California Career and Technical Education Standards

• ED.A.A1.1 Know significant historical architectural and structural projects and their effe...
• ED.A.A1.2 Understand the development of architectural and structural systems in relation t...
• ED.FS.11.0 Demonstration and Application
• ED.FS.3.7 Understand the nature of entrepreneurial activities.
• ED.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• ED.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
• ED.FS.7.1 Understand the qualities and behaviors that constitute a positive and profession...
• ED.FS.7.2 Understand the importance of accountability and responsibility in fulfilling per...
• ED.FS.7.3 Understand the need to adapt to varied roles and responsibilities.
• ED.FS.7.4 Understand that individual actions can affect the larger community.
• ED.FS.8.2 Understand the concept and application of ethical and legal behavior consistent ...
• ED.FS.8.3 Understand the role of personal integrity and ethical behavior in the workplace.
• ED.FS.9.1 Understand the characteristics and benefits of teamwork, leadership, and citizen...
• ED.FS.9.2 Understand the ways in which preprofessional associations, such as SkillsUSA, co...
• ED.FS.9.3 Understand how to organize and structure work individually and in teams for effe...
• ED.FS.9.4 Know multiple approaches to conflict resolution and their appropriateness for a ...
• ED.FS.9.5 Understand how to interact with others in ways that demonstrate respect for indi...

California Academic Content Standards (Reinforced)

• ELA.9-10.LS.C.1.1 Formulate judgments about the ideas under discussion and support those judgments...
• ELA.9-10.LS.ODOC.1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and a...
• ELA.9-10.LS.ODOC.1.8 Produce concise notes for extemporaneous delivery.

• Project Presentation - Assessment

  Each team will present their time period of Architectural Styles through a powerpoint presentation.  The entire group will be at the front of the room and teacher will control the powerpoint from the teacher workstation.  Students will indicate when it is time to move to the next slide.

  Typically, the student who researched the particular style being presented, will present the information.  However, this will depend on how the team structured their research and compilation of the project.  For example, if the team divided the work based on different topics of each style then the entire group would participate in the presentation of each style.  Regardless of how they chose to break it down, all students in the group should be familiar with all styles in the time period and be prepared to answer questions. There are a lot of similarities within the time period so this shouldn't be difficult.

  Each team member will have a copy of the powerpoint - with notes attached. (see Powerpoint to Word Sample below) that was submitted as the final. They may also have notecards or props to refer to.  However, they must present by looking at their audience and pointing out features, they may not just read their notes.

  At the conclusion of each style presentation in the time period presentation we pause so students can clarify information and ask questions. Each complete Time Period presentation takes about 1 class period of 90 minutes. (about 5 minutes per style)

  • Power point to Word_Sample.docx [ Download ] Sample Styles project sent to MS Word
• Students not presenting (audience) - Other

  The audience will each have a copy of the Powerpoint presentation (without notes) so they can follow along with the presentation. This can be printed out from final copy submitted by team captain.  I print it back to back - 6 slides per page to save paper.

  Students will also have a packet for each time period.  This packet contains a worksheet for each style being presented that they will fill in with information provided in the presentation.  At the conclusion of each style presented students will have time to ask questions and get clarification for information they didn't hear in the presentation.  Students are responsible for obtaining all information needed to fill in the packet and presentors are responsible for supplying the information.

  See Packets below for the four time periods - I copy these back to back and hand out to students who are not presenting.  Students are expected to fill them in during the presentation and ask questions about information that was not provided.  I check these for completeness.

  While students are doing this I am following along with a copy of the Powerpoint with notes attached to evaluate their presentation for information

  • Other Countries That Influence America.doc [ Download ] Packet for student audience to complete
  • 18th Century America.doc [ Download ] Packet for student audience to complete
  • 19th Century America.doc [ Download ] Packet for student audience to complete
  • 20th Century America.doc [ Download ] Packet for student audience to complete
• Peer/Instructor Evaluation - Assessment

  Students in the audience will also be completing a Peer Evaluation for the team that is presenting with a rubric supplied to them.  I  color code each team peer evaluation sheets making it easier to track and grade. At the beginning of the presentation, each student is give the Styles Project Peer Evaluation handout (see below) to complete at the end of the presentation.  This is an evaluation the entire team.  All they have to do is circle numbers for each catagory listed.

  Students on the presenting team are given the Styles Project Independent Grading handout.  They need to evaluate each member of their team by giving them points for their participation.

  Grading Process:

  The evaluation that each student submits are tallied and averaged out of 100 points. I also fill in the same evaluation for 100 points.  The two scores out of 100 are averaged for the team score. ( 50% peer / 50% teacher).  Each member of the team gets the same score.  I then look at the Independent Grading and tally those score and give the student a percentage out of 100.  I add their team score,average again and that is their final grade on the project.  It comes out pretty fair becausethey are evaluated by their peers as well as the teacher so no one can say that you played favorites.

  • Styles Project_Peer Evaluation.doc [ Download ] Student audience Peer Evaluation of presenting team
  • Styles Project_Independent Grading.doc [ Download ] Team evaluation of team members (including themselves)
  • Group Learning Project Rubric: Process [ View Image ] [ Download Original ] An evaluation tool for grading an individual student within a small group for participation, shared responsibility quality of interaction, and roles within the group.