PBL Instructions

Migration is a key theme in world history. Migration processes and patterns provide an entering point, or lens, into broader world history narratives. This can be a powerful tool in the classroom, starting with local examples and drawing connections between familiar narratives, such as migrant communities in Cleveland, to world history themes. Historian Tiffany Trimmer does this exceptionally well. See Trimmer’s 2018 article “Relatable World History: Local-Global Migration Histories of La Crosse, Wisconsin, the Malay Peninsula, and Barbados (ca 1620s–1930s)” in World History Connected. Trimmer’s “bottom-up” approach to world history is a model that works well in Northeast Ohio and especially Cleveland. Think of all the local migration stories available as you develop your PBL assignment, from the Cleveland Cultural Gardens, to objects in the Cleveland Museum of Art and contemporary narratives of migration and the city (see this 2020 City Club of Cleveland event).

For students in CSU’s Global Interconnections course, the background reading for this project is Patrick Manning & Tiffany Trimmer, Migration in World History. Manning and Trimmer provide an excellent overview of world history methods using migration as a framework. This ebook is available in Cleveland State University’s Michael Schwartz Library at this link for CSU students: https://scholar.csuohio.edu/record=b3690137. 

Instructions

Each PBL Lesson Plan on Migration in World History follow these guidelines:

1. Create a Project-Based Learning lesson for 15-20 students. You must choose the number and length of class sessions and make this clear in the procedure.
   1. For tips on creating a PBL lesson see Jenny Pieratt’s “How to Create A Project Based Learning Lesson at https://www.cultofpedagogy.com/project-based-learning-lesson/.
   2. For videos about PBL projects in action see these “Gold Standard PBL Videos” from PBL Works https://www.pblworks.org/gold-standard-pbl-videos
2. Each activity should contain
   • alignment with at least 1 Ohio State Content Statement from the ODE Model Curriculum for Social Studies
     • this can be any content statement, but it must have connections to migration in world history
   • assessment of at least 1 historical thinking skill (see SHEG site for resources)
   • at least 1 formative assessment and 1 summative assessment (see this overview from the Eberly Center: https://www.cmu.edu/teaching/assessment/basics/formative-summative.html
   • final product and plan to share that product
3. Review the PBL assignment rubric: http://bit.ly/3c3wC8x. This rubric is how your project based lesson will be assessed. It also models how you can have formative and summative assessments on the same rubric.
4.  Your outline should be the procedure of your lesson plan with all the required elements in #2 above. Use a template that is useful to you, like the ones provided by CSU’s College of Education and Human Services Office of Field Services, the MUST program, or use a model like this lesson plan from Naomi Randt on Social Studies@CSU (https://socialstudies.clevelandhistory.org/anti-war-lesson-plan/)
5. Students will have the option of revising their lesson plan for publication on EngagedScholarship @ CSU or this ebook. Contact the instructor if you are interested.