Title III Technology Literacy Challenge Grant

Learning Unit

Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use

OVERVIEW

 The purpose of the unit is to create meaningful lesson plans for the teacher of American History who sometimes neglects this period of time due to calendar restraints. There are many events of interest to the student during these time periods.

Activities will be interactive and student centered where the students will have opportunities to apply their knowledge in a variety of interdisciplinary tasks that are appealing and definitive.

Formal and informal assessments will be made throughout the entire unit. Formal assessments will be via rubric graded projects and examinations. Informal assessments will be through teacher observation of group activities and student discussions. Both the traditional learner and non-traditional learner have been taken into consideration in creating this unit. This unit should take about two weeks in a semestered program or four weeks in a traditional program to complete. The unit could also be supplemented in art or music classes. Certainly, teachers are free to choose the activites that best suit the needs of their students.

 It is hoped that this will be beneficial for both the teacher and the learner.

PRE-REQUISITE SKILLS

 · Study of slavery, Civil War Era, Reconstruction, and first half of the 20^th Century

• Knowledge of the Constitution, pre-existing state laws and conditions concerning minority groups in the United States
• Computer skills
• Basics of note-taking
• Ability to work in cooperative groups
• Library skills
• Use of graphic organizers

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

 How have historical events helped to shape society?

What roles were played by singers and protest songs in the movement for civil rights?

What role have American citizens played in shaping their society? 

CONNECTIONS TO NYS LEARNING STANDARDS
Standard 1 - History of the United States and New York

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

Intermediate

1. The study of New York and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

Students:

• Explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans.
• Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and the United States Constitution, Bill of Rights, and other important historical documents.

2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

Students:

• Describe the reasons for periodizing history in different ways.
• Investigate key turning points in New York State and United States history and explain why these events or developments are significant.
• Understand the relationship between the relative importance of United States domestic and foreign policies over time.
• Analyze the role played by the United States in international politics, past and present.

3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

Students:

• Complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations.
• Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States.
• Describe how ordinary people and famous historic figures in the local community, State and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the Bill of Rights, and other important historic documents.
• Classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious.

4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

Students:

• Consider the sources of historic documents, narratives, or artifacts and evaluate their reliability.
• Understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives.
• Compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts.
• Describe historic events through the eyes and experiences of those who were there. (Taken from National Standards for History for Grades K-4)

Standard 5 - Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the government system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Intermediate

1. The study of civics, citizenship, and government involves learning about political systems; the purpose of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

Students:

• Analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs.
• Consider the nature and evolution of constitutional democracies.
• Explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens.
• Analyze the sources of a nation's values as embodied in its constitution, status, and important court cases.

2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a of system shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)

Students:

• Understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices.
• Understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution.
• Compare and contrast the development and evolution of the constitutions of the United States and New York State.
• Define federalism and describe the powers granted the national and state governments by the United States Constitution.
• Value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality.
• Understand how the United States and New York State Constitutions support majority. rule but also protect the rights of the minority.

3. Central to civics and citizenship is an understanding of the roles of their citizen within American constitutional democracy and the scope of a citizen's rights and responsibilities.

Students:

• Explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time.
• Understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercises certain civic values and fulfill certain civic responsibilities.
• Discuss the role of an informed citizen in today's changing world.
• Explain how Americans are citizens of their states and of the United States.

4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

Students:

• Respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint.
• Explain the role that civility plays in promoting effective citizenship in preserving democracy.
• Participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems.

INITIATING ACTIVITY

 The teacher will show a Power Point presentation of the popular images of the Civil Rights era of the 1950s and 1960s. Students will be given a sheet of paper and asked to identify as many of these images as possible. Next the students will be put into groups and asked to categorize these results in the following areas: social, political, and economic. This will be followed by class discussion.

LEARNING EXPERIENCES

Concept:  to gain an understanding of the concepts of "separate but equal" and segregation

Concept:  to create an understanding of the events and laws that led to the Civil unrest of the 1950's and 1960's: Jim Crow Laws, Plessy vs. Ferguson Civil Rights amendments, Literacy Test Act

PROCEDURAL KNOWLEDGE

EXTENDING AND REFINING

CULMINATING PERFORMANCE

 The purpose of this culminating experience is to allow the students to take what they have learned about the Civil Rights Movement and create an entertaining Power Point show which will illustrate this knowledge.

 The teacher reviews with the students how to do a Power Point presentation. (Note: it is assumed that the students have already been instructed on Power Point.) The teacher divides the class into heterogeneous groups of two -three students. The teacher instructs the students to create a power point presentation highlighting the information learned in the Civil Rights Movement unit. The teacher will hand out a copy of the rubric the students will be assessed on.

The teacher continually monitors the groups, providing guidance to groups who need it and making sure groups remain on task.

When students are finished, they will present their Power Point presentation to the class and to the teacher using a LCD projector. At that time, the teacher assesses the groups’ presentations with the rubric given.

 This learning experience should take about five class periods of 45 minutes to complete. Also the teacher must spend time reviewing how to create a Power Point presentation and organize the students into cooperative groups.

Radical Power Point Presentation Rubric

Poster Analysis Worksheet

1. What are the main colors you used in the poster?

_____________________________________________________________________

2. What symbols did you use in the poster?

_____________________________________________________________________

3. If a symbol is used, is it

a. Clear (easy to interpret)? ______________________

b. memorable? _______________________________

c. dramatic? _________________________________

4. Are the messages in the poster primarily visual, verbal, or both?

_____________________________________________________________________

5. Who is the intended audience for the poster?

_____________________________________________________________________

6. The most effective posters use symbols that are unusual, simple, and

direct. Do you think your poster is effective? Why?

_____________________________________________________________________

Poster Rubric

Rubric is scored 1-4. (4 being the best)

_____ Poster is brightly colored and attention getting.

_____ Poster uses symbols clearly.

_____ Spelling and punctuation are done correctly.

_____ Poster clearly relates to the theme.

_____ Poster is dramatic and will be remembered.

_____Total (out of 20 points)

CRQ Rubric

Score each category from 0 to 5 (with 5 being the best possible score.)

Analysis:

• To identify the components of the document. All components identified (5)

Most components identified (4)

Some components identified (3)

Few components identified (2)

Few components identified incorrectly (1)

No components identified (0) ___________

Interpretation

• To explain the meaning of the document:

-5pts-

Several comparisons and/or contrasts clearly shown. Shows a great understanding of the document

Includes four or more pieces of outside information which are relevant

-4pts-

Many comparisons and/or contrasts clearly shown

Shows much understanding of the document

Includes between three to four pieces of outside information which is relevant

-3pts-

Compares and or contrasts

Shows a clear understanding of the document

Includes between two or three pieces of outside information which is relevant

-2pts-

Some comparisons and/or contrasts shown

Shows some understanding of the document

Includes between one to three pieces of outside information which is relevant

-1pt-

Few comparisons and/or contrasts shown

Shows a little understanding of the document

Includes at least one piece of outside information which is relevant

-0pt-

No comparison and/or contrast shown

Shows no understanding of the document

No outside information which is relevant shown

Source:

The author and date are referenced _________

Total _________

RUBRIC FOR ORAL PRESENTATION

Biographical Sketch/Perspective

Key elements of an excellent presentation:

¨ Provides accurate details and information about the research topic.

¨ Explains how the person being studied is related to the main study topic.

¨ Answers questions knowledgeably.

¨ Speaks clearly and audibly.

SCORE ________________

MODIFICATIONS

• Extended time
• Word processing skills
• Ability to use Power Point computer program
• Spell check/ grammar check
• Resource Room teachers
• Heterogeneous groups
• Assessment requirements modified if necessary

TECHNOLOGY USE

• Previous instruction in word processing and use of Power point

· Availability of computers and Internet access

· Use of LCD projector

· Previous instruction in the use of Microsoft Publisher

BIBLIOGRAPHY

Books

Levine, Ellen, Freedom’s Children, Avon, New York, NY, 1995.

Social Studies Anthology, MacMillan/McGraw-Hill, New York, NY, 1995.

Ten American History Plays for the Classroom, Scholastic, Jefferson City, MO, 1995.

Voices of Our Country, Steck Vaughn, Austin, TX, 1995.

Web Sites

http://memory.loc.gov/ammen/aaohtml/exhibit/aopart9.html

www.nara.gov/…tion/teaching/robinson/jrles1.html

http://www.wmich.edu/politics/mlk/

http://www.seattletimes.com/mlk/movement/PT/photour.html

http://www.ghgcorp.com/hollaway/civil.htm

http://www.midsouth.rr.com/civilrights/

http://wearyfeet.com/

www.cr.nps.gov/nr/travel/civilrights/

http://blackhistory.eb.coml

http://www.c-spanstore.com/c-spanstore/88846.html

http://www.greensboro.com/sitins/stories/overviewnoq.htm

www.truman.edu/academics/ss/faculty.davis/homepage.html

http://www.fred.net/nhhs/lessons/planbook.htm

http://www.si.edu/folkways/40084.htm