Final Project
- 1. Jennifer Ghedini 604 Final Project Writing History Cultural and public influences- after interviewing a person about a significant time or event in history students will research the events of that time. Objective: Students (from class 5-413, fifth grade) will engage in various research methods to understand the significance of history in life. Duration of Unit: Approximately three weeks Prior Knowledge: Ability to utilize technology to research and compile material for presentation, Research methods, Competence in citation, Literacy Skills, Critical Thinking Skills, Learning Strategies, Personal Interaction & Civic Engagement Strategies. Materials: Computers, Pens, Pencils, Markers, Paper, Trade books, Expository Texts on History, and Biographies, Chart Paper, Rubrics, List of Websites to assist in with research. Procedures: • Students will be presented with the question “Why is it important for us to learn about history and historical events?” • They will be given five minutes to discuss with a peer their feelings. • Following their discussion time we will engage in a share aloud where answers will be posted on chart paper in the front of the room. • Afterwards they will be introduced to their task via PowerPoint which will include the steps necessary to accomplish their goal. • They will be given approximately five to ten minutes to brainstorm their project (the person they want to interview, questions, presentation, questions and concerns) • We will then partake in a question /answer segment where students with questions will have the ability to voice their concerns and add to the venues of presentation. • They will then be led through a sample project I have compiled and the various websites utilized to accomplish the goal. • Review of interviewing skills (journalism) will then be given • Children will be given ten minutes to comprise a list of questions, which will be checked by a classmate utilizing a rubric. • Day by day students will partake in the research and organization they need for their upcoming presentations. Assessment: Rubrics will be given to students following each task for them to self assess their progress
- 2. Teacher Assessment: Monitoring of progress, and conferences. Modifications: I will help those in need of assistance by giving extra time to complete their assignment, pairing them with a classmate, modeling, and working with them individually. Cross Curriculum Content: Language Arts, Art, Drama, Music, Technology, Science. Standards: Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments, the governmental system of the United States and other nations, the United States Constitution, the basic civic values of American constitutional democracy, and the roles, rights, and responsibilities of citizenship, including avenues of participation. http://www.gothamed.org/standards/