Author: pquinlan

Between:
Mason County Central Middle School
&
_______________________________
(Student)
_______________________________
(Parent)

Project Based Learning: Major Empires
Egypt China Greece Rome Persia India
Title of the project:__________________________________________________
Project Based Learning is an instructional approach built upon authentic learning that engages student interest and motivation. These projects are designed to answer a question or solve a problem. A well-designed project provokes students to encounter central concepts and principles of social studies as it teaches 21st century skills that include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment reflection skills and leadership skills. Performance is assessed on an individual basis, and takes into account the quality of the product produced, the depth of content understanding demonstrated, and the contributions made to the ongoing process of project realization. PBL allows students to reflect upon their own ideas and opinions, exercise voice and choice, and make decisions that affect project outcomes and the learning process in general. Therefore, the following binding agreement has been designed to ensure student learning occurs and is supported by all parties involved.
This is a binding contract between student, parent and teacher in which the student agrees to complete his/her responsible tasks as outline within the contents of this contract. The student understands that the completion of this project will primarily be completed at home (may be brought back and forth to school & home) with the majority of their time spent at school completing the research component of the project. The parents agree to support their son or daughter in the completion of the project at home and may help and assist in its completion IF THEY SO WISH. The teacher agrees to assist in the entire process by guiding the student through the process and monitoring their progress on a DAILY BASIS. All materials of the project will be provide by the student & parents, but the teacher/school will provide minimum materials (paper, marker, hot glue gun & etc.) for the student.
By signing this binding agreement, I agree to the terms and completion of my responsibility of the Project-Based Learning Experience. I have and will monitor the learning process by viewing the classroom website (yourpassport.weebly.com :START HERE) for additional resources, deadlines, information. I agree to the terms of the binding contract.
Parent/Guardian: ______________________________ Date: ________________
Student:____________________________________ Date: ________________
Teacher: ____________________________________ Date: ________________

Classical Traditions and Major Empires (1000 B.C.E./B.C. to 300 C.E./A.D.)
Below are the Grade Level Content Expectations that are required to be demonstrated within your Project-Based Learning product. They may be demonstrated, displayed and/or exhibited as you see fit. Below each GLCE is a summary of the definition of each of the ten GLCE that you are REQUIRED to complete BEFORE the construction/creation of your final project. Students make sure your parents review this with you prior to the signing of your contract.
1._____7 – W3.1.1 Describe the characteristics that classical civilizations share (institutions, cultural styles, systems of thought that influenced neighboring peoples and have endured for several centuries).
List the characteristics that make up your civilization/empire (see website).
2._____7 – W3.1.2 Using historic and modern maps, locate three major empires of this era, describe their geographic characteristics including physical features and climates, and propose a generalization about the relationship between geographic characteristics and the development of early empires.
Create a map of your civilization/empire showing various features.
3._____7– W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire.
Create a Venn Diagram comparing & contrasting two civilizations/empires.
4._____7 – W3.1.4 Assess the importance of Greek ideas about democracy and citizenship in the development of Western political thought and institutions.
List TWO Greek ideas about democracy/citizenship evident throughout the USA.
5.____7 – W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations in the areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy.
Identify major achievements of your empire.
6._____7 – W3.1.6 Use historic and modern maps to locate and describe trade networks among empires in the classical era.
Identify the trade routes/networks among your empire (Map or Essay).
7._____7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced he economy within empires (e.g., Assyrian and Persian trade networks or networks of Egypt and Nubia/Kush; or Phoenician and Greek networks).
Show how trade influences your empires ECONOMY.
8._____7 – W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires (e.g., Han Empire, Mauryan Empire, Egypt, Greek city-states and the Roman Empire).
Identify: State Authority, Military, Taxation, Labor Force/Slavery, Building/Maintaining Empire.
9._____7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires.
Show: legal codes, belief systems, written language & communication.
10._____7 – W3.1.10 Create a time line that illustrates the rise and fall of classical empires during the classical period.
Create a Timeline that identifies the Rise & Fall of your empire.

April 28 / CONTRACTS / DISTRIBUTED	April 29 / HOMEWORK: / WHAT CIVILIZATION INTEREST YOU?!	April 30 / HOMEWORK: / BEGIN / RESEARCH	May 1 / HOMEWORK / BEGIN / PROPOSAL	May 2 / HOMEWORK: / WORK ON / PROPOSAL
May 5 / CONTRACT / PROPOSALS / DUE	May 6 / BRING MATERIALS / TO CLASS / TEACHER / CONFERENCES / BEGIN!	May 7 / RESEARCH	May 8 / RESEARCH	May 9 / INNOVATE / 20
May 12 / RESEARCH & / DEVELOPMENT	May 13 / RESEARCH & / DEVELOPMENT	May 14 / RESEARCH & / DEVELOPMENT	May 15 / RESEARCH & / DEVELOPMENT	May 16 / INNOVATE / 20
May 19 / BEGIN SET UP	May 20 / BEGIN SET UP	May 21 / SHOWTIME	May 22 / SHOWTIME	May 23 / INNOVATE / 20

Daily Learning Responsibility & Grading Rubric
I. Daily Learning Grade
As stated in the binding agreement, it will be the teachers responsibility to monitor and meet with every student, every hour of the day to insure student learning. Therefore, each student will be graded on a daily basis and it will have a major impact on the final grade of the PBL experience (See: Final Grading Rubric).
II. Final Grading Rubric
100 points All ten GLCE are evident within project
50 points Quality of final project as presented in the museum
40 points Daily Learning Grade
0 No evidence of work/effort
1-2 Off Task with minimum work/effort
3-4 Good work/effort today (evidence of gains)
5 OUTSTANDING Gains Today!
10 points Oral Presentation during the Museum Exhibit
200 Points Total Points Possible for Final Grade

Describe your project in DETAIL. Include your essential questions in which you seek to answer, research goals and final project you wish to create.
ESSENTAIL QUESTION: _______________________________________
___________________________________________________________________
__________________________________________________________________.
TANGIBLE PROJECT: __________________________________________.
DETAILED DESCRIPTION: