Group Project Lesson Plan

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					                        Group Project Lesson Plan

Lesson Plan Title:         Americans Who Expanded Rights and Freedoms
Developed by:              Jenny Flowers, Haley Little, Michelle Purcell, and Sam Cronic
Subject Area:              Social Studies
Grade Level:               3
Purpose of the Activity:   The purpose of this activity is to discover what some important
                           Americans did to expand the rights and freedoms of people in a
                           democracy.
Learning Objectives        Standard - SS3H2
(include at least one
Georgia QCC or GPS):       SS3H2 The student will discuss the lives of Americans who
                           expanded people's rights and freedoms in a democracy.
                           a. Paul Revere (independence), Frederick Douglass (civil
                           rights), Susan B. Anthony (women's rights), Mary McLeod
                           Bethune (education), Franklin D. Roosevelt (New Deal and World
                           War II), Eleanor Roosevelt (United Nations and human rights),
                           Thurgood Marshall (civil rights), Lyndon B. Johnson (Great
                           Society and voting rights), and Cesar Chavez (workers' rights).
Describe how some of           1. Authentic Learning: They are learning about important
the following are                  Americans on their own by going to assigned websites.
incorporated in your           2. Active Learning: By participating in the centers, they are
unit:                              actively engaged in their learning. Some centers require
   1. Authentic                    work with a partner or small group, and some centers
       learning                    require individual work.
   2. Active Learning          3. Anchored Instruction: The students are reading books
   3. Anchored                     about the important Americans in order to complete the
       instruction                 unit.
   4. Problem based            4. Problem Based Learning: The students are working to
       learning.                   discover as much information they can about the important
                                   Americans. The students are working on their own or
                                   cooperatively to learn about these Americans and why
                                   they are each important.
How will your centers      Center #1 - Internet Activities - At this center, you will go to a
be organized? Describe     computer with your partners. At the computer you will find three
the centers.               “Americans Who Expanded Rights and Freedoms” worksheets,
                           one for each of you. At the top of each page is a web site with
                           information about an important American. Read the information
                           on that website and then fill out the activity sheet for that
                           American. Fill out the whole packet; you can work with your
                           partner.

                           Center #2 – Timeline – In this center you will be using Inspiration
                           to create a timeline. The timeline will include the following people:
                             - Paul Revere (independence)
                             - Frederick Douglass (civil rights)
                             - Susan B. Anthony (women’s rights)
                             - Mary McLeod Bethune (education)
                             - Franklin D. Roosevelt (New Deal and World War 2)
                             - Eleanor Roosevelt (United Nations and human rights)
                             - Thurgood Marshall (civil rights)
                             - Lyndon B. Johnson (Great Society and voting rights)
                             - Cesar Chavez (workers’ rights)
                         In creating this timeline you will have a better understanding of
                         the Americans who expanded people’s rights and freedoms in a
                         democracy.

                         Center #3 – Lapbook – During this center you will be completing
                         five small activities within a lapbook. You will complete these
                         activities as a group, and ALL activities must be completed before
                         moving to the next center. These activities will give you a better
                         understanding of nine historical Americans, and what they did
                         that made them so important.

                         Center #4 - Important American Books- Here you pick a book to
                         read about any important American you choose. After reading,
                         pick one of the literacy activities to do on the book you just read.

                         Center #5 – Historical Poem – During this center you will be
                         writing a poem about the historical figure you have been
                         assigned. The folder on the table has an example of what the
                         poem should look like. Writing this poem will give you a better
                         understanding of your historical figure, the way they lived, and
                         what they believed.

                         Center #6 – Video Center - Because only one camera is
                         available to the class, the class will be divided into several
                         groups. When I tell the class to get into groups, you will all meet
                         in the spot that is assigned to your group. Once you are there
                         you are NOT allowed to leave the group and visit any other
                         groups in the classroom. While you are waiting for your group to
                         be called to the Video Center, practice reading your BioPoems to
                         each other one at a time. Once you have all finished reading,
                         decide the order your group will videotape. If you have any
                         questions please raise your hand and wait until all groups are in
                         their seats and not at the Video Center.

List the four forms of   Inspiration software
technology you used      World Wide Web
                         Video
                                Microsoft Word
List of internet                   http://www.enchantedlearning.com/history/us/colonial/revere/
resources students               http://www.greatwomen.org/women.php?action=viewone&id=18
may use                          http://www.enchantedlearning.com/history/us/aframer/douglass/
                                     http://womenshistory.about.com/library/bio/blanthony.htm
                                http://www.enchantedlearning.com/history/us/hispanicamerican/c
                                                                havez/
                                       http://www.whitehouse.gov/history/presidents/fr32.html
                                       http://www.whitehouse.gov/history/firstladies/ar32.html
                                http://www.ustrek.org/odyssey/semester2/022401kids/022401dap
                                                          hneeleanorkids.html
                                 http://www.enchantedlearning.com/history/us/aframer/marshall/
                                      http://www.lbjlib.utexas.edu/Johnson/lbjforkids/main.htm


Step by step                    The teacher will introduce the lesson to the students and then tell
description of how the          them that they will be learning about these significant Americans
lesson will be                  by discovery through centers. On day one, the students will get a
conducted;                      brief explanation of each center (see section above titled
instructions.                   “Describe The Centers”). Each table will be sent to a different
                                center. The students will work on the assignment at their center.
                                The activity should take 50 minutes. If any one finishes early,
                                they will share their work and discoveries with their group mates.
                                At the end of 50 minutes, each center will be cleaned. The next
                                day, the teacher will send each table to a different center and the
                                rest of the time repeats as the day before. This will continue for
                                the whole week. On Friday, the teacher will give the instructions
                                for the video centers (see “Describe The Centers” above). The
                                students will record their videos and complete any unfinished
                                work. At the end of the 50 minutes, the students will submit all
                                worksheets completed during the week. Once all videos are
                                prepared by the teacher and students, the videos will be
                                presented for all students to watch.
How will the students           Each student will be responsible for keeping up with their work
be evaluated? Attach            throughout the centers. When we finish this 5 day lesson, the
rubric                          students will turn in all of their completed worksheets.
(http://.rubistar.4teachers.o
rg ) and a participation        Rubric for video.
sheet
                                Participation sheet attached to this document further down.
Describe what you will          Centers will have to be organized by the teacher. Worksheets
have to do to prepare           need to be laid out and examples the teacher made must be at
your classroom.                 each center. The centers will be in different corners of the room
                                so that students are less likely to distract others while at their own
                                centers. On the last day, the teacher will set up a corner of the
                                room to accommodate all the needs of recording the students.
                          The laptop, video camera and all connection wires will be
                          present.
Where will you use the    Center 1
activity sheet?
What advantage does       By having all the hands on discovery centers, the students will
this method of            learn things in a more interesting way. If the teacher were to just
instruction have over     lecture about some important Americans, the students would be
traditional methods       uninterested. By doing these centers, the students have more of
                          a desire to learn because it is fun. If the students are engaged,
                          they are more likely to enjoy learning and to retain the
                          information.
How will this lesson be   We will work with our special education coordinator to supply any
adapted for students      material or equipment to accommodate students in the class with
with special needs        special needs. A cooperating special education teacher can
                          accompany any student who needs special help to their centers.
Over what disciplines     This is a social studies unit which incorporates language arts in
does this unit cross?     the internet research, poem and reading centers.
                                  Group Project Directions

For this activity, you will learn how Americans gained more rights and freedom from key
historical figures. After I have divided you into groups of three, you will attend each
center one group at a time. At each center you will need to follow the directions provided
to research the historical figure(s) that are highlighted at that center. The centers MUST
be completed by each group member before the group can move on to the next center.
These historical figures were very influential and there is a lot to learn, so let’s get started
on our historical journey.

Center #1 - Internet Activities - At this center, you will go to a computer with your
partners. At the computer you will find three “Americans Who Expanded Rights and
Freedoms” worksheets, one for each of you. At the top of each page is web site with
information about an important American. Read the information on that website and then
fill out the activity sheet for that American. Fill out the whole packet; you can work with
your partner.

Center #2 – Timeline – In this center you will be using inspiration to create a timeline.
The timeline will include the following people:
    - Paul Revere (independence)
    - Frederick Douglass (civil rights)
    - Susan B. Anthony (women’s rights)
    - Mary MeLeod Bethune (education)
    - Franklin D. Roosevelt (New Deal and World War 2)
    - Eleanor Roosevelt (United Nations and human rights)
    - Thurgood Marshall (civil rights)
    - Lyndon B. Johnson (Great Society and voting rights)
    - Cesar Chavez (workers’ rights)
In creating this timeline you will have a better understanding of the Americans who
expanded people’s rights and freedoms in a democracy.

Center #3 – Lapbook – During this center you will be completing five small activities
within a lapbook. You will complete these activities as a group, and ALL activities must
be completed before moving to the next center. These activities will give you a better
understanding of nine historical Americans, and what they did that made them history.

Center #4 - Important American Books- Here you pick a book to read about any
important American you choose. After reading, pick one of the literacy activities to do
on the book you just read.

Center #5 – Historical Poem – During this center you will be writing a poem about the
historical figure you have been assigned. The folder on the table has an example of what
the poem should look like. Writing this poem will give you a better understanding of your
historical figure, way they lived, and what they believed
   Center #6 – Video Center - Because only one camera is available to the class, I will
 divide the class into several groups. When I tell the class to get into groups, you will all
meet in the spot that is assigned to your group. Once you are there you are NOT allowed
to leave the group and visit any other groups in the classroom. While you are waiting for
   your group to be called to the Video Center, practice reading your BioPoems to each
other one at a time. Once you have all finished reading, decide the order your group will
videotape. If you have any questions please raise your hand and wait until all groups are
                          in their seats and not at the Video Center.
                                Daily Group Participation Sheet

      Date:

      Group Leader:

      Group Members Present:




      Group Member Assignments:

      Name                                       Assignment




      Did all members of the group participate today? Explain what your group accomplished
      today.




Group Members________________________________________________________________
      ________________________________________________________________________
                Americans
                   Who
                Expanded
                  Rights
                   And
                Freedoms

                  Work Packet



Name: ______________________________________________

Directions: Go to each website one at a time. Read one
website’s information and then do the activity for that
website. Continue to the next website. Don’t forget our
rules about the computers!
                                 Paul Revere
             http://www.enchantedlearning.com/history/us/colonial/revere/

Word Bank:
              British                           April               Tea Party
          Boston Harbor                     silversmith                1818
        American Revolution                    steeple               lanterns
               sea                            military               coming
           organization                        horses              Massachusetts

Paul Revere (1735- ______________) was a messenger for the colonists in America in
their fight against the _______________________. Revere was born in Boston,
___________________________. Like his father, he was a
___________________________.

Paul Revere joined the secret anti-British __________________________ called the
"Sons of Liberty." On December 16, 1773, Revere and others participated in the Boston
___________________________; they protested high British taxes (the Stamp Act of
1765) by dumping tea (a valuable item at the time) into
___________________________.

On the night of __________________ 18, 1775, Revere and William Dawes waited for a
signal from the __________________________ of the Old North Church in Boston; one
lantern meant that the British were coming by land, two
___________________________ meant that the British were coming by sea. Two
lanterns were shining; this meant that the British were coming by
_______________________. This was the beginning of the
____________________________.

Their plan was to ride _________________________ to Concord, Massachusetts, to
warn that the British were _________________________. Revere was captured by the
British near Lexington, and only Samuel Prescott (who had joined them on the ride)
made it to Concord, warning Samuel Adams and John Hancock to protect
___________________________ equipment stored there.
                         Mary McLeod Bethune
           http://www.greatwomen.org/women.php?action=viewone&id=18



1. Mary McLeod was born in

   a. California

   b. South Carolina

   c. Florida

   d. Africa



2. How much did it cost Mary McLeod Bethune to start her school and how many
students did she first have?




3. What did the Daytona Literary and Industrial School for Training Negro Girls finally
become?




4. Mary McLeod Bethune became a representative through the …



 N______________ C____________ F___________ N___________ W_____________
                            Frederick Douglass
            http://www.enchantedlearning.com/history/us/aframer/douglass/

Word Bank:

       Confederacy                  slave               Massachusetts

           father                  writer                     Civil

           offices                slavery                     north

          abolish                   first                    Great

          Lincoln                  former                  newspaper

Frederick Augustus Washington Bailey Douglass (Feb. 7, 1817-Feb. 20, 1895) was an
abolitionist, orator and _____________________ who fought against slavery and for
women's rights. Douglass was the _____________________ African-American citizen
appointed to _____________________ of high rank in the U.S. government.

Douglass was born into slavery; his mother was a ___________________ and his
_____________________ was white. In 1838, he escaped slavery in Maryland and
moved __________________ to _____________________, where he soon became an
international figure in the fight against slavery. Douglass lectured extensively against
_____________________ in the U.S. and in _____________________ Britain. During
the _____________________ War, Douglass met with U.S. President Abraham
_____________________ many times, discussing Lincoln's efforts to
_____________________ slavery and the arming of _____________________ slaves to
fight the _____________________.

In 1847, Douglass started an anti-slavery _____________________ called the North Star
(it was later called Frederick Douglass's Paper); it was published until 1860. Douglass
served as the assistant secretary of the Santo Domingo Commission (1871). He was later
appointed marshal (1877-81) and recorder of deeds (1881-86) of Washington, D.C. His
last government appointment was as the U.S. minister and consul general to Haiti (1889-
91). Douglass' autobiography, "Life and Times of Frederick newspaper," was published
in 1882.
                      Susan B. Anthony
        http://womenshistory.about.com/library/bio/blanthony.htm




C   B   W    O    M    E   N    S    R    I     G   H   T    S     N   C
R   F   I    L    E    U   I    Y    U    B     D   J   T    F     O   N
A   L   Y    C    G    A   F    W    C    Y     T   C   V    Y     T   K
L   K   N    B    A    S   V    C    E    T     Y   X   O    W     N   N
S   J   O    P    R    W   R    F    Y    D     H   I   T    D     A   E
V   A   H    X    E    A   L    C    Y    O     A   A   I    I     T   W
B   I   T    E    F    N   I    B    N    L     A   M   N    W     S   Y
U   D   N    Z    F    R   V    R    E    L     I   O   G    G     H   O
D   J   A    K    U    Y   M    U    V    A     R   W   R    Q     T   R
K   F   B    G    S    F   X    K    G    R     X   S   I    N     E   K
L   R   N    R    E    K   A    U    Q    C     U   D   G    D     B   M
C   X   A    X    M    W   U    M    P    O     F   A   H    N     A   P
Y   W   S    V    S    R   Q    O    E    I     N   V   T    S     Z   W
L   P   U    F    J    C   W    D    B    N     Y   G   S    S     I   A
Z   D   S    E    N    E   W    S    P    A     P   E   R    L     L   L
H   A   D    Y    V    U   F    N    D    A     S   D   B    L     E   Q



       DOLLAR COIN                                QUAKER
    ELIZABETH STANTON                            SUFFERAGE
          NAWSA                               SUSAN B ANTHONY
        NEWSPAPER                              VOTING RIGHTS
         NEW YORK                              WOMENS RIGHTS
                                 Cesar Chavez
        http://www.enchantedlearning.com/history/us/hispanicamerican/chavez/

Directions: Match the definitions in column A to the terms in column B. Place the
correct letter next to the corresponding number.



               Column A
                                                              Column B
___1. Where Chavez was born
                                                               a. strike
___2. The union’s new name after the
grape boycott
                                                              b. Arizona
___3. Chemicals that kills bugs and can
make people sick
                                                              c. migrant
___4. A person who moves from place
to place where work is needed
                                                            d. immigrant
___5. A protest in which the public is
asked not to buy certain products
                                                              e. boycott
___6. When workers refuse to work
   until improved working conditions
   and salary demands are met.                              f. farm worker

___7. What the growers and workers
had bitter fights over                                       g. pesticide

___8. People who do farm labor
                                                              h. grapes
___9. A person who comes to a country
to live there.
                                                             i. California
___10. The services performed by
workers for wages.
                       Franklin D. Roosevelt
              http://www.whitehouse.gov/history/presidents/fr32.html


Directions: In class we have talked about what an important fact is. Write
at least 5 important facts about Franklin D. Roosevelt here.

Fact 1:




Fact 2:




Fact 3:




Fact 4:




Fact 5:
                         Eleanor Roosevelt
              http://www.whitehouse.gov/history/firstladies/ar32.html
http://www.ustrek.org/odyssey/semester2/022401kids/022401daphneeleanorkids.html




      Y   Q    X    Y   D     A   L   T    S    R   I    F    I   G    B
      N   O    T    G   N     I   H   S    A    W   Y    A    F   I    Q
      E   R    G    C   J     M   S   U    O    K   G    H    Y   A    I
      Q   O    N    O   L     E   T   Q    N    T   H    N    Z   X    P
      U   O    I    K   I     L   H   S    M    A   M    R    N   K    A
      A   S    N    T   B     E   G   E    U    E   K    G    Y   K    M
      L   E    I    K   X     A   I   N    L    E   Y    X    I   K    F
      R   V    A    Q   W     N   R   A    O    L   N    M    U   Y    X
      I   E    T    F   V     O   L   T    C    O   Y    I    K   L    G
      G   L    R    H   E     R   I   E    Y    F   M    E    S   D    D
      H   T    E    L   T     C   V   C    L    L   J    Q    U   N    G
      T   K    T    C   V     P   I   F    I    K   P    V    F   E    K
      S   O    N    B   P     B   C   J    A    C   Q    D    X   I    V
      L   N    E    V   I     R   D   P    D    P   R    S    R   R    R
      F   K    T    U   B     M   O   X    Y    G   O    V    I   F    E



               Civil Rights                            FDR
              Daily Column                          First Lady
                  Drive                              Friendly
                 Eleanor                            Roosevelt
               Entertaining                           Senate
              Equal Rights                          Washington
                 ERVK
                             Thurgood Marshall
            http://www.enchantedlearning.com/history/us/aframer/marshall/


Directions: Be a word detective! Fill in the missing words or letters!


1. Thurgood Marshall was a C_____________-R_____________ lawyers and the first

African American justice of the __________________________________.



2. The NAACP is the N_____________ A_____________ A____________

C_____________ P_____________.



3. As a lawyer and judge, Marshall fought for civil rights and w____________ rights.



4. President John F. Kennedy appointed Marshall to the

______________________________________________.



5. Thurgood Marshall was appointed the U.S. solicitor general by

President ________________________.



6. Marshall won _____ out of the _____ cases that he argued for the government.



7. He was the first African-American S_____________ C_____________.
                            Lyndon B. Johnson
               http://www.lbjlib.utexas.edu/Johnson/lbjforkids/main.htm




1. Click on “WHO WAS LYNDON B. JOHNSON?”
Tell me one fact from here…




2. Click on “ENVIRONMENT” then “AMERICA THE BEAUTIFUL”…
What did Lyndon B. Johnson ask Congress to pass environmental legislation covering?




3. Click on “POVERTY” then “WEAPONS AGAINST POVERTY”…
What were Johnson’s three weapons against poverty?




4. Click “WHAT DO YOU KNOW” and take some quizzes…
How did you do? Tell me at least 10 new facts you learned.
           Video- Preproduction : Americans Who Expanded Rights and
                                   Freedoms


          Student Name:          ________________________________________

 CATEGORY 4                      3                 2                  1                   Score
Teamwork      Students meet      Students meet     A couple of        Meetings are
              and discuss        and discuss       team meetings      not held
              regularly. All     regularly.        are held. Most     AND/OR some
              students           Most students     students           team members
              contribute to      contribute to     contribute to      do not
              the discussion     the discussion    the discussion     contribute a fair
              and all are        and are           and are            share of the
              listened to        listened to       listened to        work.
              respectfully.      respectfully.     respectfully.
              All team           All team          All team
              members            members           members
              contribute a       contribute a      contribute a
              fair share of      fair share of     fair share of
              the work.          the work.         the work.
Concept       Team has a         Team has a        Team has           Team has spent
              clear picture of   fairly clear      brainstormed       little effort on
              what they are      picture of        their concept,     brainstorming
              trying to          what they are     but no clear       and refining a
              achieve. Each      trying to         focus has          concept. Team
              member can         achieve. Each     emerged for        members are
              describe what      member can        the team.          unclear on the
              they are trying    describe what     Team               goals and how
              to do and          they are trying   members may        their
              generally how      to do overall     describe the       contributions
              his/her work       but has trouble   goals/final        will help them
              will contribute    describing        product            reach the goal.
              to the final       how his/her       differently.
              product.           work will
                                 contribute to
                                 the final
                                 product.
Script        Script is          Script is         Script has a       There is no
              complete and       mostly            few major          script. Actors
              it is clear what   complete. It is   flaws. It is not   are expected to
              each actor will    clear what        always clear       invent what
              say and do.        each actor will   what the actors    they say and do
           Entries and       say and do.       are to say and    as they go
           exits are         Script is         do. Script        along.
           scripted as are   shows             shows an
           important         planning.         attempt at
           movements.                          planning, but
           Script is quite                     seems
           professional.                       incomplete.
Research   Note cards        Note cards        Note cards        There are fewer
           indicate that     indicate that     indicate that     than two
           the group         the group         the group         notecards OR
           members           members           members           sources are
           developed         consulted at      consulted at      incorrectly
           questions         least 3           least 2           cited.
           about the         reference         reference
           assigned topic,   sources,          sources,
           consulted at      developed a       developed a
           least 3           position based    position based
           reference         on their          on their
           sources,          sources, and      sources, and
           developed a       correctly cited   correctly cited
           position based    their sources.    their sources.
           on their
           sources, and
           correctly cited
           their sources.

				
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