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Important Black History Figures from History
Technology-Enhanced Lesson-Instructional Partner Task 1
Arlene H. Dawson
Spring 2011
Pathfinder URL:
http://arlenedawson3376.pbworks.com/w/page/38880071/Pathfinder-Important%20Figures
%20in%20Black%20History
ClipArt source:http://www.clipartoday.com/clipart/people/people/children_161451.html
Important Figures from HistoryGRADE: 7th TEACHER(S): Michael Bartlett and Arlene Dawson
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CONTENT TOPIC: African-American Historical Figures-
STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, andcreate new knowledge.
Skills Indicator(s):
2.1.1 Continue an inquiry based research process by applying critical-thinking skills (analysis,
synthesis, evaluation, organization) to information and knowledge in order to construct new
understandings, draw conclusions, and create new knowledge.
2.1.2 Organize information so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions,
and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products
that express new understandings.
Benchmarks(s):
Select a variety of credible sources in different formats relevant to research needs.
Locate appropriate nonfiction resources by using the librarys classification scheme.
Work collaboratively in using technology to meet information needs.
Evaluate sources based on criteria such as copyright date, authority of author orpublisher, comprehensiveness, readability, and alignment with research needs.
Dispositions Indicator(s):
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each
specific resource and by seeking additional resources when clear conclusions cannot be drawn.
2.2.4 Demonstrate personal productivity by completing products to express learning.
Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
Self-Assessment Strategies Indicator(s):
2.4.1 Determine how to act on information (accept, reject, modify).
2.4.3 Recognize new knowledge and understanding.
CONNECTION TO LOCAL OR STATE STANDARDS
Social Studies-Information Processing Skills
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GOAL: The student will be able to locate, analyze, and synthesize information related to
social studies topics and apply this information to solve problems/make decisions. I: indicateswhen a skill is introduced in the standards and elements as part of the content D: indicates grade levelswhere the teacher must develop that skill using the appropriate content M: indicates grade level by whichstudent should achieve mastery, the ability to use the skill in all situations A: indicates grade levels wherestudents will continue to apply and improve mastered skills
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Language Arts:
ELA7R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
For informational texts, the student reads and comprehends in order to develop understandingand expertise and produces evidence of reading that:
a. Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences,
concluding sentences, introduction, conclusion, footnotes, index, bibliography).b. Identifies and uses knowledge of common graphic features to draw conclusions and make
judgments (e.g., graphic organizers, diagrams, captions, illustrations).
ELA7W3 The student uses research and technology to support writing. The student
a. Identifies topics, asks and evaluates questions, and develops ideas leading toinquiry, investigation, and research.
b. Gives credit for both quoted and paraphrased information in a bibliography
by using a consistent and sanctioned format and methodology for citations.
c. Includes researched information in different types of products (e.g., compositions,multimedia presentations, graphic organizers, projects, etc.).
d. Documents sources.e. Uses electronic media to locate relevant information.
ELA7LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.b. Asks relevant questions.
c. Responds to questions with appropriate information
ELA7LSV2 The student listens to and views various forms of text and media
in order to gather and share information, persuade others, and express and
understand ideas. The student will select and critically analyze messages using
rubrics as assessment tools.
When delivering and responding to presentations, the student:
a. Gives oral presentations or dramatic interpretations for various purposes.
b. Organizes information to achieve particular purposes and to appeal to thebackground and interests of the audience.
f. Responds to oral communications with questions, challenges, or affirmations.
g. Uses multimedia in presentations.
OVERVIEW:
I met with Mr. M. Bartlett and we determined, based on the CRCT scores for
seventh grade students, that one area of weakness for our students were using
informational text and research skills. Students had difficulty locating appropriate
nonfiction resources and information from a variety of resources. Seventh-grade students
in social studies and language arts classes will focus on researching important figures in
African American history. Each student will select one person to research from an
extensive listing of over one hundred and twenty-five subjects. The students will use the
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information gleaned from various research sources to produce a variety of products such
as posters, timelines, letters, comic strips, Powerpoints, poems, videos, newsletters,
informative essays, and monologues.
Essential questions:
Why do we study other peoples lives? Why is this person important?
What contributions to the community of man has this person made?
What has been the impact of this persons contributions?
How can a persons life experiences impact his or her achievement?
FINAL PRODUCT:
Students will work independently to complete three products from a History Tic-Tac-Toe
assignment sheet. The products vary from posters, monologues, PowerPoints, informative
essays, videos, poems, timelines, newsletters, videos, and letters.
LIBRARY LESSON(S):
Students will learn how to access information through online, print, and electronic resources,
identify project appropriate resources, work with the school library media specialist (SLMS) in
over a course of several days to research information that they can use in their presentations.They will make use of the school library media specialist prepared pathfinder for this
assignment. They will access information through online, print, and electronic resources. They
will ethically credit their sources.
ASSESSMENT
Product -Teacher, SLMS, and students will use rubrics to perform summative assessments of
the Black History Tic-Tac-Toe products. The evaluation guidelines for each of the different
products will be given to students at the beginning of the project. See Black History Tic-Tac-Toe assignment sheet.
Process -Teacher and SLMS will formatively assess student progress daily through the use of
questioning, observations, dialogue, group conferences. Students will maintain note cards on
media research with bibliographic information on the reverse side. Students will use groupjournal to record daily progress and reflect on research, progress, needed improvement, and
additional courses of action. The teacher will conference with the students on their progress.
The SLMS will assist with further research if needed.
Student self-questioning-
What questions do I have about this topic?
What is my plan for research?
What are some of the resources that I can use?
How will I evaluate my sources?
Have I completed all of the required sections of this assignment?
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What new understandings about the topic do I have?
INSTRUCTIONAL PLAN
Resources students will use:
On-line subscription database(s)-Destiny, NetTrekker, United Streaming, Sirs Discoverer
Web sites
Black Voices: http://www.blackvoices.com/
Ebony Online: http://www.ebony.com/
Library of Congress: http://www.loc.gov/index.html
African American Women Writers:
http://digital.nypl.org/schomburg/writers_aa19/
Africans in America: http://www.pbs.org/wgbh/aia/home.html
African American History Challenge: http:/
http:/www.brightmoments.com/blackhistory/
American Black Journal: Documenting Detroit and African American History from
African American Perspectives: http://matrix.msu.edu/~abj/
Schomberg Center for Research in Black Culture:
http://www.nypl.org/research/sc/sc.html
Top Websites for Students:
http://www.microsoft.com/athome/students/studentsites.aspx
Glogster.com: http://www.glogster.com
Biography.com: http://www.biography.com/
Books
Contemporary Black Biographies. Vol. 1-65. Detroit: Gale Research Inc.,
1997-2010.
The African American Encyclopedia. Ed. by Michael W. Williams. New
York: Marshall Cavendish, 1993.
Notable Black American Men. Ed. by Jessie Carney Smith. Detroit: Gale
Research, 1999.
http://www.blackvoices.com/http://www.ebony.com/http://www.loc.gov/index.htmlhttp://digital.nypl.org/schomburg/writers_aa19/http://www.pbs.org/wgbh/aia/home.htmlhttp://www.brightmoments.com/blackhistory/http://www.brightmoments.com/blackhistory/http://opt/scribd/conversion/tmp/scratch23977/American%20Black%20Journal:%20Documenting%20Detroit%20and%20African%20American%20History%20from%20African%20American%20Perspectiveshttp://opt/scribd/conversion/tmp/scratch23977/American%20Black%20Journal:%20Documenting%20Detroit%20and%20African%20American%20History%20from%20African%20American%20Perspectiveshttp://matrix.msu.edu/~abj/http://www.nypl.org/research/sc/sc.htmlhttp://www.microsoft.com/athome/students/studentsites.aspxhttp://www.glogster.com/http://www.biography.com/http://www.blackvoices.com/http://www.ebony.com/http://www.loc.gov/index.htmlhttp://digital.nypl.org/schomburg/writers_aa19/http://www.pbs.org/wgbh/aia/home.htmlhttp://www.brightmoments.com/blackhistory/http://www.brightmoments.com/blackhistory/http://opt/scribd/conversion/tmp/scratch23977/American%20Black%20Journal:%20Documenting%20Detroit%20and%20African%20American%20History%20from%20African%20American%20Perspectiveshttp://opt/scribd/conversion/tmp/scratch23977/American%20Black%20Journal:%20Documenting%20Detroit%20and%20African%20American%20History%20from%20African%20American%20Perspectiveshttp://matrix.msu.edu/~abj/http://www.nypl.org/research/sc/sc.htmlhttp://www.microsoft.com/athome/students/studentsites.aspxhttp://www.glogster.com/http://www.biography.com/ -
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Black Women in America: 2nd edition. Ed. by Darlene Clark Hine. NY:
Oxford University Press, 2005.
Individual Autobiographies and Biographies-The Stephenson Middle
School Media Center has an extensive collection of autobiographies and
biographies. Students can select individual books for research based onsubject.
Nonprint Podcasts and Powerpoints
How to Write a Bibliography: http://youtu.be/edqVmfha2N4
Research skills: http://youtu.be/MpXxewtxkIk
Bartletts Powerpoint Preparation
Other (list):_x__ Videos in Media Center
__x_ Online Media specialists produced Podcasts
Instruction/activities
DAY ONE
o Direct instruction: Tic-Tac-Toe Assignments-What are they?Opening-Media specialist and teacher deliver whole class instruction: Students will
be given copies of the Black History Tic-Tac-toe assignments page and the Black
History Tic-Tac-Toe assessments page. The teacher and media specialists willdiscuss the assignments and detail whole class media center research days and
additional opportunities for research.
o Modeling and guided practice: The media specialists will show a video on
information literacy research skills: http://youtu.be/MpXxewtxkIk Media
specialist shares several online websites for researching topic or subject.o Independent practice: Students will select research subject from box containing
over one hundred subject names.
o Sharing and reflecting: Students will take research subjects home, reflect on them
and decide on a course of action for gaining information. Students will decide onthe types of products that he or she will produce.
DAY TWO
o Technology Integration and Research
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Opening- Media specialist discusses with students the various media sources
available for research on the various Black History Tic-Tac-Toe subjects.
o Modeling and guided practice: Media Specialist introduces the Pathfinder onBlack History Tic-Tac-Toe and the various websites, articles, and videos available
as sources.
o Independent practice: Students will research individual Black History Tic-Tac-Toe subjects using the Pathfinder resources and record notes on topic.
o Sharing and reflecting: Students will share research notes with media specialist
and teacher.
DAY THREE
o Technology Integration and ResearchOpening- Media specialist reminds students of the various media sources available
for research on the various Black History Tic-Tac-Toe subjects.
o Modeling and guided practice: Media Specialist shares books Black History tic-Tac-Toe subjects found in the media center and that are available as additional
resources.o Independent practice: Students will research individual Black History Tic-Tac-
Toe subjects using the Pathfinder resources and books and record notes on
subject.
o Sharing and reflecting: Students will share research notes with media specialist
and teacher. Students will reflect on amount of research information and
conference with the media specialist and teacher.
Homework -additional research to be conducted by students at home or public library.
DAY THREE
o Technology Integration and ResearchOpening- Teacher will instruct students on the development of a PowerPoint for their
Black History Tic-Tac-Toe subjects using research notes.
o Modeling and guided practice: Teacher andMedia Specialist will share examplesof Powerpoints, timelines, online posters using the Promethean board.
oIndependent practice:
Students will begin developing plans for products for the
Black History Tic-Tac-Toe using research notes and textbook.o Sharing and reflecting: Students will share and reflect on development of Black
History Tic-Tac-Toe.
Homework-additional research to be conducted by students at home or public library.
DAY FOUR
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o Technology Integration and ResearchOpening- Media specialist and teacher will instruct students on the development of a
bibliography on the resources used for the Black History Tic-Tac-Toe project.
Show video http://youtu.be/edqVmfha2N4o Modeling and guided practice: Teacher andMedia Specialist will share examples
of bibliography using textbook models and internet websiteso Independent practice: Students will begin writing bibliography for individual
Black History Tic-Tac-Toe projects.
o Sharing and reflecting: Students will share and reflect on development of BlackHistory Tic-Tac-Toe project bibliography.
Collaboration and Lesson Reflections
The collaboration and development of this lesson began early in January. The
teacher and I had previously used the Tic-Tac-Toe assignment and assessment formats in
our gifted classes and decided to use them again this year. We decided to look at
information literary and skills and research skills in particular because our students
scores on the CRCT do not reflect significant gains. We decided to our schools media
center Destiny and to search the web for instructional materials that would facilitate this
project I collaborated with Mr. Bartlett, and we decided to collaborate on the lessons and
integrate the technology and pathfinders into the lessons.
Again taking the role of the media specialist was extremely beneficial for me. I
conducted two days of research in the media center acting as a media specialist with the
students. The collaboration worked very well because Mr. Bartlett and I have worked
together as colleagues for a number of years and have developed lessons together. We
had the same planning period and were both available for after-school collaborations and
discussions. Mr. Bartlett in the role of teacher assigned the project, homework,
determined due date, and presentation details.
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I enjoyed taking the role of the media specialist and using technology that I had
developed, measuring its effectiveness and making note of places for improvement in the
technology development and in the lesson planning and implementation. I was able to
share research and technology tips with the students and offer pathways for further
learning and development using some of the things that I have learned in my classes.
The daily informal assessments involving checking student progress and
conferencing with them were extremely beneficial to the students, to the teacher and me.
We were able to fully monitor student understanding of research skills and development
of products by using the using this method. The students were able to reflect on their
progress and adjust their future research.
The pathfinder and the other internet, print and nonprint resources were extremely
useful in the presentation of the assignments and providing students with initial paths of
research for their individual assignments.
Black History- Tic-Tac-Toe Assignments
1. Newsletter Article-Create a
5 Ws chart and write a
newsletter article about your
subject that includes
important, unusual, and
interesting information about
your person and his/her
accomplishments. Follow
the criteria card for a news
article.
2. Letter to Subject-Write a
letter to the subject in which
you state the reasons for
your admiration of his or her
achievements. Must be
written in correct business
letter format with at least 5
paragraphs. Follow the
criteria card for a business
letter.
3. Comic Strip-Your subject is
the principal character. The
subject discusses with other
characters his/her
accomplishments and future
plans. Make sure the dialogue
is realistic.
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4. Ballad-Create a ballad
(song) in which you tell about
subject and major
accomplishments. Perform
ballad before the class or
record your ballad and playthe recording in class.
5.* Informative Essay with
Bibliography-Follow the
Black History outline and the
bibliography criteria format.
or
*Social Studies Extension-
PowerPoint (ten slide
minimum) based on research
and informational essay. See
Mr. Bartlett for specifics.
*Required of everyone.
6. Monologue-Follow the
format for a monologue
written from the point of view
of your subject. The subject
discusses an important event
in his/her life. Be sure to haveyour monologue reflect the
imagined personal emotions
of your subject. Follow the
criteria card for a monologue.
7. Video News Interview-Prepare written interview
questions and answers.
Prepare a 3-5 minute video
presentation in which you
dress as the subject and an
interview takes place where
you relate important life
experiences and
achievements.
8.Informational Poster-Follow the criteria card for a
poster. 24x36 poster board
that includes the name, a
center picture or drawing of
the subject with at least nine
(9) important informational
segments, clouds, or squares
that contain information
about the subjects life and
accomplishments.*(Or use
Glogster-an online poster
website)
9. Timeline-Follow criteriacard for a timeline. Twelve
(12) important events from
the life of your subject.
Include dates and important
events with illustrations for at
least seven of the timeline
events.
Name _____________________________ I chose activities #_____, #_____,
#_____. Due Date : _________ Assigned
Subject :___________________________
Assessments-Black History Assignments
1. Newsletter article__5 Ws chart (Who? What?
When?, Where? Why?)
__At least 5 paragraphs
__Accurate information
__Interesting news title tohook the audience__Photo of person__Correct capitalization,
2. Letter to Subject
____Block business letterformat
____ At least five paragraphs
____Discuss accurate andrelated subject matter.
____Correct capitalization,punctuation, spelling and
3. Comic Strip
_____Comic strip with at leasseven (7) frames
_____Subject is the principalcharacter
____Subject discussesimportant event (s) fromhis/her life
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spelling, punctuation andgrammarSuggested Extension: Writean obituary for the subject.
grammar
Suggested Extension: Writea response letter from yoursubject to your letter.
____ Realistic dialogue
_____Colorful, neat
Suggested Extension: Usecomputer animation
program to animate yourcartoon.
4. Ballad
___At three(3) four linestanzas
___Second and fourth linesshould rhyme or couplets(1st and 2nd, 3rd and 4th
lines rhyme)
___Tells about subject andachievements
___Correct spelling,capitalization, and grammar
___Perform ballad in class orplay recording.
Suggested Extension:Create and play aninstrumental music
selection based on yourballad.
5. Informative Essay
___At least (2 )pages
___At least (4) sources-(2)print and (2) electronicsources
___A cover page with pictureor drawing
___Correctly preparedbibliography
___Correct spelling,capitalization, and grammar
Suggested Extension:Create a PowerPoint basedon research andinformational essay. SeeMr. Bartlett for PowerPoint
assessment rubric.
6. Monologue
___Follows format formonologue
___Point of view of thesubject
___Uses emotional words tocreate the tone in relatingan important event in thelife of the subject
___At least one page
Suggested Extension: Dressas the subject and developstage props for delivery ofthe monologue.
7.Video News Interview
____Written copy of ten (10)interview questions andanswers
____Dress as the character
____3-5 minutes in length
____ Answer questions aboutimportant life experiencesand achievements
____Show video in class
Suggested Extension:Create a video quiz forclassmates based on news
8. Informational Poster
____Follows poster criteriacard ____Neat, legible
___Colorful drawing orpicture of the subjectplaced in center of poster
___ Nine (9) Important
informational segmentsabout the subject
___ Correct spelling,capitalization, punctuationand grammar
Suggested Extension:Create a bookmark forclassmates with highlights
9. Timeline
____At least twelve (12)important events andachievements from the lifeof the subject
____Correct sequencing ofevents
____Correct spelling,capitalization
____Seven (7) of the eventsare illustrated
Suggested Extension: Usegrab bag itemsrepresentative of events toserve as concrete reminders
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interview. of events.
Carolyn Coil, www.carolyncoil.com
Research Rubric Using Media Center Resources
Name _______________________________
TEGORY Excellent ProficientPartially
ProficientNeeds Improvement Points
tion of
ces
3 points 2 points 1 point 0 points ___/3
Identified highly
appropriate sources in
a variety of formats
(books, journals,
electronic sources).
Identified mostly
appropriate sources in a
variety of formats
(books, journals,
electronic sources).
Identified a few appropriate
sources but made little
attempt to balance format
types.
Identified no appropriate
sources in any format.
taking &
ords
3 points 2 points 1 point 0 points ___/3
Selected relevantinformation.
Selected mostlyrelevant information.
Selected a lot of informationwhich wasnt relevant.
Selected irrelevantinformation.
Brainstormed
keywords, categories,
related terms thatwere effective in
researching thequestions.
Selected mostly
effective keywords to
use in researching thequestions.
Selected some keywords that
were not effective in
researching the questions.
Selected no effective
keywords to use in
researching the questions.
Wrote notes
including key facts
which directlyanswered all of the
research questions
and were written in
the student's own
words.
Wrote notes which
included facts that
answered most of theresearch questions and
were written in the
students own words.
Wrote notes which included
irrelevant facts which did not
answer the researchquestions. Some notes were
copied directly from the
original source.
Wrote notes which
included a majority of
facts which did notanswer the research
questions. Most or all
notes were copied word-
for-word from the original
source.
Total ___/6
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Bibliography Checklist
_____Cited all sources of information accurately to
demonstrate the credibility and authority of
the information presented.
_____Cited most sources of information in proper format
and documented sources to enable accuracy checking.
_____Cited most sources of information improperly and
provided little or no supporting documentation to
check accuracy.
_____Created citations which were incomplete or inaccurate,
and provided no way to check the accuracy of the
I information gathered.