20th CENTURY - Author(s): Cheryl Kopyt - Grade Level: 5 - Subject Area: English/Language Arts - Students will observe a videotape of an interview of a person who has lived for ninety plus years. As they view the tape they will take notes using a graphic organizer that is divided into Political, Social, Economic, Scientific and Cultural. They will listen as the person answers the questions of the interviewer and record the answers as described

Planning Guide

Creating Learner-Focused
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* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: The Twentieth Century	Author(s): Cheryl Kopyt
Grade Level: 5	School Address: Myles School 100 Clinton Road New Hartford, NY 13413
Subject Area: English/Language Arts	School Phone/Fax: 315-738-9600 315-724-2653

CONTENT KNOWLEDGE

Declarative	Procedural
Students will	Access and interpret information from a variety of print and non print sources.
Understands the major economic, political, scientific, cultural, and social events that shaped United States history in the 20^th Century.	Record and assess information using a graphic organizer.
Know that historic information is limited to a personal interpretation of primary and secondary sources which are transmitted in time. (Local Standard, Social Studies, GR51.1)	Create a timeline of the era studied.
	Conduct an interview to collect and record information.
	Present a summary of the decade using Hyperstudio.

ESSENTIAL QUESTIONS

What major changes have occurred in the United States in the twentieth century?
What political, social, economic, scientific, and cultural events influenced American History?
What resources are most effective in finding historical information?

INITIATING ACTIVITY

Students will observe a videotape of an interview of a person who has lived for ninety plus years. As they view the tape they will take notes using a graphic organizer that is divided into Political, Social, Economic, Scientific and Cultural. They will listen as the person answers the questions of the interviewer and record the answers as described.

Connection to State Learning Standards

Content Area: English/Language Arts/Social Studies

Level: Grade 5

Benchmarks: Students will interpret and analyze from textbooks and nonfiction books as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams, and electronic data bases intended for a general audience.

Benchmarks: historic events through the eyes of those who were there, as shown in their art, writings, music and artifacts.

Standard: English Language Arts

#1 Read, write, listen, speak for information and understanding.

Standard: Social Studies

#1 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the United States and New York.

Unit Theme: United States in the Twentieth Century

Standard: ELA #1 Read, write, listen and speak for information and understanding.

Standard: #1 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the United States and New York.

Benchmarks: tudents will: compare and synthesize information about their decade from different sources. Relate new information to prior knowledge and experience

Benchmarks: Classify major developments into categories such as social, political, economic, literacy, scientific and cultural.

Learning Experiences

Declarative Knowledge

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…	What experiences or activities will be used to help students acquire & integrate this knowledge?	What strategies will be used to help students construct meaning, organize and/or store the knowledge?	Describe what will be done.
Understands the major economic, political, scientific, cultural, and social events that shaped United States history in the 20^th Century	Students will listen and take notes as an individual discusses and describes his or her experiences in the past. Students will access and record information found in reference books and CD Rom resources, and the internet sources that describe the events of the 20^th century. Students will conduct an interview and record information about the 20^th century.	Graphic organizers will assist the students in the note taking and organizing information in categories of Political, Social, economic, etc. KWL to link prior knowledge of the history.	Students will gather information about the 20^th century using print and non print sources. They will interview people to gain a first hand view of the past. They will collect and record their data.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Students compare and contrast different decades in the 20^th century. Students will classify the events in history into categories.

Students will design and use a graphic organizer to compare and contrast information about two decades.

Students will draw conclusions about the facts gathered and assess their importance.

Students will summarize the facts gathered and assess their importance in American History. Students will record the facts they find and prioritize them in order of their impact on history.

Students will compare and contrast decades of American history.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

The political, social, economic, scientific, and cultural events of the 20^th century in the decades.

Comparing

Classifying

Comparing Perspectives

Prioritizing

Students will collect data on a Graphic Organizer and compare two decades.

Students will classify information according to areas of social, political, economic…

Students will analyze the perspective of different people interviewed.

Planning Guide

Unit:

Meaningful Use Tasks

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........** Organizing and prioritize facts about the decades of the 20^th century.	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcomming constraints or lmiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [X] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation Students will summarize a decade in the 20^th century and prioritize the facts collected to describe the decade chosen. They will then compare this decade to another. They will then present their prioritized facts to the class in a Hyperstudio document that includes text, photos, and audio to describe the decade. Students will create this document in Hyperstudio to present their own interpretation of the decades.

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Accuracy of Facts	Classification and Prioritization of Facts.	Presentation of the facts using Hyperstudio	Bibliographic Information is fully documented.
Weights	25%	25%	25%	25%
4	student has recorded accurate facts for all the categories required.	The student has properly classified the facts and chosen the most important facts for his/her summary of the decade.	The student has presented the facts of the decade in an accurate presentation using photos, audio and text capabilities of Hyperstudio.	The student has a full bibliography of the sources used that include print, technology resources and interviews.
3	The student has recorded accurate facts for most of the categories required.	The student has properly classified most of the facts and chosen some of the important facts for his/her summary of the decade.	student has presented most of the facts of the decade in an accurate presentation using photos, audio and text capabilities of Hyperstudio.	student has a bibliography of the sources used that include print, technology resources and interviews.
2	The student has recorded accurate facts for some of the categories required	The student has properly classified some of facts and chosen some of the important facts for his/her summary of the decade.	The student has presented some of the facts of the decade in an accurate presentation using photos, audio and text capabilities of Hyperstudio.	The student has not provided a full bibliography of the sources used that include print, technology resources and interviews.
1	The student has recorded accurate facts for a few of the categories required.	The student has properly classified a few of the facts and chosen a few of the important facts for his/her summary of the decade.	The student has presented a few of the facts of the decade in an accurate presentation using photos, audio and text capabilities of Hyperstudio.

NOTE: Rubric or other performance asessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4	Score Point 3
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Score Point 2	Score Point 1
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Have You Considered These Yet?

Learn to Learn Skills:

Assessment Modifications:

Unit Schedule/Time Plan:

Written Overview: