Part of this year's Project Based Learning (PBL) focus in history involved a group of Lang ninth and tenth graders. Many were new to Lang, and all were new to my Upper School history class. The students were tasked with starting their journey and creating an ancient civilization between Thanksgiving and the Winter Break. This world-building project connected historical research, teamwork, and an imaginative PBL component. The project required them to use the SPICE—Social, Political, Interaction with the Environment, Cultural, and Economic aspects of civilizations—model as an analytical frame for their work. This project called for inquiry into the development of a number of early civilizations and asked students to draw on the complexities of these ancient societies and their own insights about them in order to design a novel civilization.
Within groups, each student chose an ancient civilization to research—Harappa, Egypt, Babylon, and Phoenicia. The information gained through this process became the foundation for the planning stage of their own ancient civilization. Working in two groups of four, students compared historical societies while uncovering the secrets of their achievements, sustainability, and impact on successive civilizations. By analyzing these civilizations through the SPICE framework, students were able to identify a number of essential elements that allowed these civilizations to thrive. For example, Harappa and its urban planning, Egypt's religious beliefs and how these beliefs shaped society and culture, the political systems and the written laws of Babylon, and the Phoenicians and their navigational abilities and dominance in trading in the ancient Mediterranean world.
Creativity and Collaboration
Students then moved into the project's second stage with their newly acquired knowledge and set out to create an ancient civilization. With historical insight, an understanding of the critical role of geography and natural resources, and their own creativity and collaboration skills, students began to make something out of “nothing.” With a scaffolded list of objectives to accomplish, students focused on completing the various project requirements. This included a map of the empire, a capital city with a public works system and buildings of significance, a unique religion and system of governance, relevant jobs (often informing social class) related to geography and culture, and the creation of a written language with original text and translation.
This PBL assignment allowed students to both work independently and collaboratively to achieve their group’s goals. An example would be one student sketching a map of their empire while another focusing on resources and natural barriers, which could impact relationships with surrounding civilizations.
As their teacher, I was focused on providing feedback on both the key aspects of the project’s academic focus and on the skills that students needed to draw on to complete the work. Students also engaged in self-assessment throughout the project. Ella and Hendrix noted their enjoyment of working within a group. George observed that working together allowed students to bounce ideas off of each other. Lily agreed with this notion while also commenting that overcoming these challenges was hard at first, but got easier over time given the repeated practice of working within the group during the multi-week project. At all levels, working in a group can be challenging. To that end, Willow pointed out the importance of compromise in allowing the group to meet its goals and produce its best work. PBL assignments like these also shift the work of the teacher to be more of a facilitator than a lecturer, which then prioritizes teamwork, creativity, and compromise as keys to a successful student-driven project.
Developing Future Focused Skills
This project was more than a history assignment; it was a way to cultivate collaboration, critical thinking, creativity, and communication skills. Students worked in teams, which required them to work through differing opinions while also focusing on their strengths. Students like Dane were able to polish their leadership skills by delegating roles and assignments. The skills needed to complete the project are also essential for student success in later years of high school, university, and beyond. Creating a civilization demands problem-solving and innovation and teaches students to approach challenges with a growth mindset and fosters strategic thinking. It also allows students to focus on their strengths. Cullen, for example, used his musical talents for a project that initially did not incorporate music. It was fantastic to watch the development of this project. Our students worked well together and created original and historically “accurate” elements of their fictitious yet realistic civilizations.
The culminating step of the PBL project was a public sharing event that provided an opportunity for other students, teachers, and families to engage with the students’ work. This showcase allowed students to present their newly created civilizations, sharing the depth of their historical research, creativity, and collaborative efforts. By articulating the choices they made in designing their civilizations—such as governance structures, economic systems, and cultural practices—students were able to demonstrate their understanding of the complexities of ancient societies. The event encouraged dialogue, as audience members asked questions and provided feedback, further enriching the learning experience. This public component not only validated students' hard work but also reinforced essential skills like communication, critical thinking, and adaptability. Additionally, it underscored the real-world relevance of their studies, emphasizing how historical inquiry can inform contemporary discussions about society, leadership, and sustainability. Through this final stage, students moved beyond individual learning to contribute to a broader intellectual community, fostering engagement and a deeper appreciation for history and innovation.
The authenticity of the project also allowed students to explore additional areas of inquiry. Students were able to deepen their understanding of ancient civilizations while also considering how these learnings inform our understanding of our own civilization and this particular moment in history. Students had to ask themselves questions like - What resources are needed? How do you develop and sustain relationships with neighboring groups? And what do people need within a civilization to be happy and prosperous? By using PBL as a frame for our inquiry students found themselves deeply immersed in the work, skills, and relationships that were required to meet the project goals.
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