AUTHORS: Kris Oczkowski and Rich Jardine
GRADE LEVEL: 5
SCHOOL ADDRESS: 9479 Maynard Drive, Marcy, NY 13403
SCHOOL PHONE/FAX: 735-3355/735-3358
SUBJECT AREA: Social Studies
CONTENT KNOWLEDGE
DECLARATIVE
PROCEDURAL
ESSENTIAL QUESTIONS
CONNECTIONS TO STANDARDS
SOCIAL STUDIES - 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 history of the United States. 1.3 Study about the major social, political, economic, cultural, and religious developments in United states history involves learning about the important roles and contributions of individuals and groups. 1.3.4 classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious.
MST - Standard 2 - Students will access, generate, process, and transfer information using appropriate technologies. 2.1 Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. 2.1.1 use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based presentations.
MST - Standard 5 - Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. 5.5 Technology has been the driving force in the evolution of society from an agricultural to an industrial to an information base. 5.5.1 Identify technological developments that have significantly accelerated human progress.
ELA - Standard 1 - Students will read, write, listen, and speak for information and understanding. 1.1 Listening and reading to acquire information and ideas; discovering relationships, concepts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources. 1.1.1 interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams, and electronic data bases intended for a general audience. 1.1.2 compare and synthesize information from different sources. 1.2 Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly. 1.2.1 produce oral and written reports on topics related to all school subjects. 1.2.2 establish an authoritative stance on the subject and provide references to establish the validity and verifiability of the information presented.
INITIATING ACTIVITY
As we study the twentieth century students will focus on four major areas of study (science & technology, politics, arts & humanities, and life). For the launch students, working in groups, will begin to identify thee areas and their characteristics. Each student will be given a "record" from the US Post Office's Celebrate the Century. The decade will be covered with a colored paper that identifies it as one of the four categories being used to study the century. The children must get into a group of students that have a similar colored paper. The first task will be for the group to give a name for the common element that their cards represent. Each group will present their category and through class discussion a list of characteristics will be generated. At this point the children will be aware of the four categories that they will be using to study the century. They will refine this information as the unit progresses. The second task will for the students in their group to put the cards in chronological order and present to class their results.
CULMINATING PERFORMANCE
The culminating activity will begin with a decision making task where the children grouped by decade of study must identify most the significant events for their time period. These events will be displayed on the large timeline located between the fifth grade classrooms. They will also use this information to create a live and electronic presentation with the purpose of informing their classmates about the decade.
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 influence of Theodore Roosevelt in bring America to 20th century (2 days) Understands major events/issues of US involvement in World War I & World War II Able to compare/contrast these two events (4 days) Understands the era following World War II known as the Cold War (1 days) Understands progress of the US in Twentieth Century - science & technology (transportation, communication, medicine, energy, science, environment) (2 days) Understands progress of US in Twentieth Century - politics (depression & New Deal, civil rights) (2 days) Understands progress of US in Twentieth Century - Arts and Entertainment (2 days) Understands progress of US in Twentieth Century - Life (food, clothing, sports, societies and clubs, and toys) (2 days) |
Text: pp.505-512 Picture Book? Teddy Bear Graphic Organizer: Web for US World Power Text: 521-523 Text: 536-542 GTV: Modern Times - World War I and After World War I Web Scholastic Video on World War II GTV: Echoes of War Sequencing Activity Cause and Effect Chart Text: 547 - 551 Text: 557 - 560 GTV: Text: 514 - 515 Text: 562 - 563 GTV: What Goes Around Comes Around GTV: Getting To Know You GTV: You Have Grown Accustomed to My Face US Post Office: "Celebrate the Century" Text: 531 - 534 Text: 552 - 554 GTV: Thinking Big Text: 527 - 529 Interview Video: "Didn't Start the Fire" by Billy Joel |
Pairs check Web developed and question using information Use of a word splash about World War II Posters: View then use a graphic organizer to structure the learning activity and write out their findings. Fill out questions on web Cut out activities and put in sequence Fill out compare/contrast graphic organizer. Read text and lecture with students taking notes
Jigsaw with the "Records" from the US Post Office's Material Jigsaw with the "Records" from the US Post Office's Material Model interview Jigsaw with the "records" from the US Post Office's Material |
Read a picture book and discuss the life and contributions of Teddy Roosevelt and the period. Students are going to read material and add information on graphic organizer. Compare information with another pair create web for US as a world power - then answer question: "How did the US become a world power?" Students will view the video of the world war as a lead to the study of the World War II time period. Students are going to read and discuss material and add the information on a graphic organizer. They can do this in collaborative pairs Fill out the web about World War I and then one on World War II Activities are cut and pasted in the correct sequence for the period between WWI and WW II Fill out the compare/contrast graphic organizer with similarities and differences to use in studying for test. Children will read from the text and teacher will present information and the children will take notes Student will be given a "record" that will have a color and numbered piece of paper covering the decade. The first task will be for the group to order the "record" science & technologies' happenings from earliest to latest. This will then be presented to the class with challenges by any class mate as to placement. The second day students will form another grouping using the "records" of one decade and identify the major happenings of that decade. The group will write the event/person on the top and a sentence to describe it. This they will present to the class to be recorded on individual graphic organizers. Student will be given a "record" that will have a color and numbered piece of paper covering the decade. The first task will be for the group to order the "record" politics happenings from earliest to latest. This will then be presented to the class with challenges by any class mate as to placement. The second day students will form another grouping using the "records" of one decade and identify the major happenings of that decade. The group will write the event/person on the top and a sentence to describe it. This they will present to the class to be recorded on individual graphic organizers. Student will be given a "record" that will have a color and numbered piece of paper covering the decade. The first task will be for the group to order the "record" arts and entertainment happenings from earliest to latest. This will then be presented to the class with challenges by any class mate as to placement. The second day students will form another grouping using the "records" of the decade and identify the major happenings of that decade. The group will write the event/person on the top and a sentence to describe it. This they will present to the class to be recorded on individual graphic organizers. Interview questions/topics will be given to the students. Each child will select the question/topic they wish to work with and develop questions, conduct the interview and hand in questions and answers. Student will be given a "record" that will have a color and numbered piece of paper covering the decade. The first task will be for the group to order the "record" life happenings from earliest to latest. This will then be presented to the class with challenges by any class mate as to placement. The second day students will form another grouping using the "records" of one decade and identify the major happenings of that decade. The group will write the event/person on the top and a sentence to describe it. This they will present to the class to be recorded on individual graphic organizers. |
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. |
| How to search for information on internet (2 days) How to create a computer generated presentation (3 days) How to conduct an interview? (3 days) |
Provide a variety of situations Point out common errors and pitfalls Written set of steps. Model interviewing process Mental rehearsals |
Students will be given a question and from this they will identify key words to use for the search. Next the student will conduct a search and identify one or two sites that would provide information to answer the question. They will then take another question and follow the same procedure. Teacher will model the creation of a 4-6 slide presentation including text and graphics using a "How to…" booklet. Student will create a 4-8 slide presentation that includes text and graphics (pictures and clip art). Students will be shown a series of clips of TV talk show hosts interviewing different people. Teacher will model the steps in preparation of an interview and conducting an interview. Students will then prepare and conduct an interview of their parents or grandparents using questions/topics provided by teachers. |
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 |
| Changes between the decades Demonstrate knowledge about a major event and its significance in their decade |
|
Students will use the graphic organizers created during the jigsaw activities and then use this information to develop the categories to be compared. The chart will be completed and then a statement will be written concerning this comparison of this information. Students will develop a rap for their decade that they have studied. |
PERFORMANCE TASK
TITLE OF TASK: Celebrating The Twentieth Century
RECOMMENDED GRADE LEVEL: 5
CURRICULUM AREAS: Social Studies
APPROXIMATE TIME FRAME: 2 weeks
DESCRIPTION:
Timeline: Each group of 7-8 students from the three fifth grades will be assigned a decade. They will use the information generated during the jigsaw activities as a basis for identifying what events are the most important. Children will have other resources to use that they can identify possible events to be used. Then the students will use a decision-making matrix to identify the most significant events for their decade to be included on the timeline. Each group will need to identify a minimum of 4 events for each of the categories (science & technology, arts & entertainment, politics, and life). They will type each event on a half sheet of paper. This will include a title, text and possible picture. Then the item will be places on the timeline at the appropriate point on the timeline and in the correct category.
Presentation: Each group will also be responsible for a presentation to all the classes to provide students an overview of lifer during that decade. This presentation will include a live (mock interview of important person) and an electronic portion (PowerPoint Presentation and video clip). The students will use the above information as well as additional research to provide the material necessary for this. They will gather all this information together as a group and organize this information. The presentation must include an electronic presentation, a short video clip tied to the oral presentation, a CD or laser disc segment, and a back-in-time portion.
RUBRIC:
TIMELINE
|
|
Element #1 |
Element #2 |
Element #3 |
Element #4 |
| Elements Scale |
Selections |
Content |
Format |
Mechanics |
| Weights |
3 |
3 |
1 |
1 |
| 4 |
Student selects a minimum of 4 of the major events of a decade that best represents each category. |
Each event has a title and description that identifies the event. The descriptions are concise and well written. |
Student follows all guidelines for the word processing of the information. |
No mechanical errors for each of the events |
| 3 |
Student selects a minimum of 4 of the major events of a decade that is representative each category. |
Each event has a title and description that identifies the event. The descriptions are wordy or lack some information. |
Student follows most of the guidelines for the word processing of the information. |
A few errors, but does not interfere with communication of events. |
| 2 |
Student selects a minimum of 4 events of a decade, but of questionable importance. |
Each event has a title and description that identifies the event. The descriptions have basic information missing. |
Student follows some of the guidelines for the word processing of the information. |
Many errors, but one is able to decipher the idea. |
| 1 |
Student does not select a minimum of 4 events or events selected are of little significance. |
Each event has a title and description that identifies the event. The descriptions are poorly written and lacks necessary information. |
Student follows some of the guidelines for the word processing of the information. |
Errors make it difficult to understand the content. |
PRESENTATION
|
|
Element #1 |
Element #2 |
Element #3 |
Element #4 |
| Elements Scale |
Presentation |
Content |
Delivery |
|
| Weights |
2 |
3 |
3 |
|
| 4 |
The presentation is well organized, flows from one idea and/or media to the next, and shows some creativity. |
The presentation demonstrates a clear understanding of the decade and all the major ideas have been identified for their decade. |
The student speaks in a clear voice that is easily understood in all parts of the room, maintains audience's attention through out the presentation, uses body language to enhance the message, and demonstrates clear knowledge of material being presented. |
|
| 3 |
The presentation has good organization, and flows from one idea and/or media to the next with some hesitancy. |
The presentation demonstrates a good understanding of the decade and some of the major ideas have been identifies for their decade. |
The student speaks in a clear voice that is understood in all parts of the room, maintains most of the audience's attention through out the presentation, uses body language does not detract from the message, and demonstrates adequate knowledge of material being presented. |
|
| 2 |
The presentation has little organization, and stops and starts as it moves from one idea and/or media to the next. |
The presentation demonstrates a little understanding of the decade and some major ideas have been identifies for their decade. |
The student's voice is difficult to understand at times, maintains some of the audience's attention, body language is noticeable, and demonstrates some knowledge of material being presented. |
|
| 1 |
The presentation is poorly organized, and the movement from one idea and/or media to the next distracts from the message. |
The presentation demonstrates a poor understanding of the decade and unable to identify important ideas for their decade. |
The student's voice is difficult to understand through out the presentation, unable to keep the audience's attention, body language is distracting, and demonstrates little knowledge of material being presented. |
|
TECHNOLOGY
|
|
Element #1 |
Element #2 |
Element #3 |
Element #4 |
| Elements Scale |
Presentation Software |
Word Processing |
Internet |
|
| Weights |
3 |
2 |
1 |
|
| 4 |
Child is able to create a presentation of 4 to 8 slides that includes a title slide, text slide(s), graphic and text slide(s), and graphic only slide(s) with out assistance from others. |
Child is able to center title, type and format text, use the spell check feature, and print out text with some assistance from others. |
Child is able independently identify an appropriate bookmarked site to find information, locates information pertinent to the topic, and sites information properly. |
|
| 3 |
Child is able to create a presentation of 4 to 8 slides that includes a title slide, text slide(s), and graphic only slide(s) with some help from others. |
Child is able to center title, type and format text, use the spell check feature, and print out text with some help from others. |
Child is able to identify with some assistance from others an appropriate bookmarked site to find information, locates information pertinent to the topic, and sites information properly. |
|
| 2 |
Child is able to create a presentation of 4 to 8 slides that includes a title slide, text slide(s), graphic and text slide(s), and graphic only slide(s) with much help from others. |
Child is able to center title, type and format text, type and format text, use the spell check feature, and print out text with much help from others. |
Child is able to identify with much help from others an appropriate bookmarked site to find information, locates information pertinent to the topic, and sites information properly. |
|
| 1 |
Child is able to create a presentation of 4 to 8 slides that includes a title slide, text slide(s), graphic and text slide(s), and graphic only slide(s) with much assistance. |
Child is able to center title, type and format text, use the spell check feature, and print out text with much assistance. |
Child is able with mush assistance to identify an appropriate bookmarked site to find information, locates information pertinent to the topic, and sites information properly. |
|
HAVE YOU CONSIDERED THESE YET?
ASSESSMENT MODIFICATIONS: Curriculum modifications will be made to meet the learning needs of each individual and their prescribed learning program. Grouping for all activities will be made by the teacher in order to take into account educational, social and emotional needs of all individuals.
UNIT SCHEDULE/TIME PLAN:
| 1) Launch |
2) Teddy Roosevelt Read text 505-512 Complete Graphic Organizer - Teddy Bear |
3) Roosevelt How did the US become a World Power? Model the generation of a presentation using the 4 different slides. |
4) World War I Read text 521-523 Graphic Organizer GTV Modern Times Collaborative pairs |
5) World War II Read text 536-542 Same graphic organizer Scholastic Video - World War II |
| 6) Word Splash- Review from day 5 Sequencing activity of events WWI - WWII |
7) Cause/Effect or a compare / contrast Chart for WWII as study guide for test Model the use of bookmarks to find an appropriate site, use that site to gather needed information, and identify informationrequired to properly site the source. |
8) Understands era following World War II - Cold War Read 547-551 & 557-560 |
9) Overview of Time Line Project & Computer Generated Presentation |
10) 20th Century - Science & Technology Use records to sequence events |
| 11) Science & Technolgy (con't) Decade study group will meet |
12) 20th Century - Politics Use records to sequence events |
13)Politics (con't) Decade study group will meet. |
14) How to Interview |
15) 20th Century - Arts &Entertainment Use records to sequence events |
| 16) Arts & Entertainment (con't) Decade study group will meet. |
17) 20th Century - Life Use records to sequence events |
18) Life (con't) decade study group will decide for timeline entries. |
Decade study group will meet |
Decade study group will meet |
| Decade study group will meet |
Decade study group will meet |
Decade study group will practice presentation |
Half of the groups make their presentations |
The other half of the groups make their presentation. |
REFERENCES:
Rubel, David, The United States in the 20th Century. Scholastic Reference. 1995.
Bacon, Dr. Phillip, The United States its History and Neighbors. Harcourt Brace Jovanovich, Inc. 1991. (Text)
Sterling, Mary Ellen and Donna Herweck Rice, The 20th Century. Teacher Created Materials,inc. 1997.
Hounchell, Linda, Celebrate the Century. United States Post Office. 1998.
Marzaon, Robert and Debra Pickering, Dimensions of Learning. Mid-continent Regional Educational Laboratory. 1997.
Time Magazine - Multimedia Almanac. Time Magazine, 1995.
Headline Stories of the Century. Questar Video, Inc. 1992
The 1994-95 Scholastic/NBC News Video. Scholastic, Inc. 1994.
GTV - A Geographic Perspective on American History. National Geographic Society. 1990.