important figures from history-dawson

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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
http://www.clipartoday.com/clipart/people/people/children_161451.htmlhttp://www.clipartoday.com/clipart/people/people/children_161451.html


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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
http://youtu.be/edqVmfha2N4http://youtu.be/MpXxewtxkIkhttp://youtu.be/MpXxewtxkIkhttp://youtu.be/edqVmfha2N4http://youtu.be/MpXxewtxkIkhttp://youtu.be/MpXxewtxkIk


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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.
http://youtu.be/edqVmfha2N4http://youtu.be/edqVmfha2N4


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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.