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jkwiatkowski history
Project Overview Part 1: Define
Teacher(s) Name(s): Julie Kwiatkowski
How Important people impact history.
Social Studies
Name of Project:
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Historians of Today |
Duration: 3 weeks |
Subject/Course:
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Grade Level: 2 |
Other subject areas to be included, if any:
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Reading/Writing/Speaking
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Project Idea
Summary of the issue, challenge, investigation, scenario, or problem:
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Students will research a historical figure and investigate the positive or negative impact of the historical figures contribution to society and how it has impacted their lives. They will create a paper bag costume of the historical figure and present their information to the class.
The challenge will be to decide if the impact of the historical figures contribution is "good" or "bad" and why. It will be necessary for the students to consider how their lives would be without the historical figure's contribution.
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Driving Questions |
How can an individual impact history? |
Content and Skills Standards to be addressed: |
H2.03 Use an example to describe the role of the individual in creating history.
H2.04 Describe the role of the individual in creating history.
R.NT.02.03 Identify and describe characters' actions and motivations, settings (time and space), problem/solution, and sequence of events.(ELA)
W.GN.02.04 use the writing process to produce and present a research project; develop
two research questions related to a teacher-selected topic; gather electronic or print
resources and organize the information using key ideas with teacher assistance.
W.PR.02.04 write in first and third person based on genre type and purpose.
S.CN.02.03 speak effectively adopting appropriate tone of voice and intonation patterns
in narrative and informational presentations.
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T+A |
E |
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T+A |
E |
21st Century Skills
to be expliscitly taught and assessed (T+A) or that will eb encouraged (E) by projectwork, but not taught or assessed:
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Collaboration |
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X |
Other: |
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Presentation |
X |
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Critical Thinking |
X |
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grade 2 Daly Elementary
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Presentation Audience: grade level peers/ school-board members |
Culminating Products and Performances |
Group: Groups of students will discuss/draw a picture of something that happened to either themselves or a classmate in the first grade. They will decide if the event
had a positive or negative effect on the class or individual. The drawing will be shared as a whole class discussion.
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Class: |
Grade 2 |
School: |
Daly |
Community: |
Henry Ford museum/
School board members/Daly Elementary
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Individual: Students will create a paper bag costume of their historical figure and make a presentation to the class. The presentation should include the following: The name of the historical figure; Birth/death dates of the person; What was the contribution of the person? (What did the person do or make?) Did the contribution have a positive or negative effect on our lives? (Was it a "good" change or a "bad" change?
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Experts: |
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Web: |
X |
Other: |
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Part 2: Design
"Grabber" to launch inquiry & generate interest: |
1 Tell students that today they will become historians. Begin by reviewing the book The Oxcart Man. |
2. Students are asked if the story takes place in the past or present. Prod their thinking by asking, "How do you know?" The teacher explains that in order to prove the story takes place in the past, they will need to find evidence in the illustrations and words of the story. Using a T-chart labeled "illustrations"and "words" the teacher guides students in identifying evidence that the story takes place in the past. |
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Assessments: |
Formative Assessments:
(Checkpoints during Project)
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T-chart |
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Practice Presentations |
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Journal/vocabulary Log: students will add vocabulary words to their individual vocabulary lists and facts to their individual KWHL charts as needed. |
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Notes |
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Preliminary Plans/graphic organizer/ |
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Checklists |
X |
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Rough Drafts |
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Concept Maps |
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Online Tests from ExamView |
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Other: |
Time line |
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Summative Assessments:
(End of Project)
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Written Product(s), with rubric:
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Other Product(s) or Performance(s), with rubric: |
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Oral Presentation, with rubric |
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Peer Evaluation |
X |
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Multiple Choice/Short Answer Test |
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Self-Evaluation |
X |
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Other: |
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Debriefing
Methods
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(Individual, Group, and/or Whole Class) |
Journal/Learning Log X |
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Focus Group |
X |
Whole-Class discussion X |
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Fishbowl Discussion |
X |
Survey |
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Other: |
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Resources Needed |
On-site people, facilities: |
classroom teacher, media specialist |
Equipment: |
access to computer lab, library, and presentation cart. |
Materials: |
T-chart: student check list for writing, speaking, and research: vocabulary word list, individual student KWHL chart, timeline, biographies of historical figures, exam view online test, paper bags, glue, scissors, crayons and markers. Story book, The Oxcart Man", note to parents. |
Community resoruces: |
members of the school board. |
Project Teaching and Learning Guide
Teacher modeled timeline of events in life. Groups of 3/4 students create a timeline of things they did as a baby, things they do now, and things they want to do as an adult.
Project: |
Course/Semester: |
Knowledge and Skills Needed by Students
to successfully complete culminating products and performances, and do well on summative assessments
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Scaffolding/Materials/Lessons to be Provided
by the project teacher, other teachers, experts, mentors, community members--Describe the active teaching needed to support learning
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Individual student KWHL charts
and vocabulary lists
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-> |
Whole class brainstorming activity using "idea mapping". Connect to new words and ideas that may be related to each other. |
Recognize that events happen in the past and present by creating a T-chart labeled "Ilustrations" and "words". |
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Read "The Oxcart Man" to the class. Students create a T-chart to draw/list events in the story that happened in the past. |
Sequence events: beginning-middle-end.
using 4 squares.
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Students divide paper into 4 squares and draw 4 things that they do everyday and cut 4 squares.
With a partner students share events and sequence the 4 squares in correct order.
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Identify positive and negative effects of events in history. |
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Whole class discussion after reading the story "The House on Maple Street" as it depicts a 300 years of history. Read "A River Runs Wild" guiding students in comparing and contrasting stories. Contrast positive/negative consequences of hanging the Nashua River environment. Discuss how the character of Marion shaped the history of the river by working to stop factory polution. |
Group created timeline |
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complete research about a historical figure using a research log. |
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Students use research logs to record the sources used (title of book) and what they learned. |
paper bag costumes of historical figures |
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Work independently to complete costumes. |
Write presentations |
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Model oral presentation from graphic organizer. Students begin writing presentations using graphic organizer. |
Speaking skills/role playing |
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Allow students to practice in groups using presentation rubrics. Begin recording presentations. |
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Project Calendar (Project should be 1 or more weeks)
Project Start Date:
Week(s) |
MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
One |
Lesson 1: Driving question/grabber |
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Lesson 2: student KWHL/vocabulary charts. |
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Lesson 3: Oxcart Man/T-chart |
Two |
Lesson 4: Sequence events/4 squares |
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Lesson 5: Sequence events/Timeline |
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Lesson 6: Research log/read historical figure books/visit website: www.henryfordestate.org/fairlanestory.htm |
Three |
Lesson 7: Presentation rubric/role play |
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Lesson 8: record video presentation |
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Lesson 9: Share video presentations with other first and second grade classes. Share with school board at first available meeting. |
Four |
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Five |
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Six |
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Seven |
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jkwiatkowski history
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Comments (2)
Jocelyn Farkas said
at 9:35 pm on Aug 26, 2009
Julie,
This is EXCELLENT!!! I like you driving question. I think that it offers students a chance to think and your examples of individuals who have impacted society will definitely pique interest as well. Nice Job!
julie kwiatkowski said
at 6:03 pm on Aug 30, 2009
Thanks Jocelyn! I hope you get a chance to see the plan in action! I'll be sure to email you and let you know when that will happen.
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