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History Workshop June 2008 Steven Frees Crawfordsville, Indiana COURSE TITLE: Indiana History GRADE LEVEL: Fourth Grade UNIT: Famous Hoosiers Abstract During this unit of study, students will research, write reports, condense reports, and give a first person speech about a famous Hoosier. Students will discover how to research and to find what information is relevant to the topic. Students will need to find information about a famous person from Indiana and what makes that individual so important. This will include researching dates and factual information. Students will need to know where to find the information. Students will also learn how to write a biography, informative paragraph, a narrative paragraph, and a first person narrative speech. Students will need to be familiar enough with their characters to also answer questions asked of them by their peers. In conclusion, students will research a famous Hoosier, write an autobiography, condense information, and give a speech in first person. Focus Questions 1. What makes a Hoosier famous? 2. What did different individuals do to make our society a better place for others? Benchmarks Assessment Tasks Key Concepts Students will: Students will: • Contributions to society • Investigate the 1. Decide on an individual contributions and from Indiana that he or she • Time periods challenges experienced by would like to research. people from various • Historical concepts cultural, racial and religious 2.Decide what information groups in Indiana during is essential in describing the • Performing arts different historical periods Hoosier as an individual. by reading biographies, This needs to include what • Entrepreneurship historical accounts, stories, genre the character and electronic media, such represents. as CD-ROMs and web sites.(Social Studies 3. Participate in writing a Standards 4.5.6) first person narrative telling about their Hoosier. •Describe role of Indiana Artists in American visual 4. Decide what information arts, literature, music, is essential in describing dance, and theatre.(Social their individual. Studies Standards 4.5.4) . Instructional Resources Internet using Hoover Elementary 4th grade preapproved websites Stein, R Conrad, America, the Beautiful, Indiana. Chicago, Ill.: Children’s Press1990 Marsh, Carole, Indiana State Greats. Peachtree City, Georgia: Gallopade International, 1990 Henricks, Ann, Indiana. Chanhasen, MD: Child’s World, 2006 Couch, Ernie, Indiana Trivia. Nashville, Tennessee: Rutledge Hill Press, 1997 Madison, James, Indiana Through Traditions and Change: A History of the Hoosier State and its People, 1920. Indianapolis, Indiana: Historical Society, 1982 Indiana Historical Society, Hoosiers All. Indianapolis, Indiana: Historical Society, 2000 Wolfsie, Dick, Indiana Curiosities: Quirky Characters, Roadside Oddities, and Offbeat Stuff. Guilford, Ct.: Globe Pequot Press, 1990 Catalog of Lessons A. The students will accomplish this task by using outside sources such as Internet and library material to research famous Hoosiers. B. The outside sources will help the students accomplish the idea of multiple perspectives by explaining how their character viewed what was going on around them and how they adapted to the circumstances in their lives. They will accomplish the controversial issues by explaining how their character handled themselves in different situations that they have been faced with such as race, education, and family life. C. The decision-making and choices will be determined on how the student feels that their character has handled their career and how the student determines if the Famous Hoosiers has succeseded or failed in their views. D. We want our students to construct social studies knowledge by examining: multiple perspectives, controversial issues, decision-making, choices, historical empathy, and moral judgment. E. The student will also explore the time period in which their Hoosier has lived and what difference it has made on their character. The student will write a research paper about this person using factual material. They will then condense the report to an informational paragraph, which will be made into a speech, where other classes will then visit our classroom and listen to the individual speeches. Lesson 1: Students make a decision about whom they will portray. Students decide and research the individual that they think would most interest them. They also have to keep in mind that they will be portraying the individual in a first person narrative. The students will use books and the Internet to find their information. The outside sources will help the students accomplish the idea of multiple perspectives by explaining how their character viewed what was going on around them and how they adapted to the circumstances in their lives. They will accomplish the controversial issues by explaining how their character handled themselves in different situations that they have been faced with such as race, education, and family life. Lesson 2: Writing Report Students will write a Biography about their individual making sure that they include birth, death, age, what they have accomplished, and what they are most known for. Students need to include information about how other people saw them. Were they always popular in their beliefs and decisions, what major decisions did they make, and did they influence the lives of others. The decision-making and choices will be determined on how the student feels that their character has handled their career and how the student determines if the Famous Hoosier has succeeded or failed in their views. Lesson 3: Students work with primary sources Students work with photos or historic artwork such as political cartoons. They need to work with newspapers to see how others perceived this person. Also, they need to find out what decisions are made about this person by the newspaper and magazine articles. The students will accomplish this task by using outside sources such as Internet and library material to research famous Hoosiers. Lesson 4: Rewrite into a narrative paragraph Students will condense their biography into a single paragraph so that they can memorize and recite their reports to their peers. They will also need to prepare answers for questions that may be asked of them. They will present their report as a living legend. Students need to also explain what were the other events, people, or events that forced them to succeed. Students will demonstrate their social studies knowledge by examining: multiple perspectives, controversial issues, decision-making, choices, historical empathy, and moral judgment. Lesson 5: Presentation The student will explore the time period in which their Hoosier has lived and what difference it has made on their character. The student will write a research paper about the person using factual material. They will condense the report to an informational paragraph, which will be made into a speech, where other classes will then visit our classroom and listen to the individual speeches. Using primary source material, students will present their first person narratives to their peers. They will need to use actual words or the person and their peers. The students will also need to include criticisms of themselves in their work. Then they will make a large circle facing outwards so they can present speeches to other classes. The students will shake hands with their peer and start out by saying, “Good Morning, I am -------. I was born in ----and died in ---- or am still alive. I am – years old”. Then they will present their information in a timely, interesting and informative manner. After a designated time, the audience will move one person to their left to hear the next presenter. This will continue until every participant has heard the presenter’s speech. Every presenter will speak at once using the blab school method. ABSTRACT This is a description of the assessment. It describes the task that the student is assessed with and a description of what the students need to do to complete the test. The student’s knowledge of this project, as presented in their final biography, paragraph, and speech, will be the determining factor in demonstrating if they have gained the knowledge needed. This will be determined by the factual information obtained and the student’s knowledge of the famous Hoosier, when delivering their speeches and answering the questions provided by the listeners and myself. Prompt This is the material and resources that the students will need to use to be successful on this task. The purpose of this prompt is to provide the students with the information to complete the task. It also helps them gain the knowledge of finding the Historical information that is needed to have the correct information. A prompt could be presented through Internet usage, encyclopedias, autobiographies, biographies, and fictional and nonfictional books. Each student will be provided time for class and media room use. The students will be able to use computers, encyclopedias, and library materials, such as resource books and autobiography materials. Students will also be given the opportunity to study past biographies and first person speeches that were presented in previous years. Directions to Students These are the instructions that the students receive to guide them in completing the task. The directions should tell the students exactly what is expected of them. These instructions will include information about the length of the report, the numbers of facts needed to receive different grades, ways of writing reports, and how to do a first person speech. It will also give the time limits, where they can get the information that they need, and who will help them. They will also include a statement of what is needed to complete the task as well as the rubric that the students will be graded from. The teacher will provide time in class and also will allow time to go to the media room to do research and to obtain information. Procedures These are the procedures that the instructor will follow in enforcing the assessment. Steps will be listed for the instructor to follow in explaining what the student needs to do to complete the task. Each step will be explained thoroughly. The instructions will be listed so if the instructor is not available, a substitute could follow the instructions. The instructor will read the reports and listen to each speech in order to evaluate the student’s knowledge. The student will demonstrate what they have learned in this activity by presenting their speech, completing their reports and being able to answer questions about their famous Hoosier. Research papers will be collected and discussed with each student when they feel they are finished. Then the paragraphs will be written and another consultation will be held to discuss how the student has done on this piece of work. Finally a consultation will be held with each student on his or her first person speech with advice on what information should be included in the speech. Data will be graded by using a rubric. Scoring Rubric Each benchmark that is being assessed should be explained thoroughly in the scoring rubric. The scoring has a three-point scale explaining the criteria needed for each benchmark. A score of one shows that the students have put out the effort in researching the task. A score of two and three explains what is needed to do the best possible job and receive the best possible score. The cells on the grid explain what the point system is for each benchmark. SCORING RUBRIC BENCHMARK SCORE 1 2 3 Students will Data is researched Data is researched Data is researched describe the role of and correct. and correct. and correct. Indiana artists in Information about Important facts and Important facts and American visual the individual is information are information are arts, literature, informative and given in a detailed given in a detailed music, dance, and factual. Four or less report. Information report. Information theatre. (Standard facts about their is conclusive and is conclusive and 4.5.4) famous Hoosier informative. informative. Their Investigate the have been identified Five or more facts speech is delivered contributions and and included in an will need to be in an informative challenges informative report. identified about manner and the experienced by their famous student is able to people from various Hoosier and written answer possible cultural, racial, and in an informative questions that are religious groups in report. Students will asked of him or her. Indiana during have included the The student will different historical role that their have included the periods by reading character has played role that their biographies, in literature, music, character has played historical accounts, dance or theater. in literature, music, stories, and dance, or theatre. electronic media, They will also have such as CD-ROMs to be able to explain and web sites. the contributions (Standard 4.5.6) and challenges that their character has experienced during different historical periods. (What has made the individual stand out in the time that they were or are alive).
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