My students come from a variety of backgrounds that shape their learning experiences and contribute to that of their peers. Like many students, mine are excited about the hands-on and innovative approaches to their learning in order to not only comprehend the concepts they need to know but to have fun while doing it.
My students also strive to find new ways of incorporating alternative methods to our lessons that make them relatable to what interests them and to ensure that those lessons have a lasting impact beyond the current school year.
The resources provided through this project will be used for a cross-curricular lesson incorporating STEM, history, and financial literacy in my Special Topics in Social Studies course over American Amusement Studies. In this course, my students explore the history of American entertainment from performances, like the circus or broadway, to motion pictures and music, and attractions like theme parks, analyzing their history and impact on popular culture.
This project will provide an interactive lesson for my students as we research the history of theme parks and their attractions.
The students will work collaboratively using their STEM skills to build the thrill ride or projector kit they selected. After building it, the students will research and create a short presentation over, how much their thrill ride or magic lantern projector show would cost to build and operate. The students using their business and financial literacy skills would then calculate how much they would charge for their attraction and when they would break even. Alongside this research, the students would also select a real-world theme park, researching its history and development. With this research, the students will then present to the class their creation and how they would operate their ride or show and how it compares to the real-world example they selected.
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