PROJECT OVERVIEW Page 1 s8
Name of Project: / American History Through The Eyes of Americans / Duration: / 6-8 wks
Subject/Course: / U.S. History/ African American History / Teacher(s): / Grade Level: / 6th -12th
Other Subject Areas: / English and Communication Applications
Unit Goal for Student:
Summary of the issue, challenge, investigation, scenario, or problem: / You are a historian in progress of researching a major event that has occurred during the mid-twentieth century to present day, in effort to put together a 3-5 min conference symposium presentation on “American History Through The Eyes of Americans”. To help you better understand what society was like during the mid-20th century to present day and how significant events have transform the American society; you must research a selected topic and conduct an oral interview with one or more individuals, over the age of 50, who have witnessed/experienced a transformation in the American society first hand. Through your topic research and oral interview, you must capture a narrative of your event and present, in a creative format, how your selected topic has transformed and influenced the American society.
Enduring Understanding(s) / Through this project, it is my goal for students to understand that conducting research using primary sources—such as oral interviews— and supporting secondary sources is the most effective way to understand and evaluate events that have occurred throughout the history of America. As well, utilizing a variety of sources helps one to better comprehend how certain events have inspired, transformed, and reshaped the American society to what we know of it today in the 21st century.
Essential Question(s) / How do primary sources—such as oral interviews—supported by secondary sources help us to better understand American history as we know it? (Overarching)
How do different perspectives of topics from various points of view help us to better understand American History? (Topical)
Curriculum Standards Bundle (Stage 1)
Content and Process Standards (TEKS) to be taught and assessed:
Highlight those targeted for depth. / US. 29A: Use a variety of both primary and secondary valid sources t acquire information and to analyze and answer historical questions.
US. 29B: Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions.
US. 29C: Understand how historians interpret the past (historiography) and how their interpretations of history may change over time.
US. 29D: Use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence.
US. 29E: Evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frame of reference, and historical context.
US. 29F: Identify bias in written, oral, and visual material
US. 29G: Identify and support with historical evidence a point of view on a social studies issue or event..
US. 29H: Use the appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
US. 30A: Create written, oral, and visual presentations of social studies information.
US.30B: Use correct social studies terminology to explain concepts.
US.30C: Use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate.
Other Required Standards to be taught and assessed: (i.e. CCRS, Graduate Expectations, Local Objectives, etc.) / 21st Century Skills for Social Studies
Creativity and Innovation
· Demonstrate originality and inventiveness in work.
· Create original piece of work that can be published or presented online.
Critical Think and Problem Solving
· Students demonstrate an understanding through the use of technology about how the relationship among social, economic and governmental system affects change in a community over time.
Communication
· Articulate thoughts and ideas clearly and effectively through speaking and writing.
Collaboration
· Demonstrate ability to work effectively with diverse teams.
· Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common gal.
· Assuming shared responsibility for collaborative work.
Media Literacy
· Examine how individuals interpret messages differently, how values and points of view are included or excluded, and media can influence beliefs and behaviors.
Initiative and Self Direction
· Using time efficiently and managing workload.
· Defining, prioritizing and completing task without direct oversight.
Social and Cross-Cultural Skills
· Working appropriately and productively with others.
Productivity and Accountability
· Setting and meeting high standards and goals for delivering quality work on time.
· Demonstrating diligence and a positive work ethic.
Leadership and Responsibility
· Using interpersonal and problem-solving skills to influence and guide others toward a goal
· Leveraging strengths of others to accomplish a common goal.
· Demonstrating integrity and ethical behavior.
· Acting responsibly with the interests of the larger community in mind.
Authentic Learning Elements to be integrated:
Check all that are targeted in this unit. / Provide authentic context that reflects the way the knowledge will be used in real-life / Provide multiple roles and perspectives / Promote articulation
Provide authentic activities / Support collaborative construction of knowledge / Provide coaching and scaffolding
Provide access to expert performances and the modeling of processes / Promote reflection / Provide for authentic assessment of learning within the tasks
21st Century Skills/NETS to be taught and assessed: / Creativity and Innovation (NETS 1) / Information, Media, or ICT Literacy (NETS 3)
Communication and Collaboration (NETS 2) / Life and Career Skills
Critical Thinking/Problem Solving (NETS 4) / Digital Citizenship, Technology Operations and Concepts (NETS 5and 6)
Major Products & Performances / Group: / Professional Symposium Presentation of Research- Professional Symposium Presentation of Research – At the conclusion of their research, students will engage in a student organized and led research symposium in which each student will present their research to the rest of their cohorts and faculty in a 3-5 min presentation. For the symposium presentations, students must be dressed in professional school appropriate attire. Student presentations will be graded, according to the rubric provided, by the teacher and two additional faculty members of the school. Although each student will receive several grades throughout the project, the final grade will be determined by their overall symposium presentation. Also, at the conclusion of the presentation, students should be prepared to answer questions from the panel of judges who will be grading their presentations.
Individual: / 1. Two-page Topic Overview Essay written according to MLA format w/ proper citation of sources - After researching topic and conducting interview, students will be required to write a 2 page essay that provides an overview of their selected topic and description of how their interviewee relates to or fits into the circumference of their selected topic.
2. Interview transcript from interview conducted with interviewee - Students must select one, or more, people, over the age of 50, who have witnessed significant events in American history. In doing so, students will develop a series of 25 interview questions to utilize in an interview with their selected person. After interview(s) are conducted, students will put together a typed transcript outlining their interview(s).
3. Organized presentation of final project - After researching topic and conducting interview(s), students will put together a creative presentation to present their research to the class in a symposium format. Presentation can be in, but are not limited to, the following formats: Poster board, PowerPoint, Scrapbook, Portfolio, Animoto Video, or other creative method to present topic. Student presentations must present all components of their research, including the topic overview and interview, as well as at least 7 images that relate to the topic or interviewee. (It is especially important to include images of the interviewee as he/she relates to the selected topic).
*** Students may combine their topic with someone who has a similar topic, for presentation purposes. However, students should still complete parts 1 and 2 on their own and combined presentations must be approved by teacher first.
Assessment (Stage 2) page 2
Entry Event to
launch inquiry,
engage students: / Individually, students will be given 10 minutes to develop a set of 10 interview questions that can be used to conduct an interview with one of their classmates. After the 10 minutes have concluded, students will select a person in the class whom they do not normally associate with. In doing so, students will be give 30 minutes to conduct their personal interviews with one another. At the conclusion of the 30 minutes, students will share with the class what they learned about their partner by focusing on the question: “How can an oral interview help us understand a topic we were once unfamiliar with?”
Assessments / Formative Assessments
(During Project) / 1. Topical Research Brainstorming Activity
2. 25 Authentic Interview Questions
3. Interview Transcript
4. Two-Page Topic Overview Presentation Essay
Summative Assessments
(End of Project) / 1. Student Professional Symposium Presentation of Research
Resources Needed / Materials: / 1. Interviews on Historical topics.
2. Electronic Device/Internet
3. Textbook
4. Access to digital storytelling software programs such as Animoto, PPT, Microsoft Movie Maker, ect.
Resources: / 1. Internet
2. Textbook
3. Access to digital storytelling software programs such as Animoto, PPT, Microsoft Movie Maker, ect.
Reflection Methods / (Individual, Group, and/or Whole Class) / Whole-Class Discussion / Focus Group (group)
Peer Editing Workshop (group) / Discussion of Experiences (whole class)
Survey (individual/ group) / Fishbowl Discussion
Brainstorming Workshop (group)
Learning experiences(Stage3)
How to recreate this lesson (Each component of the lesson was focused on each week in effort to not overwhelm students with project):
Step 1: Entry Event- Individually, students will be given 10 minutes to develop a set of 10 interview questions that can be used to conduct an interview with one of their classmates. After the 10 minutes have concluded, students will select a person in the class whom they do not normally associate with. In doing so, students will be give 30 minutes to conduct their personal interviews with one another. At the conclusion of the 30 minutes, students will share with the class what they learned about their partner by focusing on the question: “How can an oral interview help us understand a topic we were once unfamiliar with?” (Week 1)
Step 2: Introduction of Essential Question and Developing of Research Topic: Teacher will introduce the essential questions: How do primary sources—such as oral interviews—supported by secondary sources help us to better understand American history as we know it? (Overarching) How do different perspectives of topics from various points of view help us to better understand American History? (Topical) Secondly, class will discuss possible research topics, in American History that, can be better understood from the perspective of someone who was involved or affected by the event. While the class engages in a discussion of topics, the teacher will note topics on the board for student viewing and feedback. Once class discussion has concluded, students will work independently on BRAINSTORMING WORKSHEET, to develop a possible research topic and interviewees, in which they will share with focus group for feedback.(Week 2)
Step 3:Research- Students will be given time in the library, throughout the week, to gather additional primary and secondary sources—over their selected research topic—that can be used to enhance interview. As well, students will continue the research process independently throughout their remainder of the project. (Week 3)
Step 4: Conductive Effective Oral Interview Workshop- After students have selected their possible research topic and interviewee; they will partake in a workshop on Conducting Effective Oral Interviews. Using the PowerPoint resource CONDUCTING EFFECTIVE ORAL INTERVIEWS, the teacher will educate students on who to conduct a professional and effective oral interview. (An interview was previously conducted by myself to use as a video example for students to view) Teacher and students will engage in a discussion on possible effective interview questions that could be used for student’s individual interviews. To conclude workshop, students will be use teacher example of 25 INTERVIEW QUESTIONS as a guide to create a set of 25 interview questions on their own. During this process, teacher will move throughout the classroom providing individual students feedback on effectiveness of questions—as related to research topic—as well as assist students in developing additional questions if necessary. Once this step is completed in class, students will be given 2 weeks to finalize interview questions as well as schedule, conduct interviews, and record interviews. (Week 4)
Step 5: Transcribing Interviews- Once students have completed their interviews; they will bring to class a recording of their interviews. In doing so, the teacher will guide students step-by-step on how to transcribe their interviews (this class session can be held in the school’s computer lab if necessary). Students will be provided with an EXAMPLE INTERVIEW TRANSCRIPT to use as a guide for transcribing their own work. (2-3 days)
Step 6: Developing a Presentation Paper- During this step, students will combine primary sources (interview) and secondary sources to write a two page presentation paper over topic to present a research symposium. Using the example of a research paper provided by teacher, students will work on research paper outside of the classroom. Once research papers have been complete (date determined by teacher) students will bring a rough-draft of their research papers to class to engage in a peer-editing workshop. During this workshop, students will exchange their papers with at least 3 of their classmates to edit as well as provide and receive feedback on their research. Students will be given 2-3 days (as determined by teacher) after rough draft workshop to submit final drafts of research papers. (Week 5)
Step 7: Prepare Symposium Presentation- During the final stages/ weeks of the project, students will prepare the presentation of components of their research for the student symposium. In doing so, students will prepare portfolios, storybook presentations, as well as rehearse presentation of materials. The vast majority of this process will be done on student’s individual time, yet students will be given class time—at teacher’s discretion—to receive quality feedback on research and presentation of material. (Week 6-7)
Step 8: Symposium: For the purpose of the symposium, students will be divided into discussion panels according to topics. Each student on the panel will be allowed 5-7 minutes to present research and share any supported material. As well, students will be allowed an additional 5 minutes to discuss with panel member their unique/common experiences gained while conducting research and interviews and provide one another with constructive feedback on the final quality of projects. At the conclusion of the panel, students will receive constructive feedback from a panel of judges that consist of respected teachers and faculty members. (Week 8)
Due to time constraints, the symposium portion of the project can be condensed to in-class presentations in which students submit a portfolio containing documents from project (brainstorming worksheet, 25 interview questions, interview transcript, research paper) and create a 3-5 minute presentation (see student examples for presentation ideas), over topic, to present to their classmates.*
Region 10 ESC Adapted from BUCK INSTITUTE FOR EDUCATION