Conquer the West: Expansion Adventure

Plan

10th Grade Project 4 weeks

Conquer the West: Expansion Adventure

Maria M

CH.SEH.07.05

MI.G-CO.A.1

CCSS.Math.Content.HSN-VM.C.9

5.x

CCSS.Math.Content.HSS-CP.B.9

+ 5 more

1-pager

Purpose

The purpose of this project is to engage students in a hands-on exploration of the Westward Expansion over a four-week period by designing a board game that accurately reflects the historical complexities and diverse perspectives of the era. Through role-playing, collaborative creation, and critical analysis, students will deepen their understanding of historical events and figures while developing skills in effective communication, critical thinking, and self-directed learning. This immersive experience aims to foster a sense of identity and belonging as students connect with the past and present narratives of various communities involved in this pivotal period of American history.

Learning goals

Students will gain a comprehensive understanding of the Westward Expansion period by designing a board game that accurately represents the diverse experiences of settlers, railroad companies, Native tribes, and cattle ranchers. They will refine their interpersonal communication skills through attentive listening and feedback during peer review sessions, ensuring historical accuracy and player engagement. Furthermore, students will apply mathematical concepts such as permutations, combinations, and geometric definitions to develop innovative game mechanics. By collaborating with community partners, students will critically analyze and integrate authentic narratives, enhancing their sense of identity and belonging while building content expertise and effective communication skills over the four-week unit.

Standards

[Massachusetts] CH.SEH.07.05 - Apply attentive listening, feedback, and assertiveness skills to enhance positive interpersonal communication
[Massachusetts] MI.G-CO.A.1 - Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
[Common Core] CCSS.Math.Content.HSN-VM.C.9 - (+) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.
[Massachusetts] 5.x - Recognize risk factors and describe interventions used to prevent pressure ulcers.
[Common Core] CCSS.Math.Content.HSS-CP.B.9 - (+) Use permutations and combinations to compute probabilities of compound events and solve problems.

Competencies

Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.

Products

Students will create a historically accurate board game that reflects the diverse experiences and challenges of the Westward Expansion over the four-week unit. They will also develop a collaborative digital timeline featuring multimedia elements and historical analysis of key events and figures from the era. Additionally, students will produce detailed character profiles for their game's roles, integrating historical narratives and perspectives. These products will be showcased at the 'Trailblazers' Showcase, where students will present their games and insights to peers and community members.

Launch

Kick off the project with a dynamic 'Westward Adventure Day,' where students participate in immersive role-playing scenarios embodying settlers, railroad workers, Native tribes, and cattle ranchers. This hands-on experience allows students to encounter the era's challenges and opportunities, setting the stage for their board game development. By engaging in these roles, students gain a deeper understanding of the historical context and diverse perspectives that will inform their game design, ensuring a robust start to the four-week unit.

Exhibition

Organize a 'Trailblazers' Showcase where students set up stations to demonstrate their board games. Each group will explain their design choices and historical insights to visiting classes and community members, highlighting how they incorporated historical events and perspectives. Encourage students to engage visitors by facilitating gameplay and discussions, allowing them to share the decision-making process behind their game mechanics. This interactive exhibition will provide a platform for students to practice effective communication and critical thinking as they present their work.