Lesson4:ResearchingThroughaTechnologicalLens[Day4] Time:45min.

Standards:

PACommonCoreStandards8.1.3.C. Conductteacherguidedinquiryonassignedtopicsusingspecifiedhistorical sources.(ReferenceRWSLStandard1.8.3Research)

NCSSA.II. Guidelearnersinpracticingskillsofhistoricalanalysisandinterpretation,suchas compareandcontrast,differentiatebetweenhistoricalfactsandinterpretations,consider multipleperspectives,analyzecauseandeffectrelationships,comparecompeting historicalnarratives,recognizethetentativenatureofhistoricalinterpretations, hypothesizetheinfluenceofthepastonthepresent. Helplearnersapplykeyconceptssuchastime,chronology,causalitychange,conflict, andcomplexitytoexplain,analyzeandshowconnectionsamongpatternsofhistorical changeandcontinuity.

Goals: SWBATanalyzetheirpriorknowledgeandthinkingforcontradictionsandgapsin knowledge. SWBATgeneratequestionsbasedonthesecontradictionsandgapsinordertobetter understand,andifpossible,resolvethem.

Assessment: AswereadALightInTheDarkness,studentswilldemonstratetheirunderstandingof whatcanbeconsideredtechnologybypointingoutnonelectronic,andthennon mechanical,tools. Researchpacketswillassessstudentsunderstandingofthetask.Byrecordingfull sentencesabouttheuseoftechnologyineachsource,studentswilldemonstratetheir understandingthattechnologyisanynonhumantoolthatcanbeusedtomakelifeeasier forpeople.Theywillalsodemonstratetheirabilitytoanalyzetheirsourcethrougha

technologicallens.

Materials Smartboardpresentation SmartboardCharttodisplaygroups ALightIntheDarknessbyLesaClineRansom StudentResearchPackets(23): PagesforNotes Sources PrimarySources(Group1) Lester,J.ToBeaSlave.Puffin.2005.(6465,6568,112) SecondarySources(Group2) Kamma,A.IfYouLivedWhenThereWasSlaveryIn America.Scholastic.2004(p12,14,17,19,22,23) PhotographicandVisualSources(Group3) LibraryofCongressDigitalArchive (http://www.loc.gov/library/libarchdigital.html)

Preparation: PrepareaSmartboardpresentationwithapageforeach: TheTimeMachineProblem Achartforrecordingpriorthinkingaboutwhatqualifiesastechnology. Dividestudentsintogroupsdifferentiatedbycomplexityofsourcematerial. Create23researchpacketswithapageforinstructions,apageforrecordingnotes, andtworesourcesforeachstudent.

Plan: WarmUp(5min):Asstudentsgetready,Iwillhavethismathproblemdisplayedunder thetitleStepinto...theTimeMachine!Theproblemofthedayis:Theyearis1860andMathis

MayneedsyourhelpontheUndergroundRailroad.Someonehasstolentheneedleand threadshesbeenusingtomakeherShowWayquiltsandneedsyoutobringherbacka newset.Howfarbackintimedoyouneedtogo?Howmanydecades?Arethereany yearsleftover? Technologyintro(5min):Havestudentscharttechnologiesontheboardthatthey useinschool.Havethemturnandtalk,andthenchartanswersontheboard.Review

broaderdefinitionoftechnology. ReadAloud(15min):ALightintheDarkness.Framethebooktostudents.Ask yourself,whatdotheyuseto.Lookforexamplesoftechnologyinthisbook.Whatthings dotheyusetomakelifeeasier,tohelpthemlearn?Afterbook,discussthelantern,the sticks,theguns. SiftingThroughSources(15min):Gatherstudentstogethertolookthrough sourcesfordifferenttechnologiesusedbyenslavedpeopleduringthetimeofthe undergroundrailroad.Havethemwritetheirsources,discusswhethersomethingmightbe consideredtechnologyornot.Studentswillspend7minuteswithstudentswithsame sourceand7withstudentswithdifferentsources.
Regroup:(10min)Havestudentusesourcestopresentdifferenttechnologies.Chart theseontheboard.

AnticipatingStudentResponses: Somestudentsmayhaveadifficulttimecomprehendingthattechnologyneedn'tbe electronicormechanical.Toaddressthisissue,IhavechosenALightIntheDarknessto highlighttheircollectiveexperienceofschoolingandallowforadirectconcretecomparisonto theexperiencesofchildreninthebook.Bytalkingaboutthetechnologyweuseinschool,and comparingittothelearningtoolsusedinclandestineslaveschools,Ihopetofacilitatestudents' inmakingthegeneralizationabouttechnologyasanytypeoftool.Withinthesharedcontextof school,Ihopethatthecontributionsofstudentswithadvancedcomprehensionwillalsobe clearerthanitmightbeotherwise,withalessconcretelycomparablecontext.

Accomodations Studentresearchpacketshavebeendifferentiatedbycomplexityofsourcematerial. TheprimarysourcesfromToBeASlaveoftenusemoreantiquatedsourcematerialsandare moreextensiveindetailthanthesecondarysource.ThesecondarysourceIfYouLivedWhen ThereWasSlaveryInAmericaisaboutonlevel(aPoraQ)forthirdquarterstudentsinthird grade.ThephotographicandvisualsourcesIgavetostudentswhomighthavemoredifficulty understandingthetask.Ithoughttheconcretenatureofthevisualsourceswouldhelpthese studentsmeetmylearninggoalswithoutlettingtheirreadinglevelinterferewithconcept attainment. Withinthatdifferentiation,Ididmixafewstudentsfromdifferentreadinglevelsto attempttotakeadvantageofthezoneofproximaldevelopment.Studentswithmoreadvanced, butproximalcomprehensionskillsmightbeabletoassistthosestudentswhoareontheverge

ofconceptattainment.Ihavefoundthatthisgroupingstructuretendstosupportcooperative learningamongstudentsandcontributestoagenerallycompassionatelearningenvironment, wherestudentsaresensitivetooneanother'sacademicneeds.

ResearchGroups Group1 Testimonies Brady Nelly Henry Claudia Nat Renkai Lily Group2 Ifyoulived Maya Panya Michael Olivia Khaled Maimoonah Ann Allan Nelly Group3 Photographs Luvly Kris Alex Rverb Micah Riverl Macariah Adrian