Humanities content areas of social studies (history, social sciences, and geography), the arts (visual and performance), and English/ELA (reading, writing, and oral language), can be taught using a variety of methods of instruction. Three common methods incorporated into humanities instruction are project-based, inquiry-based, and Socratic Seminar.

Project-based learning teaches content through meaningful real-world problem solving and application. Project-based learning increases motivation and student investment, engages the student with hands-on experiences, and provides a different medium for students to demonstrate mastery of content standards. Project-based learning also builds critical thinking, creativity, and communication skills, all of which are necessary for our students to succeed beyond the classroom.

Part 1: Handout

Create a visually appealing project-based handout as a professional development resource for new teachers at your school. This handout will explain project-based learning and its effectiveness with cross-disciplinary instruction in humanities content areas.

Your project-based handout must include:

• Detailed description of project-based learning, how it can link prior content knowledge, and make connections to students’ experiences.
• One example of a humanities learning experience that develops student knowledge and skills in cross-disciplinary contexts.
• Two examples of digital resources that would assist in implementing project-based learning methods.
• Graphics and color to make the handout visually appealing and easy to follow.

Part 2: Reflection

Along with your project-based handout, include a 250-500 word reflection on the importance of including project-based learning as an instructional method including:

• How project-based instructional methods are well-suited to cross-disciplinary instruction in humanities content areas.
• How you will implement project-based learning in your future professional practice.