For Eleventh Grade U.S. History
Content | Goal | Essential Questions | Assessment | Instructional Cycle | Materials | Reflection
Key Concepts: With today's student being constantly bombarded with negative influences from television, movies, music, and the sports world, some students have never been exposed to the kind of positive role model for them to model their life on (outside of their parents). The purpose of this project is to open up their world to individuals worthy of admiration and praise. Strong characters that believed in something more than making a fast buck or how their hair looks in a picture. With most of these students preparing to embark on this thing we call life, it is important to get in one more shot at reality.
South Carolina History Standards Addressed:
12.1.3-describe how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
12.1.6-examine the changing role of women in the political and social context
12.1.9-assess the causes, course, and effects of World War I
12.1.10-examine social tensions and their consequences in the post–World War I era
12.1.12-assess how new cultural movements reflected and changed American society in the post– World War I period
Process Standard-Chronological Thinking-Use the temporal to construct a historical narrative or story
Process Standard-Historical Comprehension-Utilize the visual data presented in photographs, paintings, cartoons and architectural drawings
Process Standard-Historical Comprehension-Consider multiple perspectives
Process Standard-Historical Research Capabilities-Obtain historical data from a variety of sources
Process Standard-Historical Research Capabilities-Interrogate historical data
Process Standard-Communicating in Writing-Communicate in written form using appropriate writing standards
Process Standard-Communicating in Writing-Communicate their interpretation of issues in paragraphs, essays, and term papers
Process Standard-Communicating with Research-Gather information from multiple, credible sources, including primary and secondary, visual and electronic
Process Standard-Communicating Socially-Demonstrate responsible citizenship within the school community and the local and national communities
Goal: Ordinary people placed in extraordinary situations can become heroes.
What is a hero?
What is Frederick Douglas known for?
What is Jackie Robinson known for?
What is Booker T. Washington known for?
What is Carrie Chapman Catt known for?
What is Toni Frissell known for?
What is Eleanor Roosevelt known for?
What is General John Pershing known for?
What is General George Patton known for?
What is General Douglas MacArthur known for?
Brainstorming Prior Knowledge-Sequential Roundtable Alphabet on heroes to establish present thoughts about heroes.
Complete web quest and give proposals of heroes found.
Quiz on heroes found in web quest and mentioned in PowerPoint.
Introduction-Students will be asked to complete the Brainstorming Prior Knowledge-Sequential Roundtable Alphabet form to establish the base level for what students already think a hero is. They are to come up with a word, phrase, or people to that describes the word "hero" for each letter of the alphabet. This will be looked at again at the end to reflect on what the students have learned.
Development-The teacher will discuss various heroes with the class through the use of a PowerPoint presentation. In this presentation, several of the heroes they will be learning about on the Library of Congress websites will be introduced. The students will have already spent some time working in Tom Brokaw's book, The Greatest Generation, so they should have some previous exposure to the issue of heroes.
Practice (Small Group)-Students will work in groups of 3-5 to formulate a list of questions they would ask a group of heroes from the turn of the century time.
Practice (Independent)-Students will complete Web Quest. When finished, they will have several proposals of heroes ready for submission to Mr. Brokaw for his Greatest Generation II book.
Checking for Understanding-Class discussions will be monitored by the teacher. Students will demonstrate their understanding of the material with the summaries they submit. Students will show knowledge of the selected heroes through their quiz.
Closure-Students will re-evaluate their responses to the Sequential Roundtable from the beginning of the lesson and see if they want to change/add anything to the form. The students will be able to accurately depict what a hero is and be able to give a detailed example of one.
Assessment-Sequential Roundtable Alphabet, web quest proposals, and quiz.
Computer Lab
Paper
Library of Congress, the American Memory Collection, and America's Library
To be completed after teaching in Spring of 2004.
Home | Instructional Plan | Concept Map | Web Quest | PowerPoint Presentation | Interactive Element (To view Interactive, unzip file)