History: a Character Witness Unit Plan
Title of Unit: History: a Character Witness
Author:Nada Waddell and Kayleigh Stevens
Grade Level: Seventh Grade
Source:2012–2013 Instructional Resources Project
Unit Overview:In this unit, students will review a historical character and see if history has accurately depicted the true nature of the person.The unit will begin with looking at the historical character, Winston Churchill, and, with the teacher’s guidance, students will judge whether or not history has judged the person accurately.The teacher will review with the class how to locate and read nonfiction text, how to distinguish the positives and negatives characteristics of historical figure and how to build an argument of whether the historical figure reputation would be consider true.Students, working in small groups, will choose a historical character to research and present to the class in a multimedia presentation if history has shown a true picture of the person.Students must show evidence that they have used reliable sourcesfrom print and digital sources and be able to defend their argument of the character’s reputations was true or not by showing clear reasons and relevant evidence.Students must also cite several pieces of textual evidence to support their claims. Students must produce a multimedia presentation for the class and be able to defend their argument.Students will individually write an argumentative essay answering the question:“Does history treat historical figures fairly?”Why or Why not?”Teacher will give student an Argumentative Essay Rubric to guide their product.
Unit Introduction/Entry Event: Teacher will introduce the unit by placing on the screen/blackboard a quote from Winston Churchill, without identifying who wrote the quote. “Never give in. Never give in. Never, never, never, never—in nothing, great or small, large or petty—never give in, except to convictions of honour and good sense. Never yield to force. Never yield to the apparently overwhelming might of the enemy.”
Students will brainstorm their first impressions of the author from the quote. The teacher will then ask students if anyone know who Winston Churchill was, and ask students to share what they know about his character.Discussion will follow of possible traits of Winston Churchill.
WV CCRS:
Standards Directly Taught or LearnedThrough Inquiry/Discovery / Evidence of Student Mastery of Content
ELA.7.4cite several pieces of textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text. / Through close reading of Winston Churchill’s speech,Never Give In, and discussion of this historical character’s speech, students will demonstrate mastery of content by citing strong and thorough textual evidence of what the text says explicitly and by making inferences.
ELA.7.16 trace and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. / Through teacher observation of student discussion of Winston Churchill’s speech,Never Give In,and this historical characterand individual written product, students must demonstrate mastery of content by tracing and evaluating the argument and specific claims of the informational text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims response to teacher-posed questions.
ELA.7.20 write arguments to support claims with clear reasons and relevant evidence. •introduce claim(s), acknowledge alternate or opposing claims and organize the reasons and evidence logically.
- support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
- use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), reasons and evidence.
- establish and maintain a formal style.
- provide a concluding statement or section that follows from and supports the argument presented.
ELA.7.25 use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. / Students will demonstrate mastery of content by using technology to produce and publish writing of cited and linked sources.
ELA.7.27 gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. / By creating a works cited page and using textual citations within the multimedia presentation, students will demonstrate that they have gathered relevant information from multiple digital sources, assessed the usefulness of each source in answering their research question, integrated the information, and avoided plagiarism by following MLA format for citation. This will be assessed with theWork Cited Page.
ELA.7.30 engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. •come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
- pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
- acknowledge new information expressed by others and, when warranted, modify their own views.
ELA.7.32 delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. / Students will use a Listening and Speaking Rubricto evaluate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence.Students will rotate in and out of the rules of speaker and evaluator.
ELA.7.33present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume and clear pronunciation. / Students will present their findings and supporting evidence in a multimedia researched presentation.In the presentation, students will present the information and findings in a focused and coherent manner with pertinent description, facts, details and examples.Students will use appropriate eye contact, adequate volume and clear pronunciation.The presentation will be assessed with a Presentation Rubric.
ELA.7.37
demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
- spell correctly.
Performance Objectives:
Know:
How to process for a close read
How to evaluate peers using rubrics
How to participate in a class discussion
How to produce clear and coherent writing
How to evaluating credible websites
How to cite sources correctly
How to use guidelines for effective speech presentation
How to collaborate with group members
How to plan, create, and present an appropriate multimedia project
How to write an argumentative essay
How to use technology to find sources and for presentation purposes
Do:
Complete a close read successfully
Evaluate peers using rubrics
Participate in a class discussion
Produce clear and coherent writing
Correctly evaluate credible websites
Cite sources correctly
Effectively implement the guidelines for speech presentation
Collaborate with group members
Plan, develop and present an appropriate multimedia project
Write an argumentative essay
Use technology to find sources and for presentation purposes
Focus/Driving Question: How accurate are historical figure reputations?Why or Why not?
Vocabulary: Students will acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level by incorporating use of those words in class discussions, writing, and oral presentations.
The focus of vocabulary instruction in this unit is on student selected vocabulary in an attempt to be responsive to the needs of students and develop independence in students. As students are reading silently and as students listen to the teacher read the selection, they will identify the words that are hindering their comprehension or expression. The teacher will compile a list of the unknown words. If more than forty percent of the class identified the word as hindering their comprehension, the teacher will teach the word to the whole group.If less than forty percent of the class identified the word as hindering their comprehension, the teacher will group the students in groups to study the words independently.Unknown words will be taught using context clues, structural analysis, and in consultation with reference materials. The teacher will evaluate understanding of the self-selected vocabulary through the discussion of text-dependent questions, use of the word in writing, and use of the word in speaking. To make this manageable, the teacher may need to focus on the vocabulary taught to the whole class.
Students will acquire vocabulary in many different ways, such as whole group, small group or on an individual basis.Aself-selection strategywill be used throughout the unit to identify unknown words.Students will seek help from the teacher, peers, or other reference materials to be able to build an understanding of unknown words.
Assessment Plan:
Students will use the writing process to compose an argument about whether or not historical figures reputations are fairly assessed. Students will include in their project a Word Cited pages using the correct MLA style. Using a collaboration rubric, students will be evaluated to their small group work. Using both a presentation rubric and listening and speaking rubric, students will be evaluated on their multimedia presentation. Finally, the teacher will make general observations throughout the unit to ensure that student groups are progressing on their projects, participating in a variety of group discussion, and to ensure that individual projects are progressing.
Major Products:
AMultimedia presentation will be given by small groups on a historical figure and their findings of whether the historical figure was treated fairly in history.Students must research and cite evidence to support their findings.
Individually, students will write an argumentative essay defending their findings of their historical figure and if they were treated fairly.
Assessment and Reflection:
Rubric(s) I will use: (Check all that apply.) / CollaborationCollaboration Rubric / X / Written Communication
/ X
Critical Thinking & Problem Solving / Content Knowledge
Oral Communication
Speaking and Listening
Speaking and Listening Rubric
Presentation Rubric / X / Other
Other classroom assessments for learning: (Check all that apply) / Quizzes/ tests / Practice presentations
Speaking and Listening Rubric / X
Self-evaluation
Argumentative Writing Rubric
Collaboration Rubric / X / Notes
Peer evaluation
Speaking and Listening Rubric
Collaboration Rubric / X / Checklists/observations
Online tests and exams / Concept maps
Reflections: (Check all that apply) / Survey / Focus Group
Discussion / Task Management Chart
Journal Writing/ Learning Log / Other
Exit Slip Lesson 1
Exit Slip Lesson 2
Works Cited Page / X
Reflection:Students reflect throughout the unit. Students reflect on their own comprehension by identifying the words and paragraphs that hinder their comprehension on materials. Students evaluate their own work on the project through evaluation of their individual written response as well as evaluation of their group product. Students evaluate their own collaboration skills as well as those of their team members using thePresentation Rubric.After the group presentations, students will complete and debrief the unit in a teacher-facilitated discussion.
The teacher reflects on what is going well and why as well as what needs improved and why throughout the unit as a result of his/her observations and personal communications with students. The teacher uses the results of these reflections and self-evaluations as well as results of discussions with colleagues to refine the unit for future use. The teacher collects samples of a range of student work to revise rubrics. The teacher reflects on which standards and objectives were mastered and which should be emphasized more in future units if this is not the culminating unit.
Materials:
Never Give Inquote
Exit Slip Lesson 1
Work Cited Page
Exit Slip Lesson 2
Historical Figure Research Projecttemplate
Multimedia Project Progress Scale
Collaboration Rubric
Presentation Rubric
Persuasion Rubric
Exit Slip Lesson 10
Computer with internet access
Websites:
Winston Churchill’s “Never Give In” Speech of 1941:
If the teacher is not familiar with how to use a close read, this website provides directions for close read.
Teacher may use the QFT strategy to insure good questioning techniques.
Teacher may use the following websites as resources for citing sources correctly.
Sites for Winston Churchill research
Mini lessons for argumentative essay writing: :
Teacher may use Purdue Online Writing Lab MLA Works Cited Page
Career Connection: This unit relates to the world of work by using research and collaboration as necessary factors in accomplishing an assigned task.Students will need to collaborate, effectively use writing skills, and use listening and speaking skills correctly to complete the project.Most jobs/careers today involve collaboration to be effective.Also, the importance of being able to research and present ideas using technology is important.
Arts and Humanities Cluster:
Students interested in careers in this cluster will benefit from the research, writing and speaking skills.Students will benefit from working in groups, following directions and guidelines, and meeting deadlines.Problem solving, making decisions, and communicating are necessary in all job choices.
Business and Marketing Cluster:
Students interested in careers in this cluster will benefit from the decision-making skills necessary for the assignment.Students will need to communicate with others effectively.Students who are able to view both sides of an argument is important in business and marketing careers.
Engineering and Technical Cluster:
Students interested in careers in this cluster will be drawn to the use of technology and the planning and designing aspects of the unit.The collaboration and decision making will be helpful in this cluster.Additionally, the use of rubrics, or a set standard of performance, will benefit the students interested in this career cluster.This career cluster also stresses working with deadlines, and having good decision making skills.
Health Cluster:
Students interested in this cluster benefit from the communications and collaboration skills in this project.They will also benefit from setting goals, making decisions using writing assignments to complete necessary reports correctly.
Human Services Cluster:
Students interested in this career cluster benefit from the written and oral communication skills developed in this unit.They will also benefit from following directions, performing a variety of tasks, making decisions, and collaborating with others.
Science and Natural Resources Cluster:
Students interested in careers in this cluster will benefit from the research skills developed.They will also learn to follow guidelines, evaluate information, make decisions, direct and plan activities and present information.
Lesson One: Meet Winston Churchill
Teacher Facilitation of Student Acquisition of Background Knowledge: As students enter the room, they will see the quote “Never Give In”.Ask students to brainstorm in small groups what they believe this quote means and if they know who wrote the quote.Small groups will share out to the whole group.The teacher will identify that the quote was written by Winston Churchill and ask students to share their knowledge of the image of how Winston Churchill was portrayed in history.