Maps] and Google Earth Street-view to discover where The [|Alamo] is and what it looks like today. Then, through internet and book research, students will learn about five components of The Alamo: Causes, Important People, Timeline of Significant Battles/Dates, Outcome, and [|Legacy]. Students will be given some time in class to research, but the majority of the project should be completed at home. (Julia)



Picture of the Alamo at night.


 * Product**

The final product of this project will be a power point and a [|diaroma]or a skit. The power point should contain at least one page for each component (explained in 'Project Description") and page for the title, introduction, and conclusion. The power point will be presented in class and each group member should present at least one slide. In addition to the power point, each group will choose whether to create a diorama or a skit. The diorama should at least the size of a shoe box and should be accompanied by a short explanation describing the scene inside and why they used the chosen materials to create the scene. The skit, preformed in front of the class, should be at least 3 minutes in length and be accompanied by a script that will be turned in. Each member of the group needs to have a speaking role. (Julia)



Examples of Dioramas


 * Curri****culum Connection** ([|Sta][|n][|dards met for the state of California, 5th grade])

Chronological and [|Spatial] Thinking: 1)Place key events and people studied in both chronological sequence and spatial context; interpret [|time-lines] 2) Explain how the present is connected to the past, identifying similarities and differences, and how some things change over time and some things stay the same 3) Use map and globe skills to determine the exact locations of places and interpret information available through map's legend, scale, and symbolic representations

Historical Interpretation: 1)Summarize the key events of the era they are studying and explain their historical contexts 2)Identify and interpret the multiple causes and effects of historical events (Julia)

This question was specifically crafted to promote [|critical thinking skills] among students. It pushes them to apply real world investigations to a classroom environment. (Megan)
 * Driving Question**: Why did the American public popularize the Battle of the Alamo?

In researching the Alamo, the students will use Internet to do research on the [|Battle of the Alamo]. Students will learn how to find good information on the internet as well as differentiating good sources from bad sources. The research will include the initial causes of the battle, who was involved in the fighting, who were important people to the [|Battle of the Alamo], dates of the battle, and the initial outcome of the Alamo. The students will also take a tour of the Alamo site by using Google Earth Tour. The students will also do a classroom-to-classroom video conference through applications like Skype, and will be given a chance to ask an expert about the Battle of the Alamo. Students and teachers can work together on the internet to find Alamo experts to contact. Project Presentation will consist of presenting a power point and a skit or diorama. Children may incorporate technology even further by taking photos for their skits, dioramas, and slides. Each group should be able to state the significance of Alamo to American History. (Christine and Brittany)
 * [|Technology] Integration**