P R O J E C T

C A L E N D A R

Project:
M ONDAY

Time Frame: Six weeks (30 x 45 minute class periods)

TUES DAY

W EDNES DAY
P R O J E C T

Entry Event
Class discussion on
gender imbalance
(Defining the problem
subquestions)

Student Skills Survey

Notes: Skills survey is

intended to group students
with varying skills so that
they each make unique
contributions to the group.

Homework: Reflective
writing about Entry Event

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Group students, based on

survey results
Discuss
collaboration rubric

W E E K

THUR S DAY

FR IDAY

O N E

Introduce Jigsaw activity

(APA Style and
Annotated Bibliography)

Student APA
Jigsaw Presentations

Class Discussion
(Identifying Effects
subquestions)

Teacher presentation on
Annotated Bibliographies

Class Discussion
(Understanding Causes
subquestions)

Notes: Students will choose Notes: The jigsaw activity Homework: Students
a country and explore
requires each group focus on collaborate on Annotated
gender imbalance in their a particular aspect of APA Bibliographies
country of choice. The
referencing. Student expert
annotated bibliography must groups will present on
contain 5 sources about the different topics: APA style,
causes/effects of gender
citing print and online
imbalance in the groups
sources, determining
chosen country. They can credible sources, analyzing
use the days discussion
sources.
questions to guide their
Homework: Student journal
research.
reflections on research
findings
Homework: Students begin
researching their country
topic

Notes: The students will

discuss the effects of
gender imbalance based on
their respective countries.
The teacher should
encourage discussion on
the similarities and
differences of each groups
research findings.
Homework: Annotated
Bibliographies due before
Sunday night.

2011 BUCK INSTITUTE FOR EDUCATION

M ONDAY

TUES DAY

W EDNES DAY
P R O J E C T

W E E K

Students begin preparing

Students present their Introduce survey / interview
mindmaps/infographics and
assignment
research findings
presentations
to the class
(in-class assignment)
(mindmaps/infographics)
Students prepare Jigsaw
Class discussion on varying
activity on surveys and
interviews
causes/effects of gender
imbalance
(based on student
presentations)

Notes: Students will begin Homework: Student journal Notes: The student survey
creating mindmaps/
reflections on group
and interview jigsaw will
infographics to visually
presentation data.
cover the following topics:
organize their research
Prompts:
creating survey questions,
findings (causes and effects). 1. What surprised you
administering surveys,
Students will present their
about the causes of
conducting interviews, types
mindmaps/ infographics the
gender imbalance?
of interview questions,
following day.
2. Are there any countries confidentiality, analyzing
that have similar causes and presenting results.
as your own groups
country?
3. What do you think is the
next step in approaching
this research problem?

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THUR S DAY

FR IDAY

Student Jigsaw
Survey/Interview
Presentations

Students continue preparing

surveys/interviews

T W O

Students begin preparing

surveys/interviews

Teacher expounds on
yesterdays survey jigsaw
presentations

Survey creation workshop

Notes: Students will conduct Notes: Creating a survey can

surveys to compare their
be time consuming and may
research results (causesrequire the teacher to assist
cultural, social, legislative) some groups. This day has
to their survey
been set aside for that
data/interviews. They must purpose.
also determine an
appropriate audience for the
surveys/interviews people
in their community, parents,
people in their own
generation, etc.
Weekend Homework:
Students administer
surveys / conduct interviews.

2011 BUCK INSTITUTE FOR EDUCATION

M ONDAY

TUES DAY

W EDNES DAY
P R O J E C T

Class discussion about

surveys / interviews

Class discussion
(Discovering Solutions
subquestions)

Students begin conducting

research on any solutions
implemented by their
respective countries.

Notes: On today, the

Homework: Begin
students can bring up any collaborative essay on
issues that they may have gender imbalance. First two
had while conducting
pages of the essay body due
surveys or interviews. They Sunday.
can also spend the next few
days analyzing their survey Notes: Students will use their
results and comparing
research to prioritize what
results to their research. The they feel are the most
research begun today will be important causes and effects
reported in a 2nd annotated of gender imbalance effecting
their groups country.
bibliography.

W E E K

THUR S DAY

FR IDAY

T H R E E

Introduction to Fishbowl
discussion and rules

Fishbowl Discussion

Fishbowl Discussion

Students continue
researching and begin
preparing for Fishbowl
Discussion

Notes: Students should

Notes: Rules to the
prepare questions about
Fishbowl discussion should
Survey and Interview
issues of gender imbalance be reviewed.
results due today
and raise questions about the
current solutions that their
First two pages of
countries have implemented.
essay body due Sunday.
Homework: Student journal
reflections on survey data How do students survey
Homework: Students reflect
results differ from their
on Fishbowl discussion.
research? What is surprising
about their results?
2nd Annotated
Bibliography due

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2011 BUCK INSTITUTE FOR EDUCATION

M ONDAY

TUES DAY

W EDNES DAY
P R O J E C T

Teacher discusses group

essays
Class Discussion
(Effecting Change
subquestions)

Students continue preparing

presentations

W E E K

Student Presentations

THUR S DAY

FR IDAY

F O U R

Student Presentations

Students continue planning and

writing their group essays
Teacher interacts with groups
and evaluates progress,
providing feedback where
appropriate

Students begin preparing

presentations

Note: Students will give

Notes: Teacher should interact Notes: Students should take Homework: Student journal
presentations based on their with each group and evaluate notes of other groups
reflections on presentations. Second two pages of essay
research and the Fishbowl progress.
presentations. The ideas
Prompts:
body due Sunday.
discussion. They must detail
being presented will be used
1. How do your groups
the effects of gender
in the MUN simulation the
solutions differ from
imbalance in their country
next week. These
other groups? Why?
as well as the current
presentations provide the
Provide examples.
solutions being
class with diverse cultural,
2. How might your
implemented. They will then
social and legislative causes
groups solutions
propose a solution and
and effects of gender
apply to another
support their proposal with
imbalance. The groups
groups country?
evidence.
proposed solutions

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2011 BUCK INSTITUTE FOR EDUCATION

M ONDAY

TUES DAY

W EDNES DAY
P R O J E C T

Teacher discusses final

essay progress, notes any
concerns and provides
group feedback

Students prepare for MUN

W E E K

MUN Simulation

THUR S DAY

FR IDAY

F I V E

MUN Simulation

Class Discussion on
MUN simulation

Students must prepare a

position paper.
Teacher answers any last
minute questions on Final
Essay

Introduction to MUN
-Position Paper
-Rules

Students work on Final Essay

Notes: Students will watch Notes: By this point, students

MUN videos and the teacher should have an in-depth
will go over the position
understanding of their and
paper and rules. This
other groups countries
activity builds on the Fish gender imbalance issues and
Bowl discussion activity and be prepared to discuss and
uses knowledge from the
defend any proposed solutions
group presentations.
for gender imbalance.

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Homework: Student journal

reflection on MUN
simulation.

Final Essay Due Sunday

Prompts:
1. Were you satisfied with
the proposed resolution?
2. Is there a one size fits all
solution for gender
imbalance?

2011 BUCK INSTITUTE FOR EDUCATION

M ONDAY

TUES DAY

W EDNES DAY
P R O J E C T

Class Discussion
(Effecting Change
subquestions)

Students work on final

product

W E E K

Students work on final

product

THUR S DAY

FR IDAY

Students work on final

product

Students show their final

product to the class

S I X

Students begin considering

an audience

Note: Students should begin Note: Students may choose

thinking about organizations any medium to present their
that may be interested in
work.
their research. They should
choose an organization and
begin preparing a final
product to showcase their
work. Final audience
requires teacher approval.

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Notes: Students will share their

work with their audience(s) of
choice. The final products in
electronic form can be emailed
or tweeted to their respective
organizations.

2011 BUCK INSTITUTE FOR EDUCATION