P R O J E C T
D E S I G N :
O V E R V I E W
Name of Project: FLIGHT TO FREEDOM
Subject/Course: HISTORY AND ENGLISH
page 1
Duration: 1 1/2
MONTHS
Teacher(s): JOE NAFTALY AND
TIKVAH WIENER
Grade Level: 10
Other subject areas to be included, if any:
TORAH/HOLIDAYS; MAKER SPACE; ART; LAWS OF SHMITA
Significant Content
(CCSS and/or others)
HISTORY UNIT: AN EXPLORATION OF THE INDUSTRIAL REVOLUTION, WITH A FOCUS ON
EXPLOITATION OF THE WORKER
ENGLISH: NON-FICTION ARTICLES ON SLAVERY; WEBQUEST ON THE HISTORY OF SLAVERY;
INDEPENDENT READ ON FLIGHT TO FREEDOM, FROM A SELECTION OF WORKS
21st Century
Competencies
(to be taught and assessed)
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Collaboration
STUDENTS INVESTIGATE A COMPANY TODAY
AND ITS MANUFACTURING METHODS TO
DETERMINE WHETHER THE COMPANY
ENGAGES IN FAIR TRADE PRACTICES OR
STUDENTS STUDY A GEOGRAPHIC REGION TO
DETERMINE CAUSES OF SLAVERY THERE
Creativity and Innovation
MAKER SPACE: STUDENTS LEARN TO SOLDER;
USE LEDS; MAKEY MAKEY
ART: STUDENTS CREATE A PAGE IN A MODERN
HAGGADAH IN THE STYLE OF AN ILLUMINATED
MANUSCRIPT; THE PAGE WILL REFLECT THEIR
INVESTIGATION OF SLAVERY IN THE PAST AND
PRESENT
VIDEOGRAPHY: STUDENT-CREATED VIDEOS
Communication
STUDENTS PRESENT THEIR WORK IN A
PRESENTATION OF LEARNING ON MARCH 25,
2015; POSSIBILITY: STUDENTS CREATE VIDEOS
ON A COMPANYS MANUFACTURING PRACTICES
OR GEOGRAPHIC REGION
Other:
AFFECTIVE LEARNING: SLAVERY AND
EXPLOITATION OF THE WORKER IS ABOUT
ELIMINATING INDIVIDUALITY; THE MAKER
MOVEMENT IS DIY AND STRESSES THE
CREATIVITY, SPIRIT, AND INGENUITY OF EACH
PERSON
RELIGIOUS AND AFFECTIVE DEVELOPMENT:
STUDENTS CONNECT THE UNIT TO THE
PASSOVER STORY AND THEIR RESPONSIBILITY
TO SEE THEMSELVES AS IF THEY HAD LEFT
EGYPT (EMPATHY)
2 0 1 4 B U C K IN S T IT U T E F O R E D U C ATIO N
Critical Thinking
STUDENTS WILL DETERMINE WHETHER
MANUFACTURING PRACTICES TODAY ARE ANY
DIFFERENT THAN THEY WERE IN THE ANCIENT
WORLD AND, MORE SPECIFICALLY, IN THE
INDUSTRIAL REVOLUTION; STUDENTS
UNDERSTAND THAT SLAVERY IS NOT A
PROBLEM FROM THE PAST BUT SOMETHING WE
ARE ALL COMPLICIT IN
Project Summary
(include student role, issue,
problem or challenge, action
taken, and
purpose/beneficiary)
THE AIM OF THE PROJECT IS TO MAKE STUDENTS AWARE OF HOW RAMPANT SLAVERY IS IN THE WORLD
TODAY AND TO ASK WHAT THEY CAN DO TO ERADICATE IT. STUDENTS WILL EXPLORE HOW ANCIENT
HIERARCHICAL ECONOMIC STRUCTURES AND MORE MODERN ONES, SUCH AS THE ONES EMPLOYED
DURING THE INDUSTRIAL REVOLUTION, TREATED THE WORKER. STUDENTS WILL SEE THAT ANCIENT
SYSTEMS RELIED ON SLAVERY, THAT THE INDUSTRIAL REVOLUTION RELIED ON THE EXPLOITATION OF THE
WORKER, AND THAT SLAVERY IS RAMPANT TODAY. STUDENTS RESEARCH COMPANIES MANUFACTURING
PRACTICES THEN AND NOW; GEOGRAPHIC AREAS WITH HIGH LEVELS OF SLAVERY AND WHY SLAVERY IS SO
RAMPANT THERE
Driving Question
WHAT CAN I AS AN INDIVIDUAL DO TO ELIMINATE SLAVERY?
Entry Event
BRING LABELS FROM DIFFERENT PRODUCTS AND HAVE EACH STUDENT RESEARCH THE TRADE PRACTICES
OF THAT COMPANY; CREATE A BULLETIN BOARD WITH FINDINGS FOR THE SCHOOL (BEGINNING OF
AWARENESS CAMPAIGN)
Products
Individual:
1) ESSAY RESPONSE TO READING OF ARTICLES ON
SLAVERY THROUGHOUT THE AGES
2) CONTRIBUTION TO PRODUCT BOARD AS ENTRY
EVENT
3) ILLUMINATED MANUSCRIPT PAGE IN CLASS
HAGGADAH
4) MAKER SPACE PRODUCT
5) PERSUASIVE ESSAY ON PRODUCTS THAT ARE
ONLY BOUGHT THROUGH FAIR TRADE
PRACTICES: PRO OR CON
6) READING JOURNAL ON INDEPENDENT READ
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Specific content and competencies to be assessed:
1) READING COMPREHENSION AND VOCABULARY
BUILDING; DEVELOPMENT OF WRITING SKILLS
2) RESEARCH AND APPLICATION
3) APPLICATION AND CREATION
4) AFFECTIVE LEARNING: EXPLOITATION OF THE
WORKER IS ABOUT ELIMINATING INDIVIDUALITY;
THE MAKER MOVEMENT IS ABOUT EXPRESSING
INDIVIDUAL CREATIVITY AND INGENUITY
5) APPLICATION AND CREATION; READING
COMPREHENSION AND VOCABULARY BUILDING;
DEVELOPMENT OF WRITING SKILLS
6) READING COMPREHENSION AND VOCABULARY
BUILDING; DEVELOPMENT OF WRITING SKILLS
2 0 1 4 B U C K IN S T IT U T E F O R E D U C ATIO N
Team:
Specific content and competencies to be assessed:
1) RESEARCH OF COMPANY OR GEOGRAPHIC AREA 1) RESEARCH SKILLS
ASSESSMENT OF MANUFACTURING PRACTICES
2) APPLICATION AND CREATION
OR TYPE AND NATURE OF SLAVERY
3) RELIGIOUS DEVELOPMENT/AFFECTIVE LEARNING
2) CREATION OF VIDEO BASED ON RESEARCH
3) HOW CAN WE USE OUR UNDERSTANDING OF THE
LAWS OF SHMITA TO MAKE COMPANIES MORE
EQUITABLE?
P R O J E C T
Public Audience
(Experts, audiences, or
product users students
will engage with
during/at end of project)
Resources Needed
D E S I G N :
O V E R V I E W
page 2
1) SCHOOL COMMUNITY; DOES OUR CAFETERIA SELL PRODUCTS THAT ARE MADE WITH UNFAIR TRADE
PRACTICES? HOW DO WE FEEL ABOUT THAT? WHAT SHOULD WE DO?
2) ORGANIZATIONS THAT WORK TO END SLAVERY, SUCH AS NOT FOR SALE
On-site people, facilities:
MAKER SPACE
Equipment: SOLDERING KITS, MAKEY MAKEYS
Materials: ARTS AND CRAFTS MATERIALS FOR ILLUMINATED MANUSCRIPT
Community Resources:
NOT FOR SALE
Reflection Methods
Journal/Learning Log
(Individual, Team, and/or
Whole Class)
YES, MULTIPLE
Whole-Class Discussion
Focus Group
Fishbowl Discussion
YES, MULTIPLE
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2 0 1 4 B U C K IN S T IT U T E F O R E D U C ATIO N
Survey
Other:
ARTWORK
Notes: THE PROJECT CULMINATES BEFORE PASSOVER, SO STUDENTS CONNECT THEIR LEARNING TO THE HOLIDAY AND SHARE
THEIR LEARNING AT THEIR PASSOVER SEDER
PR OJECT
DESIGN:
STUDENT
LEAR NING
GUIDE
Project:
Driving Question:
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
content & 21st century competencies
needed by students to successfully
complete products
to check for learning and ensure
students are on track
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(individual and
team)
For more PBL resources visit bie.org
2 0 1 4 B U C K IN S T IT U T E F O R E D U C ATIO N
For more PBL resources visit bie.org
2 0 1 4 B U C K IN S T IT U T E F O R E D U C ATIO N
For more PBL resources visit bie.org
2 0 1 4 B U C K IN S T IT U T E F O R E D U C ATIO N
For more PBL resources visit bie.org
2 0 1 4 B U C K IN S T IT U T E F O R E D U C ATIO N
For more PBL resources visit bie.org
2 0 1 4 B U C K IN S T IT U T E F O R E D U C ATIO N
