All grades  Project 4 weeks

Board Game Bonanza: Pitch & Play!

Anna K
7.W.1.A
7.RI.1.A
7.RI.1.D
7.SL.2.A
7.SL.2.B
+ 17 more
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Purpose

The purpose of this project is to engage students in a collaborative and creative process that allows them to explore historical events in the United States from the 1780s to 1861 through the creation of a board game and a Shark Tank-style presentation. Students will develop critical research and communication skills as they gather and analyze sources, and present their findings both visually and verbally. By working in groups, students enhance their teamwork abilities, make informed decisions, and refine their ability to convey historical narratives effectively. This project encourages students to connect past events to their modern implications, fostering a deeper understanding of American history.

Learning goals

The primary learning goals for this project include developing skills in critical analysis and research to draw informed conclusions about historical events between the 1780s and 1861 and their impact on American citizens. Students will apply these skills in crafting a comprehensive board game that incorporates accurate historical narratives and well-defined rules. By engaging with community partners like the Missouri History Museum, students will gain deeper insights and connect their learning to real-world contexts. Additionally, through collaboration and group presentations, students will refine their communication skills and capacity for self-directed learning.
Standards
  • [Missouri] 7.W.1.A - Conduct research to answer a question; gather relevant sources, print and digital; integrate information using a standard citation system.
  • [Missouri] 7.RI.1.A - Draw conclusions, infer and analyze by citing several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • [Missouri] 7.RI.1.D - Explain the central/main idea(s) of a text and explain the relationship between the central idea(s) and supporting evidence; summarize the text distinct from personal opinions.
  • [Missouri] 7.SL.2.A - Speak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose and audience when presenting including volume at an understandable pace.
  • [Missouri] 7.SL.2.B - Position body to face the audience when speaking and makes eye contact with listeners at various intervals using effective gestures to communicate a clear viewpoint.
  • [Missouri] 7.SL.2.C - Plan and deliver appropriate presentations based on the task, audience and purpose including multimedia components in presentations to clarify claims and findings and emphasize significant points.
  • [Missouri] 7.W.1.A - Conduct research to answer a question; gather relevant sources, print and digital; integrate information using a standard citation system.
  • [Missouri] 7.RI.1.A - Draw conclusions, infer and analyze by citing several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • [Missouri] 7.RI.1.D - Explain the central/main idea(s) of a text and explain the relationship between the central idea(s) and supporting evidence; summarize the text distinct from personal opinions.
  • [Missouri] 7.SL.2.A - Speak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose and audience when presenting including volume at an understandable pace.
  • [Missouri] 7.SL.2.B - Position body to face the audience when speaking and makes eye contact with listeners at various intervals using effective gestures to communicate a clear viewpoint.
  • [Missouri] 7.SL.2.C - Plan and deliver appropriate presentations based on the task, audience and purpose including multimedia components in presentations to clarify claims and findings and emphasize significant points.
  • [California] 8.5.3 - Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties.
  • [California] 8.6.1 - Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
  • [California] 8.6.3 - List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).
  • [California] 8.6.4 - Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.
  • [California] 8.6.6 - Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
Competencies
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.

Products

Throughout this project, students will collaboratively design and create a historically-themed board game, complete with a map, rules, and a comprehensive lore book. This game will encapsulate key historical events and figures from the United States between the 1780s and 1861, integrating research findings and textual evidence. Each group will also produce a polished Shark Tank-style presentation to pitch their game concept, demonstrating clear communication and multimedia integration. These products will be showcased in a gallery walk exhibition, inviting feedback and engaging the school community, including peers and families, in meaningful dialogue about historical impacts.

Launch

Kick off the project by having students explore and play a variety of board games to analyze their components, rules, and storytelling aspects. Host a group discussion to reflect on how each game captures narratives and engages players, focusing on tying historical themes to gameplay mechanics. Use this exploration as a brainstorming session for students to generate initial ideas for their own board games, inspired by events from the United States between the 1780s and 1861.

Exhibition

Students will participate in a gallery walk where groups will present their board games and deliver their Shark Tank presentations to peers, teachers, and family members. Each group will have a designated station to display their board game, including the map, rules, and lore book. Attendees will have the opportunity to engage with the games and ask questions, allowing students to practice effective communication and showcase their critical thinking and problem-solving skills. This exhibition will foster a collaborative community atmosphere and provide a platform for students to celebrate their learning and creativity.