Frederic Remington: His Life And Time - Author(s):George H. Snyder - Grade Level: 11 - Subject Area: Social Studies - Since the Remington Museum, in Ogdensburg, New York, has been such a part of these students lives since their early elementary years, I will facilitate a brainstorming activity to assess the students knowledge of Frederic Remington.

Planning Guide
Creating Learner-Focused Schools

Learning Unit Title:Frederic Remington: His Life And Time	Author(s): George H. Snyder
Grade Level: 11th Grade AP U.S. History	School Address: Ogdensburg Free Academy High School 1100 State Street Ogdensburg, NY 13669
Subject Area: Social Studies	School Phone: (315) 393-0900 Fax: (315) 393 - 7412

Content Knowledge

Declarative	Procedural
The effects of the Industrial Revolution on American Society.	Utilize library resources, including electronic methods, to gather information on their topic.
The lasting impact of the Progressive Movement on American Society.	Utilize the Internet [W.W.W.] to gather information.
The role that Imperialism played in United States foreign policy of the late 19^th and early 20^th centuries.	Use proper citation and bibliographic entries
The cultural impact that was realized by American Society from the contribution of artists such as Frederic Remington.

Essential Questions

Is there any correlation between America's art and it's foreign policy?
Can one artist control an entire nation's perception of an era?
Is the Internet a useful research tool?
Does art imitate life?
Are American culture and politics related in any way?

Initiating Activity

Since the Remington Museum, in Ogdensburg, New York, has been such a part of these students lives since their early elementary years, I will facilitate a brainstorming activity to assess the students knowledge of Frederic Remington. This brainstorming activity will address Remington the artist, man and cultural icon. This activity will take place as a part of a student field trip to the Remington Museum along with a consultation with the museum's Educational Director, Mrs. Laura Shea. Once that activity has taken place, the students will be introduced to this Learning Unit by accessing the World Wide Web Page that I have developed for this assignment. The WWW site is: http://ogdensburg.neric.org/~gsnyder/REMINGTON.HTM . This will allow them to utilize the WWW in their assignment because I will create a number of valuable links that will provide the student with assistance on their Meaningful Use Task.

Connection to State Learning Standards

Content Area: English Language Arts

Level: Commencement

Standard 1:

1. Language for Information and
Understanding: Listening & Reading

Standard 1:

2. Language for Information and
Understanding: Speaking & Writing

Benchmarks:

interpret and analyze complex informational texts, primary documents, newspapers
synthesize information from diverse sources
make perceptive and well developed connections to prior knowledge

Benchmarks:

write and present research reports
use a wide range of organizational patterns such as chronological, logical, cause and effect and comparison/contrast
use standard English skillfully

Content Area: Social Studies

Level: Commencement

Standard 1:

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.

Standard 1:

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.

Benchmarks:

develop and test hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues
compare and contrast the experiences of different groups or individuals in the United States

Benchmarks:

research and analyze the major themes and developments in New York State and United States history.[e.g., railroad expansion and defeat of Native Americans, industrialization and increase in immigration, imperialism and world conflict]
prepare research papers and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history

Unit Theme:

Frederic Remington:
His Life and Times

Learning Experiences:

Declarative Knowledge

What declarative knowledge should students be using 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.
The effects of the Industrial Revolution on American Society. The lasting impact of the Progressive Movement on American Society. The role that Imperialism played in United States foreign policy of the late 19^th and early 20^th centuries. The cultural impact that was realized by American Society from the contribution of artists such as Frederic Remington.	Library Research Field Trip to the Remington Museum Use the Computer Lab and Internet as a research tool	Collaborative Pairing Graphic Organizers Use of a Rubric	Students will be asked to brainstorm ideas about potential topics relating to Frederic Remington and his life and times. These will eventually be researched and coordinated into research papers and presentations that will be subjected to grading by the entire class.

Learning Experiences:

Procedural Knowledge

What procedural knowledge will students be using 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.
Develop their Library research skills Use the Internet as a research tool Use MS Word or other word processing program to develop their project Use, to a limited degree, some form of multimedia demonstration	Collaborative pairing Time in the Computer Lab Graphic Organizers Use of a Rubric	The students will need to spend time in the library and computer lab developing their research techniques. They will also be required to enhance their research paper and group presentation by utilizing a variety of electronic media including word processing programs and multimedia presentations.

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 effects of the Industrial Revolution on American Society.
The lasting impact of the Progressive Movement on American Society.
The role that Imperialism played in United States foreign policy of the late 19^th and early 20^th centuries.
The cultural impact that was realized by American Society from the contribution of artists such as Frederic Remington.

[X]Comparing

Classifying

Inductive Reasoning

Deductive Reasoning

Error Analysis

[X]Analyzing
Perspectives

Constructing Support

Abstracting

Other:

The students will be using the materials that they researched to create a presentation for the entire class. The presentation of the research can take a variety of forms. i.e. a skit, debate or power point presentation. In any event the student, through work on this presentation, will be Comparing the time period in which Frederic Remington lived to the present and Analyzing Perspectives of Frederic Remington and his associates as opposed to his counterparts during his age.

Planning Guide

Unit: Frederic Remington: His Life and Times

Step 1	Step 2	Step 3
*A. What knowledge* will students be using meaningfully? B. They will be demonstrating their understanding of and ability to…**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
A. Knowledge of Frederic Remington's life and times including the Industrial Revolution, Imperialism, and the closing of the frontier. B. ….coordinate research materials into a cohesive presentation. This will be achieved through a variety of methods including the internet.	[ ] 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 See http://ogdensburg.neric.org/~gsnyder/REMINGTON.HTM For Details

Rubrics:

Frederic Remington: His Life and Times

Rubric for Grading Presentations:

Group Members:

_____________________ _____________________ _____________________

A. Pre- Presentation Preparation: [40 points]

The students were able to:

accurately cite factual material relating to Frederic Remington's life and times._____[10 pts.]
show a great understanding of the life and times of Frederic Remington.______[10 pts.]
show their presentation to be organized._____[10 pts.]
show that they had done a great amount of reseach for the presentation.______[10pts.]

B. Knowledge of Frederic Remington's Life and Times: [40 Points]

The students were able to:

convey the main theme of their research._______[10 pts.]
state their observations clearly._______[10 pts.]
show their knowledge of Remington's life and times by answering questions completely._____[10 pts.]
deliver the presentation without excessive reference to notes._______[10 pts.]

C. General Presentation of Research: [20 Points]

The students were able to:

have good eye contact with the audience while making the presentation._______[5 pts.]
keep their voice levels up during the presentation._______[5 pts.]
appear mostly at ease while presenting their research.______[5 pts.]
show that they took the presentation seriously.________[5 pts.]

Total__________

Rubric For Grading Research Papers:

Topic:__________________________

Group Members:

_____________________ _____________________ _____________________

A. Research Paper Organization and Preparation: [50 points]

The students are able to:

accurately cite their resources with a proper citation format ._____[15 pts.]
show that they had utilized at least two electronic and two text resources in their research.______[15pts.]
show that their research findings are organized._____[10 pts.]
use proper grammar and syntax in their research paper._____[10 pts.]

B. Content Knowledge of Frederic Remington's Life and Times: [50 Points]

The students were able to:

convey the main theme of their research through a well constructed thesis statement .______[15 pts.]
provide evidence that the topic chosen relates to Remington's Life and Times._____[15 pts.]
show knowledge of their topic by properly utilizing the sources from their research.______[10 pts.]
state their conclusions on Remington's Life and Times clearly._______[10 pts.]

Total__________

Unit Schedule/Time Plan: 18 Class Periods

1 Class Period - Combined Field Trip to the Remington Museum

7 Class Periods - Work in the Library and in class on research and presentations.

4 Class Periods - Three person group presentations to be delivered in class. Two groups per class for 3 class periods. One three person group presentation along with the Class Editor presentation on the 4th class period

7 Class Periods - Work with Mr. Cavanaugh's Computer Class Web Page Consultants todevelop the collaborative website.

Post Collaboration - Review of website materials by the Remington Museum staff for editorial comment.

See Sample Schedules & Plans Below:

O.F.A. AP U.S. HISTORY CLASS
TITLE III GRANT PROJECT

FREDERIC REMINGTON:
HIS LIFE & TIMES

Web Page Consultant	Group Members	Topics	Due Date
Brian	Erin Margaret Shelby	"Revising The Interpretation Of Remington's Art"	03/24 1st
Canturk	Nadia Katie Nadia	" Remington and Roosevelt"	03/24 2nd
Ben	Brandi Jen Trever	"Yellow Journalism"	03/25 1st
Dan	Kiera Morgan Elayna	"The Buffalo Soldiers"	03/25 2nd
Nick	Young Tom Allan	"Remington's West"	03/26 1st
Kevin	Erica Laurel Beth	"Remington and the Gilded Age"	03/26 2nd
Brian	Justin Adam Tom	"The Rough Riders"	03/29 1st
Colin	Fran – Class Editor	Introductory Page	03/29 2nd

Teacher: SNYDER	Room No.: 302A Week Ending: 03/12/99
FRIDAY	FIELD TRIP TO REMINGTON MUSEUM

Teacher: SNYDER	Room No.: 302A Week Beginning: 03/22/ - 03/26/99
SUBJECT	A .P. U.S. HISTORY
MONDAY	Work In Class/Library On Remington Project
TUESDAY	Work In Class/Library On Remington Project
WEDNESDAY	Group Presentations & Papers Due 03/24/99 [2 Presentations Per Day through 03/29/99] 1. "Revising the Interpretation of Remington's Art" - Erin - Margaret - Shelby 2. "Remington & Roosevelt" - Nadia - Katie - Nadia
THURSDAY	1. "Yellow Journalism" - Brandi - Jen - Trever 2. "The Buffalo Soldiers" - Kiera - Morgan - Elayna
FRIDAY	1. "Remington's West" -Young, Rachel - Tom - Allan 2. "Remington and the Gilded Age" - Erica - Laurel - Beth

Teacher: SNYDER	Room No.: Week Beginning: 03/29/ - 04/01/99
MONDAY	Group Presentations & Group Papers Due Major Test Grade 1. "The Rough Riders" - Justin - Adam - Tom 2. " The Website Introductory Page" - Fran - Class Editor
TUESDAY	Work With Mr. Cavanaugh's Classes Web Page Consultants on Remington Project
WEDNESDAY	Work With Mr. Cavanaugh's Classes Web Page Consultants on Remington Project
THURSDAY	Work With Mr. Cavanaugh's Classes Web Page Consultants on Remington Project

Written Overview:

The unit that was developed for this grant project was a success. The students gained a greater appreciation for technology and especially web page design. The AP U.S. History students were able to create more than just a research paper. They were able to develop an interactive lesson on the topic that they researched, making it come alive to more of an extent than would the research paper alone.
It was great to witness the collaborative effort of both the AP class and the Computer Programming class. In the future, more time should be devoted to the interaction of the the two classes. The time allotted for their work need to be extended somewhat. All in all the work between the two classes was first rate and the interaction developed mutual respect.