PBL+Exceptional+Entry+Events

= PBL - Exceptional Entry Events, Tantalizing Titles and Dynamic Driving Questions =

=== Creating an exceptional entry event is essential in stimulating your students' curiosity and beginning the inquiry process. But what constitutes an exceptional entry event?===
 * ===A tantalizing title draws attention to the project. But what is a good tantalizing title?===
 * ===The driving question keeps inquiry going. But what is a good driving question?===
 * ===Finding field experts gives authenticity to the project. But who is a good field expert for your project?===
 * ===Using a variety of student-created products provides evidence of student learning. But what products do you use?===
 * ===Here are some ideas to get you started.===

[|From the Desk of Wu Di.docx] || ** Secrets of The Silk Road ** || How can we increase our understanding of the Silk Road appreciate the culture of ancient Asia? || Experts from the China Society || google map of Silk Road, podcasts, journal entries, images of key people, charts || [|JAdamsonSlavery.pdf] || ** The Bill of Rights Frees the Slaves! ** || How can we increase our appreciation of personal freedom by studying the Bill of Rights? || Experts from National Archives, NY Supreme Court Judges, Law professors, NYC Historical Society, the Library of Man || Handbills (fliers), podcasts, (public service announcement, radio commercial, interview), dramatic reenactment || [|AbigailAdams2John.pdf] || ** The Bill of Rights Gives Women the Right to Vote! ** || How can we increase our appreciation of personal freedom by studying the Bill of Rights? || Experts on Women's Suffrage from the National Archives, || Handbills (fliers), podcasts, (public service announcement, radio commercial, interview), dramatic reenactment ||
 * == Grade == || == Topic (Start with the End in Mind) == || == Exceptional Entry Event == || == Tantalizing Title == || == Dynamic Driving Question == || == Experts == || == Products == ||
 * Elementary || China: Understanding the Economic, Political and Social Impact of the Silk Road on the People of its Time. || ** Letter **: Wu DI's letter
 * Middle School || US Government: Understanding the Bill of Rights || ** Letter: ** John Adams' letter to Washington and Jefferson suggesting that the Bill of Rights include an article that frees the slaves.
 * Middle School || US Government: Understanding the Bill of Rights || ** Letter: ** Actual text of Abigail Adams' letter to John Adams, requesting that he include woman's suffrage in the US Constitution.
 * MIddle School || US Government: Understanding How Laws Protect the People || ** Sentence Strips: **Students are given the names, age, occupation and date of death of 12 victims. They then brainstorm about what the names have in common. A "T" chart is used. Based on their observations, they begin to explore the tragedy. || ** Fire! How Tragedy Sparked the Great Revolt for Workers' Rights ** || How can we build a society that protects its weakest members? || Ruth Spiegel, [|http://rememberthetrianglefire.org]/

Cornell ILC's site [] ||  ||