2. Then students will make a chart with one side of the chart being titled entrepreneur businesses and the other side being titled businesses. The students will try to determine entrepreneurial businesses.  

3. Next the students will go into the community and interview the entrepreneurs. The students will ask questions that pertain to how the business person created their business, what type of advertising used, and how have he/she made their business successful.  

4. Next the students will brainstorm businesses they would like to create which will enhance creative learning. The students are grouped and then they must decide on what business they are creating. 

5. Within their business they must create a proposal on how they created their business, they must state their product or service they are selling, they must produce advertisements( have them to do one commercial for the class, it can be video taped or not) for their business, and they must create a model/layout of their business. 

6. Within their proposals the students must make learning relevant which includes the following: how they got the money to start the business, what they used the money for to start their business i.e., supplies, capital, technology, and what types of groups were they going to target with their product or service. 

7. Finally, the students will make a business proposal to the class including their proposal, advertising (commercial) and models. 

Performance Task 

The students will work in groups to create a business and present a business proposal.

For the activities in economics, the assessment process will be measured by the following: working in groups, the final product will be the business proposal, advertising, and models.  The presentations can be graded by the students knowing the information, visuals, eye contact and time limits. 

paper, pen/pencil, video recorder and tape, crayons, construction paper, glues 
Interviews from entrepreneurs.

2. They will call the Chamber of Commerce to find accurate population trends over the last ten years.  

3. Also, the students will interview people who have moved into the county within the last ten years and find out why they have moved into the county.  

4. Finally, the students will use creative thinking to develop two maps comparing Henry County over the last ten years. Within these drawings the students must draw a picture of McDonough and Stockbridge or one of Henry County. They must show old and new housing developments, schools, and businesses. 

Performance Task 

The students will create an essay on comparing /contrasting the shifts and trends of population over the last ten years and on why people move into the county. Also they will draw a picture of McDonough, Stockbridge, or Henry County ten years ago and then draw a picture of the same area in the present.

For the activity in population, the assessment measured can be graded by essay and drawings. The essays must be grammatically correct, spelled correctly, neat and informational. The drawings must be detailed, neat, and colorful.

paper, pen, pencil, video, construction paper, crayons, markers 
Resources: library and Civics book 

2. Then, students will use communication through brainstorming what a representative is and what they do.  

3. Then the students will research who is the county representative in Congress and what their role is. 

4. Finally, the students will hold a campaign session, and a mock election to see who will be their representative which will show learning relevancy. 

Performance Task 

The students will hold a mock election in the class. One group will be democrats and the other will be republicans. Then the class will be divided in Democrats and Republicans, and the students will campaign for their person running for election. In campaigning, the students will hold debates, will create propaganda slogans and commercials, and will make buttons, bumper stickers, and brochures. The class will choose the best representative for Congress from Henry County.  What will this person do for the county? Give results to math department.

For this activity in politics and government, the assessment can be done through the presentation of the election, discussion on the best representatives, creating slogans and commercials in the campaigns.  What to look for:  neatness, detail, clarity of debates, and groups working together.

2. Then the student will create a map of Henry County and plot the towns and cities.  

3. Next, the student will trace I-75 and railroads through the county and how they link with the cities. (Draw on the map.)  

4. Finally, the students will make a model of McDonough, Locust Grove, Hampton, or Stockbridge depicting these links. 

Performance Task 

Draw a map of Henry county and list the major cities, towns, rivers, interstate, and railroads. Then create a model of McDonough, Stockbridge, and/or Henry County (detailed) showing the rail roads, interstate highways, towns, and cities.

The assessment process can be measured by the model that the students had to create. The model must be neat, detailed, and informative.

paper, pen/pencil, crayons, rulers, clay, wood, construction paper, scissors, and glue.