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The purpose of this research was to create a theoretical lesson plan to teach the French Revolution, and specifically the March on Versailles, to secondary-level (middle and high school) students. This lesson plan incorporates a simulation of the March on Versailles for students to participate in as a supplement to their usual lesson, and as a different and engaging method of learning. For the purposes of this honors thesis, the research and information gathered was split into four individual sections: a pedagogy, a historiography, a series of short biographies, and a script which is accompanied by a short film of the dialogue. These four parts would work together in order for an instructor to easily build either a simple, short, one-class lesson or a multi-lesson project for their students. The parts combine research into educational studies and research on French Revolutionary history in order to encompass all aspects of a lesson. The goal of such research into a potential lesson plan would be to create a history lesson which is more interesting to all students, especially those who struggle to find enjoyment in history. Moving forward, this theoretical lesson would be put into practice with middle or high school students in order to gauge their interest and engagement with the subject before and after a simulation in their class.
ContributorsNun, Taylor Jaylene (Author) / Thompson, Victoria (Thesis director) / Harris, Lauren (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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The beginnings of this paper developed from the initial question of: how can tribal nations create private economies on their reservations? Written and researched from an undergraduate student perspective, this paper begins to answer the question by analyzing the historical and current states of Indian Country's diverse tribal economies. Additionally, this paper will identify various tribal economic development challenges with a specific emphasis on education attainment as a key factor. Then, a solution will be presented in the form of a tribal business program modeled within the W.P. Carey School of Business at Arizona State University located in Tempe, Arizona. The solution is grounded in the idea that a highly qualified workforce is the best resource for economic development.
ContributorsTso, Cora Lee (Author) / Miller, Robert (Thesis director) / Hillman, Amy (Committee member) / School of Politics and Global Studies (Contributor) / American Indian Studies Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Most grading done at high schools in the United States results in a single grade for a single class on a report card or transcript. A single number or letter lacks context and cannot effectively communicate a student’s proficiency in content or skills. Altering or expanding a school’s grading scheme may originate at the district or school level, but that is not where the work is done. A student’s grade is often solely constructed by the individual teacher for the individual class. As such, any change to an assessment system must start with teachers. This action research project was designed to involve teachers in an innovation investigating the utility and efficacy of using a competency-based assessment system to assess the school’s core skills of collaborating, communicating, observing, questioning, speculating and hypothesizing, evaluating, and applying knowledge. The complimentary study associated with the research questions analyzed faculty attitudes, self-efficacy, and collaboration during the innovation. Quantitative data was collected from a single survey taken at three different times throughout the study. Qualitative data was collected from two focus group interviews and seven individual interviews. The results of the study highlight the important role of student feedback, the tension between a latent versus active curriculum, the need for flexibility when working with faculty, and the promise of professional learning communities. Finally, implications for practice and suggestions for further study and next steps are discussed.
ContributorsPhillips, Paul (Author) / Harris, Lauren (Thesis advisor) / Kurz, Alexander (Committee member) / Balossi, Matthew (Committee member) / Arizona State University (Publisher)
Created2022