This project is intended to be an activating project for the Civil War.  Students will each be assigned a battle to research and essentially become the expert on the battle through the creation of a technology based project as well as a battle poster.  After the completeion of the posters they should be displayed within the classroom in chronological order.  This will allow the classroom to see the turning of the tide during the Civil War.  Image retreived from History.com on 2/27/19.https://www.history.com/topics/american-civil-war/american-civil-war-history 

Students will examine the Irish Potato Famine through the lens of data.  Creating, transforming and analyzing different data visualizations will give students an opportunity to utilize real world STEM skills in a traditional social studies class, without compromising the nature of understanding the historical narrative.

Younger school age period ( 7-11 years ) has a significant impact on human life as it both leaves permanent marks and shapes the future life of an individual. Children have a strong desire and motivation to explore the world they live in. The feeling of wonder constitutes the source of their learning motivations. It is thought that this project will comprise a basis and give different ideas for the development of child-centered disaster management plans which includes what to do before, during and after disasters. By the project, in which field screening method was used, younger school age children’s levels of the knowledge and awareness about natural disasters were studied and analyzed. This project was carried out for children to learn about natural disasters, to overcome the fear of natural disasters, and to realize that precautions will save their life and they are not likely to get harm if the necessary precautions are taken. It was carried out with 41 partner schools from 4 countries. 750 students participated in the project. First of all, a pre-questionnaire was applied to the students, and their level of knowledge about natural disasters was measured. Together with the partner school teachers, the deficiencies were determined by a questionnaire applied to the schools and a common plan was prepared as it was aimed to reach all the students. Technological and traditional methods have been blended to create permanent learning for the students and their surrondings to learn the emergency numbers. Different activities have been designed that will attract students attention about the common worlwide disasters, and necessary environments for learning by practising&experience have been created. The results of teacher, parent and student questionnaires carried out after field excursion&observation activities were compared with the pre-questionnaire results.Having analysed the questionnaires in which the Likert scale was used, it was seen that the goals were reached.