Capstone Project Title
This capstone paper and project seek to answer the question: How can the Minnesota Historical Society’s History Day program be differentiated and adapted for sixth-grade students? Feedback from teachers has found that there is a level of difficulty in the implementation of the project-based learning program, History Day, at the sixth-grade level. Sixth-grade is the group with the lowest participation in the program, and therefore has the fewest grade-appropriate resources available. The website designed for this capstone project focuses on interweaving the theories of Gloria Ladson Billings’ culturally relevant pedagogy to connect the History Day projects with working towards equity in the classroom. Through the work of Ladson Billings and the research from PBLWorks, I discovered that project-based learning projects can be excellent tools to assist in creating an equitable environment in the classroom. For that reason, this website intends to provide resources and information that can assist teachers in the implementation of History Day in their sixth-grade Minnesota Studies classroom. In addition to utilizing the culturally relevant pedagogy framework, this website grounds the History Day projects in Native American history; the goal being to further assist teachers in not only meeting Minnesota sixth-grade social studies standards, but also to strive towards incorporating more culturally authentic and representative material to meet gaps found by the Restoring Our Place report that was put out by the Understanding Native Minnesota campaign in 2022.
Achievement, Project-Based Learning
Crook, Hannah, "History Day: Adapting the Program for the Sixth-Grade Classroom" (2022). School of Education and Leadership Student Capstone Projects. 863.
School of Education Student Capstone Projects