How can I find or locate a job and get hired within the next four to five months?

ENTRY DOCUMENT

CONTRACT

You will be seeking employment and will need to get hired by a hiring manager. The tools you will need are a cover letter, resume, and portfolio. Another critical component of obtaining employement is the job interview.

You will create and simulate a job interview (a mock interview). You will interview one other person in front of the class and then you will have that same person interview you. This is similar to a role play, but in the sense of a monologue.

You will have four weeks to complete all the required components of this project. There will be rubrics and mini activities to help guide you along in this process. Also, remember to lean on group members for guidiance and assistance. GOOD LUCK!

DRIVING QUESTION:
If everyone lived forever, what would we do about people who are unemployed? Should the working people take care of the unemployed forever?

ENTRY DOCUMENT:
In this project you will work both individually and collaboratively in teams of 3-4. To build background you will individually create and conduct interviews, role play and complete research on the Internet.

Groups of 3-4 students will create a power point presentation presenting a program for government assistance for immortal people who after living on the earth for a time, never found, kept or lost their job. The sections of the power point presentation will cover two of the following areas: Food, Shelter/Housing, Utilities, & Transportation. All groups must create an Education / Job Training program to get people back to work.

There will be rubrics and background building activities to help you. Evaluations will be given throughout the project and at the end of the project. You will have four weeks to complete this project.

Driving Question:
How will I plan my life journey and who will help me to be a successful traveler and overcome obstacles along the way?

Entry Document: Can you relate to a character in a book that was written over 12 centuries ago? For the next few weeks we will be reading about Odysseus and his life journey.

You, as a freshman are about to begin your journey into adulthood. Like Odysseus, there will be many experiences that will lead to successes to celebrate and obstacles to overcome in your journey.
Like Odysseus, you will set goals as you begin your journey and identify people in your life that will support you along the way.

What are you life goals?
Where will your journey lead you?

By the end of this unit you will have set goals, identified support people and mapped out a plan for you journey.

Grabber Activity:Listen to Tim McGraw: Live Like you Were Dying-create bucket list and students will journal:
Where will I be 1 year from now, 5 years from now, 10 years from now and when I am 65? Who will help me get there? Students will answer this question in written format for 3 entries and a collage for one entry.

Driving Question:
How can we support women as micro-entrepreneurs in modern African society?

Entry Document:
In this project you will explore the role of the African woman as a modern businesswoman.

You will see many examples of how women in Africa are working to run successful businesses. You will meet some of these women on Skype and interview them to determine how you can help make their businesses better known and more successful.

As a group you will run a fundraising and awareness campaign to promote the goals of an African entrepreneur.

By the end of this unit in three weeks, by researching to produce several presentations and multimedia products, you will understand more about economics in Africa and the role that African women play to support that economy.

How did people of Ancient Meso-America interact with their environment?

Entry Document:

In this project you will explore how/why ancient poeples of Meso-America settled in specific places, modified and/or adapted to their land and advanced as societies based on resources available to them.

As an individual and as part of a group you will utilize,read, and interpret maps, conduct research, speak with an expert in the field, and participate in discussions about Ancient Mesoamerica.

By the end of this three (four) week unit your group will conduct a performance that accurately reflects a selected Ancient Meos-America culture.

Driving Question for sixth grade social studies: What patterns can we find on physical, climate, and population maps of regions in the Western Hemisphere?

Entry Document
You are now in training to become cartographers.
During your course of study, you will work in groups to examine different kinds of maps.
Your group will research a region in the Western Hemisphere. You will collect population, climate and landform data.
You will then use this data to create different maps of your region.
Your group will present your maps of the Western Hemisphere region.
Your professionalism and effort will be considered in your professional cartographer course of study.
You, the cartographer, are then hired to map out a brand new country. You must finish and pass your cartographer training, first.

Comments on three other documents...
Re:locating a job and getting hired. I like the idea of presenting the entry document as a contract. This sets the project as a work commitment. It will be interesting to see who does get hired possibly as a result of PBL.
Re:supporting women as micro-entrepreneurs in Africa. I love the use of Skype. The entire entry document is very cool. Kids need to see the changing role of wome in society. I wonder about the grade level. What a great capstone project idea.
Re: If everyone lived forever. I like the idea of forcing kids to take a stand on the issue and defend their thinking. Kids love to take sides. I wonder if students could address this without the idea of living forever just as well?

Driving Question: How can we be sure that the information we pass on to others (through texting, email, twitter, etc.) is valid and accurate?
Entry Document:3 e-mails to the class, 1 true, 1 false, 1 true and false, all verifiable on Snopes: Ask students questions about what they do when they receive those emails. How do they know which ones contain true information and which are rumors or myths (besides going to Snopes, if it is mentioned)? Show how to search the emails in Snopes and verify claims. Look at the sources cited in the emails and in Snopes. Verify the validity of those sources. Discuss the importance of checking our sources and information. Find consequences to making false claims. Bring it home with personal stories from the students of rumors about them or their friends and how those affect them. Talk about how fast information spreads through email, text, Twitter, etc. and how that means we need to be more responsible monitoring what we pass on.