DAY 1
Learning Outcomes Learning Activities
How do I, as a historian, Entry Event:
create factual accounts of Skit: Theatre teacher
history? sings Hamilton song,
English teacher
Engage in a project to interjections with fake
inform others. news, Social Studies fact
checks.
Q&A
Content Standard: Instructional Strategies:
8.C1.4 Demonstrating project
Differentiation:
Anchor Standard: Allowing students to
Observing & asking ask & hear questions &
questions to gain full receive answers so
understanding. everyone has full
understanding.
DAY 2
Learning Outcomes Learning Activities
How do I, as a historian, Listening to songs:
create factual accounts of Students will listen to
history? the songs we will be
using within this project.
Analyze ideas of the They will be listening for
United States. general ideas they find
interesting for later on in
the song selection
process.
Content Standard: Differentiation:
8.C1.1 Students can use lyric
ISTE: sheets upon request to
3 follow along easier.
Anchor Standards: Connection to learning
Analyzing text goals:
Introduces students to
the songs we will be
working with for the rest
of the project.
Assessment
Formative Assessment:
Exit Survey
Students will be asked to
write down 2-3 aspects
they are looking forward
to & 2-3 aspects they are
concerned about or do
not understand for the
project.
Assessment
Formative Assessment
15 second summary
After each song, students
will be asked to give a 15
second summary of the
song to a partner while I
circulate & listen to their
answers. This will be a
verbal assessment only,
not written.
Technology
NO technology will be
used today.
All activities will be hands
on, written, or visual.
Technology
1) Projector/Smartbard
2) Speakers
3) Timer
1) Song lyrics will be
displayed on the screen
so they can follow along.
2) Songs will be played
through speakers so
everyone can listen at the
same pace.
3)Timer with alarm will be
used for the 15 second
summaries.
 DAY 3
Learning Outcomes Learning Activities Assessment Technology
How do I, as a historian, Group Day: Formative Assessment: Screencast-o-matic
create factual accounts of -Students will be divided Google doc group
history? into groups. duties. Google Docs
-Will discuss strengths &
Pick groups and songs. weaknesses in a group
setting then select which
role they will take on
(captain, creator, scribe,
& researcher)
-Will discuss likes &
dislikes of songs they
would like to select.
-Will select 2 songs

Content Standard: Instructional Strategies: Students will submit a list Homework assignment:
8.C1.4 Independence & of the positions they have Watch screencast of
ISTE: choice selected in a google doc me introducing Weebly
1 Differentiation: that is shared between
Anchor Standard: Students will be group members and me, Group Work:
Collaboration with grouped in a way that all and will have chosen their Group work and
peers groups have one of each 2 songs during the class. collaboration will be put
position type so their into their shared google
strengths are used. doc.
Connection to learning
goals:
Starting the project
process.

DAY 4
Learning Outcomes Learning Activities Assessment Technology
How do I, as a historian, Credible Source *lesson plan written by *lesson plan written by
create factual accounts of Workshop english department* english department*
history? The social studies &
english department will
Analyze ideas in the combine for a lesson
founding documents of where the english teacher
the United States. holds a workshop that
teaches students the
basics of credible
sources.
Content Standard: Differentiation: *lesson plan written by *lesson plan written by
8.C1.1 Utilizing a different english department* english department*
teacher will offer my
students a new view of
learning.

DAY 5
Learning Outcomes Learning Activities Assessment Technology
How do I, as a historian, Dissection of Song #1 Formative Assessment: Google Docs
create factual accounts of Students will dissect Google Doc
history? their first song by placing information update Weebly Portfolio
lines of the song into two
Compare the credibility of groups: statements of fact
secondary works of & filler words/phrases.
history.

Content Standard: Instructional Strategies:
8.SP4.4 Facilitator role officially
Anchor Standard: begins today.
Analysis of text Differentiation:
ISTE: Groups will have the
3,4,5,6 choice of highlighting
lyrics, cutting out lyrics, or
just making a list
Cooperative Learning:
Independence
Students must have all
the lyrics in the first song
divided into the two given
groups.
Students will make a blog
post that include details
of their daily
accomplishments.
Students will document
their groups information in
their shared google doc.
Students will post a blog
entry at the end of class
documenting their
personal progress
narrative.

DAY 6
Learning Outcomes Learning Activities Assessment Technology
How do I, as a historian, Research of Song #1 Formative Assessment: Google Docs
create factual accounts of Students will take the Google Docs
history? statements of fact they information update and Weebly Portfolio
identified from the Weebly blog post
Compare the credibility of dissection lesson & start
secondary works of researching if they are
history. fact or fiction. If fact, the
lyrics will stand. If fiction,
Evaluate historical they must research what
sources. was true.
Content Standard: Instructional Strategies:
8.SP4.4 Facilitator of fun
8.SP3.4 Differentiation:
Anchor Standard: Researchers will lead
Analysis of text, this portion, giving the
research students who are more
ISTE: analytical thinkers the
3,4,5,6 opportunity to shine
Cooperative Learning:
Student lead, research
Connection to learning
goals:
Students will start
forming and find the truth
behind the media.
DAY 7
Learning Outcomes Learning Activities
How do I, as a historian, Research of Song #1
create factual accounts of Students will take the
history? statements of fact they
identified from the
Compare the credibility of dissection lesson & start
secondary works of researching if they are
history. fact or fiction. If fact, the
lyrics will stand. If fiction,
Evaluate historical they must research what
sources. was true.
Content Standard: Instructional Strategies:
8.SP4.4 Facilitator of fun
8.SP3.4 Differentiation:
Anchor Standard: Researchers will lead
Analysis of text, this portion, giving the
research students who are more
ISTE: analytical thinkers the
3,4,5,6 opportunity to shine
Cooperative Learning:
Student lead, research
Connection to learning
goals:
Students will start
forming and find the truth
behind the media.
Students must update Students will document
their google doc with the their groups information in
information they are their shared google doc.
gathering and
researching throughout Students will post a blog
the class. entry at the end of class
documenting their
Students will make a blog personal progress
post that include details narrative.
of their daily
accomplishments.
Assessment Technology
Formative Assessment: Google Docs
Google Docs
information update and Weebly Portfolio
Weebly blog post
Students must update Students will document
their google doc with the their groups information in
information they are their shared google doc.
gathering and
researching throughout Students will post a blog
the class. entry at the end of class
documenting their
Students will make a blog personal progress
post that include details narrative.
of their daily
accomplishments.
 DAY 8
Learning Outcomes Learning Activities
How do I, as a historian, Dissection of Song #2 Formative Assessment:
create factual accounts of Students will dissect Google Doc
history? their first song by placing information update and
lines of the song into two Weebly blog post
Compare the credibility of groups: statements of fact
secondary works of & filler words/phrases.
history.
Content Standard: Instructional Strategies:
8.SP4.4 Facilitator role
Anchor Standard: Differentiation:
Analysis of text Groups will have the
ISTE: choice of highlighting
3,4,5,6 lyrics, cutting out lyrics, or
just making a list
Cooperative Learning:
Independence
DAY 9
Learning Outcomes Learning Activities
How do I, as a historian, Research of Song #2
create factual accounts of Students will take the
history? statements of fact they
identified from the
Compare the credibility of dissection lesson & start
secondary works of researching if they are
history. fact or fiction. If fact, the
lyrics will stand. If fiction,
Evaluate historical they must research what
sources. was true.
Content Standard: Instructional Strategies:
8.SP4.4 Facilitator of fun
8.SP3.4 Differentiation:
Anchor Standard: Researchers will lead
Analysis of text, this portion, giving the
research students who are more
ISTE: analytical thinkers the
3,4,5,6 opportunity to shine
Cooperative Learning:
Student lead, research
Connection to learning
goals:
Students will start
Assessment
Students must have all
the lyrics in the first song
divided into the two given
groups.
Students will make a blog
post that include details
of their daily
accomplishments.
Assessment
Formative Assessment:
Google Docs
information update and
Weebly blog post
Students must update
their google doc with the
information they are
gathering and
researching throughout
the class.
Students will make a blog
post that include details
of their daily
accomplishments.
Technology
Google Docs
Weebly Portfolio
Students will document
their groups information in
their shared google doc.
Students will post a blog
entry at the end of class
documenting their
personal progress
narrative.
Technology
Google Docs
Weebly Portfolio
Students will document
their groups information in
their shared google doc.
Students will post a blog
entry at the end of class
documenting their
personal progress
narrative.
 forming and find the truth
behind the media.

DAY 10
Learning Outcomes Learning Activities Assessment Technology
How do I, as a historian, Research of Song #2 Formative Assessment: Google Docs
create factual accounts of Students will take the Google Docs
history? statements of fact they information update and Weebly Portfolio
identified from the Weebly blog post
Compare the credibility of dissection lesson & start
secondary works of researching if they are
history. fact or fiction. If fact, the
lyrics will stand. If fiction,
Evaluate historical they must research what
sources. was true.

Content Standard: Instructional Strategies:
8.SP4.4 Facilitator of fun
8.SP3.4 Differentiation:
Anchor Standard: Researchers will lead
Analysis of text, this portion, giving the
research students who are more
ISTE: analytical thinkers the
3,4,5,6 opportunity to shine
Cooperative Learning:
Student lead, research
Connection to learning
goals:
Students will start
forming and find the truth
behind the media.
Students must update Students will document
their google doc with the their groups information in
information they are their shared google doc.
gathering and
researching throughout Students will post a blog
the class. entry at the end of class
documenting their
Students will make a blog personal progress
post that include details narrative.
of their daily
accomplishments.

DAY 11
Learning Outcomes Learning Activities Assessment Technology
How do I, as a historian, Board Setup Formative Assessment: Google Docs
create factual accounts of Students will take the 1 complete board
history? information they have Weebly Portfolio
been gathering & put
Engage in a project to together & poster board.
inform others.

Construct a cohesive
presentation.
Content Standard: Instructional Strategies:
8.C1.4 Facilitator of Fun
ISTE Differentiation:
4,6 The creative lead of the
Anchor Standard: group will take the reigns
Creativity, cohesive for this portion, giving
explanations them the chance to shine
and the others to fall in
line.
Cooperative Learning:
Student leader
Connection to learning
goals:
Creation
At the end of the class,
each group will have
needed to complete their
first board with their first
songs fact check
information.
Students will document
their groups information in
their shared google doc.
Students will post a blog
entry at the end of class
documenting their
personal progress
narrative.

DAY 12
Learning Outcomes Learning Activities Assessment Technology
How do I, as a historian, Board Setup Formative Assessment: Google Docs
create factual accounts of Students will take the 1 complete board
history? information they have Weebly Portfolio
been gathering & put
Engage in a project to together & poster board.
inform others.

Construct a cohesive
presentation.

Content Standard: Instructional Strategies:
8.C1.4 Facilitator of Fun
ISTE Differentiation:
4,6 The creative lead of the
Anchor Standard: group will take the reigns
Creativity, cohesive for this portion, giving
explanations them the chance to shine
and the others to fall in
line.
Cooperative Learning:
Student leader
Connection to learning
goals:
Creation
At the end of the class,
each group will have
needed to complete their
second board with their
first songs fact check
information.
Students will document
their groups information in
their shared google doc.
Students will post a blog
entry at the end of class
documenting their
personal progress
narrative.
 DAY 13
Learning Outcomes Learning Activities Assessment Technology
How do I, as a historian, Wrap-Up Formative Assessment: Google Docs
create factual accounts of Final touches, Individual group
history? research, additions, and meetings Weebly Portfolio
questions.
All of the above.

Content Standards: Instructional Strategies On the final day of the Students will document
8.C1.1 8.C1.4 Resource creative portion of the their groups information in
8.SP4.4 8.SP3.4 Differentiation: project, I will meet with their shared google doc.
Each group will have each group to go over
ISTE: the chance to individually any final questions or Students will post a blog
1-6 bring up any personal concerns they have entry at the end of class
points of concerns that I moving into the concert documenting their
Anchor Standard: can help address. next class. personal progress
Creativity, analysis, narrative.
reflection, research,
collaboration

DAY 14
Learning Outcomes Learning Activities Assessment Technology
How do I, as a historian, Concert Summative Assessment: Performance equipment
create factual accounts of Music Department will Presentation/teaching from music department.
history? perform a song, group assessment
who fact checked the
Engage in a project to song will present their
help and inform the board and teach their
community. information after the
song, repeat.

Content Standard: Instructional Strategies Students will be graded Performance equipment

8.C1.4 Observer, grader, based on their from music department.
ISTE: student presenting/teaching of the
7 Cooperative Learning information they have
Anchor Standard: Presentation, teaching been analyzing and
Presentation researching, the summary
of their entire project.
 DAY 15
Learning Outcomes Learning Activities Assessment Technology
How do I, as a historian, Reflection Summative Assessment: Google Docs
create factual accounts of Students will reflect on Quick write and final
history? project by doing a 25 discussion
minute quick write on
Reflect on your final what they learned and
project/presentation. what skills they gained.

Reflect on what skills you

gained and what you
learned.

Content Standard: Instructional Strategies: Students will do a 25 Quick write will be typed
8.SP3.4 Teacher minute quick writing in google on their
Anchor Standard: assignment that will chromebooks and
Reflection Connection to learning answer the question “How submitted as the final
goals: did I, as a historian, reflection grade.
Tying up all the loose create factual accounts of
ends to the project and history?” that will lead into
making it all come full a classroom discussion
circle. answering that question.

Sustaining the Project & Innovation

This project will create innovation in my classroom and within my students due to its
focus on creation. From the very beginning of the project, students will be learning how
to create accurate accounts of history, while analyzing and using critical thinking in a way
that relates to the: through music and pop culture. This transforms student learning and
teaching by expanding it in so many different directions. After my first project attempt, I
plan on proposing this same project to other departments to encourage creativity and
credible source finding. This will make the outreach great if the music department can
collaborate with other disciplines and recreate a similar project.