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Implementing Project-Based Learning to Create "Authentic" Sources: The Egyptological Excavation and Imperial Scrapbook Projects at the Cape Cod Lighthouse Charter School
Daniella K. Garran
Cape Cod Lighthouse Charter School, Orleans, Massachusetts
CHARTER SCHOOLS, which were initiated in Minnesota and California in the 1990s, were created for the following aims:
- Increase opportunities for learning and access to quality education for all students
- Create choice for parents and students within the public school system
- Provide a system of accountability for results in public education
- Encourage innovative teaching practices
- Create new professional opportunities for teachers
- Encourage community and parent involvement in public education
- Leverage improved public education broadly (for more information on this, see http://www.uscharterschools.org/pub/uscs_docs/o/index.htm).
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Chartered in 1994 and opened in 1996, the Cape Cod Lighthouse Charter School (CCLCS) was among the first charter schools in Massachusetts. CCLCS strives to foster "intellectual development, academic achievement, project based learning, interdisciplinary studies, community partnerships, environmental studies, global awareness, and an ethical community" (About CCLCS, Mission 1994). Drawing on Howard Gardner's theory of Multiple Intelligences, Fred Newmann's model of authentic assessment, and Ted Sizer's focus on student exhibitions and teaching as mentoring, CCLCS emphasizes project-based learning. The practical application of these theories means that both learning and teaching are exciting, challenging, and most importantly, fun. Teachers value the opportunity to incorporate outside knowledge, interests, and experiences into their teaching, and students relish the engaging practices utilized in classes, seminars, and extra-curricular activities. |
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The projects assigned at CCLCS offer students the chance to show their strengths—be they artistic, verbal, dramatic, or technological—while demonstrating content mastery, and the array of results for any given project is stunning! Students showcase their knowledge in a variety of projects (research papers, analytical essays, models, skits, presentations, artwork, etc.), exhibiting that they have attained important benchmarks and have achieved an authentic understanding of the subject matter. |
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The Value of Project-Based Learning (PBL) | |
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The theories of Sizer, Gardner, and Newmann were critical to the development of CCLCS and its mission. Newmann's criteria for authentic assessment tasks were particularly influential (Barnatt, Joan, Founding Teacher and Professional Development Coordinator, conversation with author, CCLCS, 6 June 2006). In a paper entitled "Five Standards of Authentic Instruction," Fred Newmann and Gary Wehlage write, "We use the word authentic to distinguish between achievement that is significant and meaningful and that which is trivial and useless" (1993, p.17). At CCLCS, we strive to engage students in significant and thoughtful learning, and we do this through project-based learning. |
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In another study, Successful School Restructuring: a Report to the Public and Educators, Newmann and Wehlage cite several standards for authentic student performance, including:
- Construction of Knowledge in Social Studies—Student performance demonstrates higher order thinking with social studies content by organizing, synthesizing, interpreting, evaluating, and hypothesizing to produce comparisons, contrasts, arguments, application of information to new contexts, and consideration of different ideas or points of view.
- Disciplined Inquiry in Social Studies—Student performance demonstrates application of ideas, concepts, theories, and principles from social disciplines and civic life by using them to interpret and explain specific, concrete information or events. Student performance demonstrates an elaborated account that is clear and coherent and provides richness in details, qualifications, and argument. The standard could be met by elaborated consideration of alternative points of view. (1995, p. 17)
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The CCLCS faculty believes that the most effective way to achieve these and other key goals is through the implementation of in-depth, content-based projects in every subject area. Though they can be time-consuming, projects are critical for helping students develop curiosity, enthusiasm, independence, and knowledge. Simply put, projects are part of the very fabric of CCLCS. |
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Seventh Grade Social Studies at CCLCS:
An Overview of Content and Methodology | |
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As outlined in the Massachusetts Department of Education Curriculum Frameworks, seventh graders study "Ancient and Classical Civilizations in the Mediterranean to the Fall of the Roman Empire: Ideas that Shaped History" (MA Framework, 2003). According to the Frameworks, "Seventh graders study the origins of human beings in Africa and the early civilizations that flourished in the Mediterranean area. They study the religions, governments, trades, philosophies, and art of these civilizations as well as the powerful ideas that arose in the ancient world and profoundly shaped the course of human history. These ideas include monotheism, democracy, the rule of law, individual worth, personal responsibility, the alphabetic principle for a writing system, and scientific reasoning" (p. 48). |
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My curriculum is focused on ancient civilizations including Mesopotamia, Phoenicia, Egypt, Greece, and Rome. To analyze each culture, students study the rise and fall of civilizations, focusing on government, social structures, the economy, job specialization, writing and literature, the military, and the legacies left by these civilizations. While I utilize traditional methods of instruction (class discussion, guided reading, writing assignments, note taking, and group activities), each unit centers on a project; and key to each project is an analysis of primary sources, such as diaries, letters, government documents, and artifacts. I help students understand the value of primary sources and the difference between physical artifacts and their abstract interpretations. I emphasize writing in the first person because it forces students to put themselves in someone else's shoes, consider the various factors that may have influenced that person's decisions, imagine how that person might have been viewed by others, and explore how differing points of view might have influenced the writing of history. Making such inferences and connections allows students to construct a "meaningful" history, rather than simply relying on others' interpretations and recording of history. |
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The difficulty level of the projects assigned in seventh-grade social studies at CCLCS is directly proportional to students' academic and intellectual development over the course of the year. As students become more abstract thinkers, they are able to manipulate information more readily and think more creatively about content. Therefore, the nature of the projects assigned becomes increasingly challenging as the year progresses. |
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Ancient Egypt and the Egyptological Excavation Project | |
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One of the highlights of my school year is the Egyptological Excavation project, which I assign in conjunction with our study of ancient Egypt. A perpetual fascination with ancient Egypt exists among students of all ages and this project indulges their curiosity. This unit focuses on the ancient Egyptians' incredible technological, mathematical, and scientific advancements which allowed them to engineer the pyramids and other splendid edifices. A significant amount of time is also devoted to examining the opulent and magnificent art and architecture of ancient Egypt. Government is also discussed vis-à-vis the Egyptians' theocracy and use of dynastic succession. |
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The goals and objectives for students are:
- To demonstrate the ability to use and analyze both primary and secondary sources
- To further develop independent research skills
- To practice proper bibliographic format
- To develop an understanding of the materials and methods used by archaeologists
- To gain an appreciation for how artifacts as primary sources yield valuable information for historians
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The goals and objectives for teachers are:
- To effectively teach about ancient Egypt as outlined by the state curriculum frameworks
- To integrate a variety of modalities and multiple intelligences
- To facilitate the differentiation of instruction
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Throughout their research for this project, students gather and interpret information, exploring both primary and secondary sources. The project provides students with an opportunity to practice high stakes writing, thus demonstrating their mastery of the content in a variety of ways along with multiple learning styles. Students must utilize the skills and knowledge they developed generally in other disciplines (research, writing, and drawing, for example), as well as the skills and knowledge necessary for historians (such as use of primary and secondary sources). |
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In an effort to capitalize on students' innate curiosity about ancient Egypt, mummification and pyramid building is explored early in the unit. Students spend time building virtual pyramids, mummifying virtual bodies and solving a mystery at an interactive, historically oriented BBC website, located at http://www.bbc.co.uk/history/ancient/egyptians. Much of this part of the unit serves to inspire their creativity and research for the project. As a result, many students create funerary objects as their "artifacts" in the first of three key components to this project:
- Artifacts. Students create two "authentic" Egyptian artifacts. For example, a student might choose to make a canopic jar (like those that stored a mummy's organs) and a page from the Book of the Dead (a book of spells buried with the deceased, helping one navigate the underworld), thereby creating two "primary sources" on which their "secondary source" (the archaeologist's journal) will be based. Other examples of "artifacts" include amulets, hieroglyphic tablets, statues, or mummies—although the possibilities are limitless.
- Archaeologist's Journal. Students must write a journal chronicling the excavation of their artifacts. The journal should include details of the excavation process, specifications of the artifacts, and a thesis about the original use of these objects and their owner(s).
- Article. Students write an mock newspaper or magazine article which heralds their discoveries.
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Students must first select a "site" to excavate virtually, and plan "how to get there." Then, research the tools and methods used by archaeologists. All of this information is included in their first journal entry. The remaining nine entries chronicle the establishment of a "camp," excavation of the site, discovery of the two "artifacts," and their return to the United States. Students also write a newspaper or magazine article discussing their discoveries. They may either write it in the form of an interview or from the perspective of a reporter. |
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Ancient Rome and the Imperial Scrapbook Project | |
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Each spring, my classes spend six to eight weeks (depending on how much time is lost for standardized testing) exploring ancient Rome. The first three weeks of the unit are spent helping students gain a thorough understanding of the foundation of Rome, including the monarchy and the republic, as well as other cultural aspects, such as daily life, art, architecture, and technology, by assigned reading and guide questions from both primary and secondary sources. Students also engage in a cross-cultural comparison, so they can see the lasting impact and influence of previously studied civilizations upon ancient Rome. |
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The ancient Rome unit focuses largely on its government's shift from monarchy, to republic, to empire over the course of history. One of the most critical aspects of the unit is comparing Rome's government to the direct democracy of ancient Greece and the representative democracy of the United States. The other main focus of this unit is a close examination of the factors that led to the rise and fall of the Roman Empire, including the economy, military strategies, social stratification, access to education, leisure activities, invasions, and the rise of Christianity. |
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The Imperial Scrapbook project is the seminal piece of our study of ancient Rome. It requires seventh-grade CCLCS students to research a Roman emperor of their choice, write a "first hand" account of his imperial reign, design and compile a timeline and a map, and collect additional elements such as images, postcards, and other artifacts. Utilizing a multi-modal approach to the study of imperial Rome allows students to form conclusions they might not otherwise reach and helps them to understand the role the historian plays in interpreting data and artifacts. |
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The goals and objectives for students are:
- To demonstrate the ability to use and analyze both primary and secondary sources
- To further develop independent research skills
- To gain a clear understanding of the shift from republic to empire in ancient Rome
- To understand thoroughly a specific emperor's reign and his long-term impact on the history of the Roman empire
- To practice proper bibliographic format
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The goals and objectives for teachers are:
- To effectively teach about imperial Rome as outlined by the state curriculum frameworks
- To integrate a variety of modalities and multiple intelligences
- To facilitate the differentiation of instruction
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Project Components | |
There are several key elements of the Imperial Scrapbook Project. Core Elements are as follows:
- The Emperor's Journal. This is a form of high stakes writing that reinforces skills developed in Language Arts and demonstrates students' ability to synthesize and analyze their research. The journal consists of at least ten entries, written in the first person from the emperor's point of view, chronicling ten major events from the emperor's reign. Many students approach these entries very creatively—for example, some have written the first entry (about the emperor's birth) from the perspective of the emperor's mother and have included a newspaper article about his death as the last entry. Other clever approaches include entries which end mid-sentence with blood stains on the page for emperors who were assassinated.
- A timeline. This includes the ten events discussed in the journal along with other significant happenings during the life of the emperor. The students' compilation of this timeline demonstrates an understanding of the chronology of ancient Rome, specifically, the emperor's reign in the bigger picture of Rome's history. I provide students with a chart they use to organize events from the emperor's reign, and the chart serves as a draft for the final timeline, which can take a variety of forms (scroll, computer-generated document, etc. )
- A map. This shows the borders of the empire during the reign of the chosen emperor. It helps students gain a sense of the geography of the ancient world and the expanse of the Roman Empire. Students complete the map in color, and I provide them a list of key elements as well as blank maps on which to practice.
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To complete the above, each student conducts research on the emperor he or she chooses. The first part of the research is related to the timeline element of the project. Students establish a chronology for the life of the emperor and identify ten key events from the emperor's lifetime, which are integrated into their journal. The remainder of their research is self-directed; in other words, students determine what they need to research for their journals and illustrations. As they research their emperors, students are encouraged to take the viewpoint of a historian rather than a student; that is, to consider the emperor in the bigger picture, in the history of ancient Rome. Students pay particular attention to their selected emperor's contributions and legacies, as well as personal failures, regarding Rome's economy, military conquests or losses, international relations, patronage of the arts, changes in government, and so on. Once students have synthesized the relevant information and have developed an understanding of the emperor's role within Rome's history, they must then write a narrative in the first person, thus creating an authentic, "primary resource." |
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The emperor's journal provides students with another opportunity to practice high stakes writing for which students receive a significant grade. By the time students are assigned this project, they have had ample opportunities to practice writing from a variety of perspectives (as reporters, archaeologists, etc.) and in several different formats (for example, with in-class essays or an exit card, a brief student response to a question posed at the end of class that allows the teacher quick assessment). With this practice, students are ready for such high stakes writing. |
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Many students are visual learners, and as a result, the following elements of the project are particularly appealing to them because they provide students with an opportunity to showcase both their talents and their understanding. Moreover, researching the visual history of ancient Rome gives students a good sense of how archaeologists are able to construct a civilization's history and learn from its art and artifacts. Finally, these elements also provide good opportunities for students to make cross-curricular connections, and they help students highlight certain aspects of ancient Roman history, as desired.
- Images, which correspond to the journal entries—Some students have gone so far as to scan in photos of themselves, which they then digitally alter into images of famous statues, paintings, or scenes. Artistically inclined students enjoy drawing their images by hand, while other students create collages or use clip art.
- Commemorative imperial coins, which can be created using aluminum foil.
- Postcards depicting scenes from the emperor's reign, travels, or military conquests.
- Optional elements that can be incorporated include a budget for the empire, royal decrees, newspaper articles, palace floor plans, etc.
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Assigning the Projects and Being Flexible | |
Typically, I spend about 30 to 45 minutes introducing the projects when they are assigned. Students are given a comprehensive packet/project guide, which includes:
- a description of each element of the project (map, journal, coins, postcards, etc.)
- a schedule of deadlines, including project check-ins and the final due date
- project check-in forms (which require parent signature)
- a grading rubric
- project completion checklist for students to track their progress
- suggested websites and references to help guide student research
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Because the projects are completed mostly outside of class, I provide very few materials beyond the project guide. It is helpful to have some basic supplies on hand, such as markers, colored pencils, and other art supplies as well as some basic textbooks and historical atlases. While the vast majority of my students have access to computers to use for research and writing, I make available resources for those who do not. |
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As with any project or significant assignment, there are obstacles. The major obstacle faced by teachers is time constraints, as class time is always at a premium. Many schools are focused on preparation for standardized tests, which crowd other disciplines in the schedule. This is why, once students have mastered the basics about the civilization being studied, I assign my projects to be completed outside of school. |
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An obstacle to doing this project outside of class, however, is the lack of organization that characterizes many students; planning for long-term projects is extremely difficult for an ever-increasing number of students. I have found the best way to handle this challenge is to post a calendar in my classroom that includes all relevant deadlines for the project, in addition to test dates and project due dates for other classes. As mentioned above, students also complete project check-ins throughout the duration of the project, so I have a good sense of how far along they are in their research, writing, and artifact creation. For students who are especially challenged by organization, I provide additional deadlines to help them break down the assignment into more manageable pieces. Students have reported anecdotally that these check-ins help them immensely—both to plan the project and to manage their time while carrying it out. |
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A significant advantage of the projects is that they are adaptable. They can easily be modified to suit a variety of social studies curricula. The scrapbook project, for example, could be adapted to a pharaoh, a solider from the American Revolution, a Civil War, a Greek philosopher, etc. The excavation project can be applied to virtually any civilization—prehistoric or historic—being studied. |
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I have worked closely with our special educators to modify the assignments as needed for students with learning differences. Often, the amount of writing is reduced and written work is graded for content alone. Sometimes, students are given additional time to complete the project or additional deadlines to help them plan their time management. However, since these projects have so many possibilities, most of my special needs students have been extremely successful in their endeavors. |
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These projects also provide ample opportunities for interdisciplinary and cross-curricular work. The same format could be used in language arts classes to document a character's development and journey throughout a novel or play. It would be an especially effective format for historical fiction or biographies. Science students engaged in any kind of fieldwork or observations and math students doing a study of famous mathematicians could use a similar format as well. |
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Conclusions and Reflections | |
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Like many teachers, I developed these projects mainly because what I had been doing was not working. Over time, I came to realize that, because our students are used to demonstrating their knowledge through a variety of projects, more straightforward assignments (such as research papers) did not pose enough of a challenge to them. These projects are much more accessible for students with learning differences for whom writing an essay is an insurmountable challenge. Providing students with a range of options through which to present their knowledge and understanding of a given topic is very much in keeping with CCLCS philosophy and practice. |
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While I am a firm believer in the value of project-based learning, I recognize that implementing such projects may be easier for teachers in alternative settings such as charter, pilot, magnet, or private schools. First of all, teachers and administrators in these settings have more autonomy regarding curriculum development and instruction. The No Child Left Behind Act (NCLB) has resulted in increasing rigidity in terms of curricular requirements. Test-driven schools have to cover a vast amount of state-mandated content prior to standardized test administration, and have limited opportunities for project-based work. |
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Second, parents choose to have their students attend these kinds of alternate schools, which may require an application, interview process, and/or entering a lottery for admission. The aforementioned projects and others like them take a commitment from students and parents alike as far as time management and execution of the project. This is not to say that parents and students in traditional public schools would be unwilling or unable to undertake such an endeavor, but long-term, interdisciplinary projects do go beyond ordinary homework assignments and expectations. In addition, the average class size in non-traditional settings is smaller, facilitating project check-ins and communication with parents and students regarding expectations for the project and extra help. I would hope, however, that teachers in traditional public school settings would try implementing a scaled-back version of these projects because they truly help students develop a deep and meaningful understanding of the course content. Ways in which these projects could be modified include:
- Allowing students time in class to do research on their emperor and/or artifacts
- Coordinating with the English or language arts teacher to have some of the writing done in class
- Coordinating with the art teacher to allow students access to materials to make their artifacts
- Allowing students to work in cooperative learning groups, thereby reducing the amount of work each student has to complete (e.g., one student would be the journal keeper, one student would create the artifacts, one student would write the newspaper article, etc.)
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These and the other projects I have developed during my tenure at CCLCS are truly labors of love. I never imagined that I would find such a perfect outlet for my interest in both history and art history and my love of teaching. Working in a project-based school that allows teachers flexibility and freedom to augment the curriculum with their own talents and interests has allowed me to further my knowledge and grow as a teacher. Students at CCLCS engage in authentic learning and experiences that prepare them to become knowledgeable, informed members of the global community. I am proud to have a hand in educating this extraordinary group of future leaders.
References
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About Cape Cod Lighthouse Charter School, Mission (About CCLCS, Mission). 1994. Retrieved 6 June 2006 from the Cape Cod Lighthouse Charter School website: http://www.lighthouse.chtr.k12.ma.us/abt/mission.php.
Annual Report. 2005. Cape Cod Lighthouse Charter School, 2004–2005.
Anthony, Patricia J. and Paul M. Niles. 2002. Leading the Way: The Cape Cod Lighthouse Charter School Middle School Model, Humanistic, Achievement-Oriented Education for the Middle School-aged Child. Retrieved 17 July 2006 from the Massachusetts Charter Public School Association website: http://www.masscharterschools.org/wholeschool/docs/120/CCLCS2.html.
Massachusetts Department of Education. 2003. Massachusetts History and Social Science Curriculum Framework (MA Framework). Retrieved 5 June 2006 from the Massachusetts Department of Education website: http://www.doe.mass.edu/frameworks/current.html.
Newmann, Fred M. and Gary G. Wehlage. 1993. Authentic Learning. Educational Leadership, vol. 50, no 7 (April): 8–12. Retrieved 17 July 2006 from the Association for Supervision and Curriculum Development (ASCD) website: http://pdonline.ascd.org/pd_online/diffinstr/el199304_newmann.html.
Newmann, Fred M. and Gary G. Wehlage. 1995. Successful School Restructuring: a Report to the Public and Educators by the Center on Organization and Restructuring of Schools. Washington, DC: American Federation of Teachers. (ERIC Document Reproduction Service No. ED387925). Retrieved 24 July 2006 from the ERIC website: http://www.eric.ed.gov/ERICWebPortal/Home.portal.
US Charter Schools. 1997. Retrieved 6 April 2007 from the US Charter Schools website: http://www.uscharterschools.org/pub/uscs_docs/o/index.htm.
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