- "I'm glad we had a chance to do this project because it showed everybody their strengths and weaknesses, and next time we have something more to expect from ourselves."
- "I liked the Expansion unit because you can do your project on what you're good at."
- "I did not feel boxed in."
- "I liked the variety—learning in more ways than just a book. We got to do all sorts of different things so it was never boring and always fun. It's also good to listen to music while you work, which we did a lot."
How does a high school social studies teacher get such positive reactions from students? The answer is simple: Make learning fun and challenging, and allow students to make choices so that what they do is meaningful to them.
I have taught social studies since the mid-1970s, using many hands-on activities. It was natural for me to be interested both in Howard Gardner's (1983) theory of multiple intelligences and in project-based learning (Wolk 1994). The next step for me was to combine the two concepts in the classroom.
I currently teach American history (both general and honors levels) at Poinciana High School located near Disney World in Orlando, Florida. The student population of approximately 1,600 is quite diverse—and I am always looking for ways to hook all students on learning. One way to do this is to teach the students themselves about Gardner's theory (1983). Through interviews, surveys, and questionnaires over several years of using a multiple intelligences approach, I have discovered that the students have successfully learned not only historical information, but also a great deal about themselves. I believe that the theory of multiple intelligences offers hope to all students that they will be valued for their unique qualities, that they can succeed in their own way, and that they can have a successful future. Teachers can play a significant role in empowering young people to effectively use their intelligences (Black 1994).
Using a Personal Inventory of Strengths
To teach the students about multiple intelligences, I begin each school year with "get acquainted" activities, including a personal inventory called "Identifying Your Multiple Intelligences" (History Alive! 1995). Using this tool, students assess their own areas of strength and weakness. Students are quite interested in this new perspective on intelligence.
The personal inventory is not intended to be a scientific tool, but rather a reference point for both the teacher and the students. Using what they discover from the inventory, students regularly have opportunities to use their multiple intelligences, which motivates them and gives them the self-confidence to be successful (Smerechansky-Metzger 1995).
Activities in American History class vary from unit to unit. Some units of study include a variety of daily classroom activities, with the goal of accommodating an array of thinking and learning styles, teaching approaches, and assessment methods (Sternberg 1994). Because our school has block scheduling, we have wonderful opportunities to use cooperative learning activities. Other units involve project-based learning. One project-based unit has provided students with a particularly meaningful learning experience.
Choosing a Project
A key element of this project-based unit is choice. Students choose topics they are interested in and have a wide array of choices to display their understanding of historical time periods (Seigel and Shaughnessy 1994). As they conduct research on the topics, students not only gain valuable research skills, but also use the information to develop a project through which they can share what they have learned with the class. They not only become experts on their individual topics but also learn from the other presentations. In addition, setting goals for the unit using the theory of multiple intelligences broadens students' learning opportunities (Smerechansky-Metzger 1995). As Gardner stated, "There's no reason why everyone has to learn history . . . in the same way" (Steinberger 1994).
I have used this unit plan for a historical period I call the "Expansion Era," between the late 18th century and the middle of the 19th century. During this time, the United States was rapidly expanding geographically and establishing its identity as a nation politically, socially, economically, and culturally. This time period provides a wealth of topic choices for the students.
I begin by providing the class with a list of 65 topics (plenty of choices for a class of 35 students). Next, we begin the research portion of the unit. I give students the option of changing their topic during the first day we do research. However, they must choose a topic that has not already been claimed by a classmate so that there is no duplication of topics within each class.
Conducting Research and Planning Projects
Several class periods are allotted for students to complete their research in the media center. They then compile their reference lists and attach the notes they have taken on each source. Together, the students and I evaluate these materials as part of the research component of the unit. Using the research information and the evaluations, students then develop their projects. I provide a project planning form, which gives them many choices of formats and allows me to guide each student individually. It is always exciting to see students use their creativity to develop their own project plans.
At this point, students take responsibility for completing their projects on their own time. Through classroom activities, students gain a better understanding of the Expansion Era, and they complete outside reading assignments to provide them with a broad view of this historical period.
Presenting Projects
- Writing and performing a skit about the Lewis and Clark Expedition (verbal-linguistic and interpersonal intelligences).
- Painting watercolors of birds and other wildlife for a project on John J. Audubon (visual-spatial intelligence).
- Creating a working telegraph (logical-mathematical and bodily- kinesthetic intelligences).
- Developing a board game (visual-spatial).
- Delivering a eulogy of Davy Crockett (interpersonal).
- Becoming a historical figure and speaking to the class "in character" (intrapersonal, verbal-linguistic, and interpersonal intelligences).
- Creating pop-up storybooks (verbal-linguistic and visual-spatial).
- Puppet shows (visual-spatial and interpersonal intelligences).
- Creating an employment advertising poster (visual-spatial intelligence).
One student studied the Erie Canal and made a model canal out of a piece of gutter with Plexiglas attached along the sides of the length of the gutter and at intervals to simulate locks. A small toy boat with a passenger (which capsized several times!) went through the locks. When the presentation was over, the class really understood how a canal operates.
A student who chose the Abolitionist Movement spoke to the class about the Underground Railroad and important individuals in the movement. She concluded by reading a poem she wrote, "From Slave to Somebody" (see box). It was a moving experience for everyone in the room.
From Slave to Somebody
by Yolanda Cayasso, student at Poinciana High School in Kissimmee, Florida
From Slave to Somebody
I've been living on the plantation since I was captured at five, Me and what's left of my family struggling to stay alive. My mother died on the journey and my sister was sold, They bought other families for a few pieces of gold. Ever since that day I've been working the field, Picking cotton, hoping my blistered fingers would heal. My back scratched and scarred from the master's whip, My lips puffy and swollen from a busted lip. But when all is dark and the horizon has swallowed the sun, I break away from my shackles and, without looking back, I run. With dreams of liberty, I follow the North Star, Hoping my freedom is not too far. With long nights of walking and sleepless days, I finally find my place, where I am accepted regardless of race. Doing what's right, I fight for others' freedom, Speeches and petitioning, hoping I will be the one to lead them. Along my side, Frederick Douglass, Harriet Tubman, fighting with haste, Writing and publishing with no time to waste. Place after place, slaves start to rebel, Where it will lead us, only time can tell. Knowing I fought, I will go to my grave, Feeling confident about the future I've helped to pave.
One young man chose Alexander Hamilton as his topic. He created an outstanding comic book about the conflict between Hamilton and Aaron Burr, using his visual-spatial and verbal-linguistic intelligences. Students have written original musical compositions and have performed them for the class (musical intelligence). Others have written journals, using their intrapersonal intelligence to reflect on the information they have gathered.
Evaluating and Grading Projects
- "I chose my project because I really like to make things. I do see a relation in this project and my multiple intelligences since both logical-mathematic and bodily-kinesthetic go hand in hand when it comes to making things."
- "I'm not very good at most of your choices [on the project planning form] and I was able to make up something I was good at."
- "Great! Freedom of expression and control! My strongest intelligence level was used on the poster. I let my art speak for me."
- "I got to do what I want, not what the teacher wanted. I chose that project because I like pictures to go with words."
- "Giving us the choice of our own topic allowed us to research something we're interested in."
Adult life is made up of a series of projects. Giving students the opportunity to complete a project allows them to experience the real world. They work on topics of interest to them and create projects that enlist their strengths, as do real-life projects (Wolk 1994). As students learn from their own projects and those of their classmates, they gain important insights about themselves and their abilities. They begin to think metacognitively. They learn how to apply their creativity to a formal process and bring it to completion. They learn that there is more than one way to be successful. They learn that they are unique and valuable as individuals with a great deal to offer society.
