| LU Title: 100 Years and Counting: Front and Back | Author(s): Erin C. Locke |
| Grade Level: 3/4 | School : St. Peter's Elementary |
| Topic/Subject Area: Interdisciplinary | Address: 400 Floyd Ave. Rome, New York 13440 |
| Email: | Phone/Fax:(315)336-2360 |
OVERVIEW
This unit is primarily based on the book ...If You Lived: 100 Years Ago, by Ann McGovern. The unit could be done without the book if enough information was gathered prior to starting the unit. However, this book is a wonderful resource and full of information that is written in children's language. It covers all of the information that will be studied such as schooling, clothing, jobs, transportation and conveniences (or inventions) from the time period extending from the late 1800's to the early 1900's. The book explains what it was like primarily in New York City, which fits in nicely with the fourth grade curriculum, but also can tie in nicely with the third grade curriculum as it covers many different communities from around the world.
CONTENT KNOWLEDGE
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Declarative
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Procedural
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ESSENTIAL QUESTIONS
* How is our lifestyle affected by the time period in which we live?
* How was life different in the early 1900's than it is today?
CONNECTIONS TO NYS LEARNING STANDARDS
ARTS STANDARDS
A1.1- Students will perform set dance forms in formal and informal contexts and will improvise, create, and perform dances based on their own movement ideas. They will demonstrate and understanding of choreographic principles, processes, and structures and the roles of the various participants in dance productions.
A1.2- Students will compose original music and perform music written by others. They will understand and uses the basic elements of music in their performance and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.
ENGLISH LANGUAGE ARTS STANDARDS
ELA1.1- Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.
ELA2.1- Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.
ELA2.2- Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.
ELA3.2- Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based.
HEALTH & PE STANDARDS
PE1- Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.
MATH, SCIENCE & TECHNOLOGY
MST, Mathematical Analysis1.2- Deductive and inductive reasoning are used to reach mathematical conclusions.
MST Engineering Design 1.1- Engineering Design is a iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.
MST3.3- Students use mathematical operations and relationships among them to understand mathematics.
MST 2.1- /information Technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
MST3.4- Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
SOCIAL STUDIES STANDARDS
SS1.2- 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.
INITIATING ACTIVITY
Introduce the term "immigration". The students will each be asked to interview a family member as to where their families' relatives had come from during the immigration period of 1880-1910. The students are to find out what countries their grandparents ect. came from and why they came to America. The students write down all this information with the help of their family and bring it in to the class to share. Then a list is made of all the different nationalities and the class discusses how many similarities and differences there are. Then each student chooses one country they want to explore further and use the internet to research information about that country such as location, traditions and other important facts. The students will also find a map of their country with the help of the teacher and library/media specialist. The students will organize a simple paragraph explaining the importance of this country (family came from there), why the family came to America and a few facts about their country. The maps and essays will be posted outside the classroom to display.
LEARNING EXPERIENCES
Activity #1
Purpose- The students will explore their prior knowledge of local, state and family history by brainstorming what they thought life was like in the early 1900's in the areas of schools, clothes, jobs, transportation, and conveniences
Strategies: KWL chart, class and individual
Lesson: The students will discuss and make predictions about what they know about life 100 years ago. Fill out the K and W part of the class KWL, as they students fill in their own, and post in the room.
Assessment: Teacher observation and finished charts after activity #2
Declarative knowledge
Activity #2
Purpose- The students will listen to ...If You Lived 100 Years Ago, by Ann McGovern, read by the teacher to gain background knowledge about the lives of immigrants and people living in NY City during 1890-1910
Strategies- Notetaking
Lesson: The students will be given notepaper with the questions written in the table of contents on each piece of paper. The students take notes as each question is being answered in the book. The questions are asked as part of the reading, making it easy to follow along for the students. There are 47 questions that need to be answered. If 8-10 questions are answered a day, it should take about a week to thoroughly cover the book. Older students could use copies of the book and take the notes themselves as they read. Notes should be provided for students with writing or learning disabilities and a copy of finished notes can be provided at the end of the reading so students can check their notes for accuracy.
Assessment: The teacher will check notes for accuracy, neatness, and if completed. The students will be asked to fill in the "L" section of the KWL independently.
Declarative Knowledge
The following activities will be using the notes and the completed KWL.
Activity #3
Purpose- The students will compare the cost of items in the 1900's to the cost of items now. The students will compare minimum wage to the minimum wage of today.
Strategies- Research (internet), line graph
Lesson: The students will compare the costs of items to the cost of items now. They will discuss and compare how much more or less things cost in their cooperative groups. (pg. 11, 19, and 32) The students will then research the minimum wage on the internet and create a line graph showing the increase of the minimum wage from the 1900's to now. This will be done with teacher assistance. This will correlate with the construction of line graphs during math class. The teacher will explain how to label the axis and plot the data.
Assessment: Line graph will be handed in to check for proper graph presentation and information.
Declarative and Procedural Knowledge
Activity # 4 - Extending and refining -INDUCTION
Purpose- To discover what types of books people read in the early 1900's and understand the meaning of a "classic" book
Strategies- Discussion
Lesson: The students will use their notes to recall what books were read by children 100 years ago. They will discuss the names of the books that they are familiar with. Explain that these books have entertained readers for over 100 years are called classics. Ask the students why people still enjoy these books. Come up with a class definition for "classic".
Such books are Tom Sawyer, and Little Women to name a few. The students will be asked to choose a favorite book they may have that is fairly new that they feel will someday be a classic. Then write a small paragraph about that book and why it may turn into a classic.
Assessment- The paragraph will be collected and will be checked for spelling, grammar, capitalization and punctuation, as well as an understanding of "classic".
Declarative Knowledge
Activity #5
Purpose- To learn about and experience a piece of the culture during this time period.
Strategies- Patience
Lesson: A gym class will be coordinated or a guest will be brought in to teach the students to dance the "two-step", a popular dance of this time period.
Assessment: The students will be having fun and learning about a bit of history as well as working on social skills while dancing with a partner.
Procedural Knowledge
Activity #6
Purpose- The student will demonstrate clothing and hair styles of the time period as well as make predictions of what they may look like 100 years from now
Strategies- Notes, pictorial representation
Lesson- The students will review their notes as to what the children looked like 100 years ago. (pg. 26 -31) The students will draw a picture of themselves if they lived 100 years ago and one of what they will look like 100 years into the future.
Assessment- The pictures must portray the time period (ex. knickers, long dresses, caps, hair ornaments). The pictures will be used in the culminating experience.
Declarative Knowledge
Activity #7
Purpose- The students will understand and appreciate musical influences in the early 1900's.
Strategies- Music
Lesson- In coordination with the music teacher, the students will listen to and learn songs from the time period such as, " Carry Me Back To Old Virginny", "A Hot Time In the Old Town", and "Jingle Bells".
Assessment- Appreciation of music from a different time period.
Procedural
Activity #8 Extending and refining- INVENTION
Purpose- The students will design an invention and an advertisement for a product or machine that would help either people of the early 1900's or people in the future.
Strategies- design, guide lines
Lesson- The students will come up with an invention that would be useful for the past or the future. They first must come up with a purpose for their invention, decide who or what it will help, and why people would need this invention. Next, the students must come up with a graphic design with labels showing parts and materials needed to build it. The students then write an explanation of how it works, what it will be used for and who it would help. When the design and explanation is completed the students will then devise an advertisement to sell their invention. Discuss how people advertised their products (pg. 71) in the 1900's. The students may choose sandwich boards, newspaper article, or sign ect.
Assessment- The students will fulfill all the requirements and steps to receive full credit. The advertisement must "catch the eye" and the design and write up must be edited and neat.
Procedural Knowledge
Activity #9 - Extending and refining - COMPARING AND CONTRASTING, ANALYZING PERSPECTIVES
Purpose- The students will understand the vast differences between the rich and the poor during this time period
Strategies- Venn Diagram, notes, discussion
Lesson- Discuss the quality of life between the classes; poor, middle, and the rich. Using the notes, the students will fill out a Venn diagram comparing and contrasting the life of the poor and the life of the rich. Use the Venn diagram and the notes to have a debate between the classes and discussing the phrase "The rich get richer and the poor get poorer". Divide the class in half and assign one side to the rich perspective and one side to the poor perspective.
Assessment- The students will demonstrate knowledge by making accurate defenses about their side.
Declarative and Procedural Knowledge
Activity #10 -Extending and refining, COMPARE AND CONTRAST
Purpose- The students will sum up their knowledge in a compare/contrast essay
Strategies- Compare/ contrast graphic organizer
Lesson- As a class (using notes), the students will complete the compare/contrast graphic organizer finding the similarities and differences between life in the early 1900's and life now in the following areas: food, school, clothes, transportation and conveniences. The students will be given a guide to point out the steps as to how to write a compare/contrast essay.
Example:
Paragraph 1- Introduce the topic
Paragraph 2- Point out the similarities
Paragraph 3- Point out the differences
Paragraph 4- Concluding thoughts
The students will write the introduction and similarities paragraph together. The differences and conclusion paragraph will be written independently. The students will go through the writing process to complete the drafting and editing process.
Assessment- A writing rubric will be used to assess the essay
Declarative and Procedural Knowledge
Activity #11-
Purpose- The students will predict what life would be like 100 years from now.
Strategies- Writing Process
Lesson- The students will write and essay about what life would be like 100 years from now. This is a creative essay. The students write this independently. The students should be encouraged to use a story web and include the following areas when writing their essay: schools, transportation, food, clothing, and jobs. The writing process should be followed and the students should have an introductory and conclusion paragraph.
Assessment- A basic writing rubric will be used to assess the essay for structure, grammar and fluidity of essay.
Declarative Knowledge
CULMINATING PERFORMANCE
The culminating experience includes the final drafts of the compare/contrast essay and the future essay, as well as the invention and advertisement, and the pictures of both then and the future. So in a way the students are working on the culminating performance throughout the unit. The students will be asked to bring in a piece of poster board and arrange these assignment under the headings past and future. This activity lets the students see all of their final work as well as be able to compare the past with the future. The posters will be hung to share with the class and the school. A final test is also given to check for understanding of the content presented in the compare/contrast essay.
PRE-REQUISITE SKILLS
The students must be familiar with:
* The writing process
* The use of graphic organizers
* Basic computer skills
MODIFICATIONS
There are several modifications that can be made for this unit. Notes can be written for students who have learning disabilities. The book or copies of the book should be made available for reviewing or rereading for understanding. Modified rubrics can be made for students with writing difficulties and can be geared toward their abilities. The Venn diagram, along with the graphic organizers can be filled out one-on-one with students with learning disabilities. This can even be done with the resource teacher prior to the lesson so those students can participate in discussions.
TIME PLAN
This unit should take anywhere from 4-6 weeks to complete. Of course this depends on how long it takes to get through the book and to go through the writing process for two writing assignments. The time varies depending on the size of the class.
TECHNOLOGY USE
* The internet is utilized for research
* Word processing can be used to enhance writing assignments
SUGGESTED ACTIVITY
During the 1900's, children played many games that were the same as the games children play today and many that were different. A nice touch would be to add a day in which the teacher and the physical education teacher coordinate plans to provide an opportunity for the students to learn about and play these games. Such games include tiddledywinks, Parcheesi, Pillow-Dex ( a kind of Ping-Pong where a balloon is used instead of a ball) kick-the-can and hide-and-go-seek.
TRADE BOOK ENHANCEMENT
The use of trade books often can support or enhance any type of content unit. The following is a list of literature used while doing this unit. Feel free to add any other books that seem appropriate.
Oh, Brother, written by Arthur Yorinks and illustrated by Richard Egielski
ISBN 0-374-45598-8
Two brothers get lost at sea while traveling to America. They make it, but their parents do not. This book follows the two boys while they are in America. (fantasy)
Dreaming of America, An Ellis Island Story, written by Eve Bunting and illustrated by Ben F. Stahl
ISBN 0-8167-6521-9
This book is based on the true story of the first person to enter Ellis Island. It describes her travels on the S.S. Nevada and what it was like to be a child passenger on such an immigration voyage.
RUBRIC FOR COMPARE/CONTRAST ESSAY
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4 |
3 |
2 |
1 |
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Element #1 Introduction |
Purpose of the essay is clearly stated |
Purpose of the essay is adequately stated |
Purpose of the essay is vaguely stated |
Purpose of the essay is not clear |
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Element #2 Content |
Similarities and differences are clear with many supportive details and in two paragraphs |
Similarities and differences are clear with some supportive details and in two paragraphs |
Similarities and differences are present but not in two separate paragraphs |
Few similarities or differences present in the essay |
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Element #3 Organization |
Very organized with introduction, body and conclusion |
Somewhat organized with introduction, body and conclusion |
Not very organized with 2 or less of intro., body and conclusion |
No organization No distinct separation of intro., body and conclusion |
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Element #4 Grammar
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Less than 5 punctuation, capitalization and spelling errors |
6-10 punctuation, capitalization and spelling errors |
11-15 punctuation, capitalization and spelling errors |
16 or more punctuation, capitalization and spelling errors |
RUBRIC FOR CREATIVE ESSAY
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4 |
3 |
2 |
1 |
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Element #1 Punctuation |
All sentences end with a punctuation marks and commas where needed |
Most sentences end with punctuation marks and commas where needed |
Some sentences end with a punctuation mark and commas where needed |
Few sentences end with a punctuation mark and no commas were used |
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Element #2 Capitalization |
All beginning of sentences and proper nouns are capitalized |
Most beginning of sentences and proper nouns are capitalized |
Some beginning of sentences and proper nouns are capitalized |
Little capitalization used |
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Element #3 Spelling |
Most words with more than one syllable are spelled correctly |
Some words with more than one syllable are spelled correctly |
Few words with more than one syllable are spelled correctly |
No words with more than one syllable are spelled correctly |
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Element #4 Written formation
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Each paragraph indented and each sentence is complete |
Most paragraphs are indented and most sentences are complete |
Some paragraphs are indented and some sentences are complete |
Few paragraphs are indented and few sentences are complete |
Checklist for Invention Projects
Pre-design stage (written)
___ Name of invention
___ Purpose of invention
___ Who or what will it help
___ Why do people need it
Graphic Design
___ Clear picture
___ Labeled parts
___ List of material used to build the invention
Written explanation
___ Explains how it works
___ Explains what it will be used for
___ Explains who it will help
Advertisement
___ Neat and colorful
___ Product name is labeled
___ Price is fair and labeled
___ Use of invention is clear
___ Knowledge of advertising is evident (Does your ad "sell"
your product?)
Effort and timeliness - Scale of 0-10
10 9 8 7 6 5 4 3 2 1 0
Each check is worth 6 points