Unit1:FamilyHistory PossibleTeachingDays: UnitThemes Changeovertime Familylifenowandintherecentpast RightsandPrejudice DrivingQuestion Howwaslifedifferentorsimilarforpeopleofourgrandparentsgeneration? Whatwasthemostimportanthistoricaleventthathasoccurredsincepeoplefromour grandparentsgenerationwereourage?Howdodifferentpeoplesopinionsdifferand why?

nd why? SocialStudiesLiteracySkills Conductingandsummarizingandinterview Interpretingpersonalinterviewsasprimarysourcedocuments Identifyingandinterpretingdifferentperspectivesinprimarysourcedocuments Constructingatimeline Identifyinghoweventsinthepasthaveinfluencedthepresent. CorrespondingStandards CCSS.ELALiteracy.SL.3.4Reportonatopicortext,tellastory,orrecountanexperiencewith

appropriatefactsandrelevant,descriptivedetails,speakingclearlyatanunderstandablepace. CCSS.ELALiteracy.W.3.8Recallinformationfromexperiencesorgatherinformationfromprintand digitalsourcestakebriefnotesonsourcesandsortevidenceintoprovidedcategories.

LessonOne:OurFamiliesInHistory [DayOne] Time:45min. Goals: SWBATdefineagenerationanddescribepeoplethattheyknowfromtheir generation,theirparentsgeneration,theirgrandparentsgeneration. SWBATmakeatimelinemappingchronologyofthethreegenerationsabove, usingreasonableintervalsoftime. SWBATdescribethreewaysinwhichfamiliespreservetheirhistories:artifacts, writing,andoraltransmission. SWBATdescribethewaysinwhichlifechangedforSooniesfamily,inShow Way.

 PlaninBrief: revisitthetextforrereadingsanddifffocuses. IwillreadShowWaybyJacquelineWoodsonwiththestudents,focusingonthethe ShowWayquiltasarecordandartefactofthemaincharacterSooniesfamilyhistory. Usingthequiltedtimelineonthelastpagespread,wewillreviewtheconceptofa generation.Wewillreviewhowthecharactersarerelatedtooneanother,labelingthemonthe chart,andhowtalkabouthowlifechangedforeachgeneration,referringtothebookand comparinggenerations.IwilllabelthemostrecentgenerationNOWand2014. Beneathacopyofthequiltedtimeline,Illhaveafewpicturesofpeoplefrommyown family,labeledwithmyname,grandma,dad,greatgrandma.Andthefullclasswillquickly sortthoseoutbeneathwhattheappropriategenerationontheShowWaytimeline.Illbriefly discusshowthingschangedsincemygreatgrandmasgeneration. WewillplacetheclassonthegenerationschartasMrs.Johnsonsclass.Referringto thecomparisonbetweentheshowwaytimelineandmyown,Iwillremindstudentsthatpeople canbeinthesamegeneration,butnotinthesamefamily.IwillthenaskwheretheythinkMrs. Johnsonmightbeonthechart(hopefullytheywillputherontheparentsgeneration.)Iwillthen askstudentstopairupandthinkofpeopletheyknowaroundschoolwhomightbeintheir grandparentsgeneration,andwhytheythinkso. Wewilladdthesepeoplebeneaththegrandparentsgeneration.Iwilltellstudentsthat nexttime,wellbetakingatripintothepasttotalkaboutwhatwethinklifewaslikewhenour grandparentsgenerationwasinthirdgrade. Assessment: Discussion.Studentswilldemonstratecomprehensionofstoryelements. Studentswilldemonstrateunderstandingofagenerationoutsideofthefamilyby applyingtheconceptionofgenerationspasttopeoplethattheyknow.

Lesson2:LifeinthePast(ReviewingPriorKnowledgeandGeneratingQuestions) [Day2] Time:45min. Goals: Studentswilldemonstrateunderstandingthatlifewasdifferentinsomeways

duringtheirgrandparentsgeneration,usingpriorknowledge. Studentswillbeabletoexplaintheirconjecturesaboutthepastinclass discussion. Studentswillcompareandcontrastdifferentconjecturesaboutthepast, reasoningabouteachperspectivebasedonpriorexperience. Studentswilldemonstratepriorunderstandingofchangeovertimebygenerating questionsabouthowdifferentaspectsoflifemayhavechangedorbeenthe same. Plan ReviewingShowWaydiscussion,referringtotimeline.Wetalkedalotabouthowlife changedoverthedifferentgenerationsforSooniesfamily.PullSmartslidedown,we alsotalkedaboutourgrandparentsgeneration.Howmuchdoyouthinkhaschanged sincetheywereinThirdGrade?Howlongagodoyouthinktheywereinthirdgrade?(I willaddtheirguesstothechart.)Iwantyoutotakeoutyourwritersnotebooks(?)and turntothepersonnexttoyou.Takefiveminutesandmakeanideawebofwhatyouthink lifewaslikewhenyourgrandparentswereyourage.Everyonesgrandparentscomefrom differentplaces,sobesuretomakeyourownsheet.Whathaschangedsincethattime? (Theseinstructionswillhavetheirownslide.)Wheretheynotallowedtodoanything thattheycandonow?Afterfivetotenminuteswewillregroup.Iwilldrawupabigword webontheboard(WhatWeThinkWeKnowAboutOurGrandparentsGeneration)and callonanumberofstudentstoreportwhattheirpartnertoldthem.AsIaddideastothe board,IwillthinkoutloudandquestionthechildrenhowImightgrouptheirresponses: MaybethiscouldgowiththatbecausetheyrebothaboutX.Iwillaskthestudentsto takeaminuteandthinkwhetheralloftheseguessesmatchup.Whenstudentsrespond, Iwillaskthemtoelaborateontheirthinkingiftherearecontradictions,wewillaskthe studentsrepresentingeachsidetoexplaintheirthinking.Wewilldiscusstwoorthreeof these,addressingresponsesbytheirassignedcategoriesinordertolinktheir conjecturestolargerideas.Wehavealotofinterestinghypothesesaboutlifeinthe past,butitseemslikewerestillnotsureexactlywhatlifewaslike.Whatareyoustill wonderingaboutlifebackthen?Iwillreviewafewquestionsoruncertaintiesthathave comeupindiscussion.Takefiveminutesandmakealistofthreequestionsthatyou haveabouthowlifewasdifferentorsimilarwhenyourgrandparentswereyoung.Iwill walkaroundtochatwithgroups.IwillthendrawupachartnexttoourThinkchartand fieldonequestionfromeachgroup.Thisisthebeginningofourhistoricalresearch!Next week,wearegoingtoreturntoourquestionsandtalkabouthowweregoingtosolve thesehistoricalmysteries.Fromnowon,weredetectivesofthepast,sorememberto bringyourdetectivehat.

Assessment

Studentwordwebswilldemonstratepriorknowledgeofrecenthistory. Studentquestionswilldemonstratethedepthoftheirthinking Studentoralexplanationoftheirthoughtsaboutthepastwilldemonstratetheir rudimentaryhistoricalreasoningbydemonstratinghowtheyhavedrawconclusionsfrom particularsources.

Lesson3:InterviewAsResearch[Day3] Time:45min.

Goals: Studentswillbeabletodefinetheworkofahistorianasdetectiveworkusingcluesto helpanswerquestionsaboutthepast. Studentswill...interviewasamodeofhistoricalresearch Interviewasaprimarysource Plan: IwilldrawupourThoughtsandQuestionschartfromthepreviouslessonandtalkabouthowa historianmightanswerthesequestions.Iwillfieldthecrowdforthoughtsonhowtheythinka historianmightgatherevidence.Iwilltellthemthatwearegoingtobedoingsomehistorical detectiveworkourselves,usinginterviewsasourprimarysourceofevidence.Iwillcompareand contrastthevalueofsecondarysourcesandprimarysourceslikeaninterview,usingtheterms.I willthenpassouttheprojectoutlineasstudentsdiscusswhotheyknowfromtheirgrandparents generationthattheycouldinterview.Aftertheoutlineispassedout,Iwillfieldsomeideasfor interviewees.Iwillthenpulluptheoutlineonthesmartboardandwewillgooveritpieceby piece,reviewingthetask,thegoals,andgoingovertherubric.Iwillendthereviewbytalking aboutcomparingandcontrastingthedifferentanswerswewillget.Howwillweusethisdifferent evidencetotriangulateinformationaboutthepast,whatifpeoplecontradictoneanother,ortell aboutdifferentversionsofthesamething? Assessment: Discussion Asyetunnamedactivity.

 Lesson4:WhatisaGoodQuestion?[Days4] Time:45min. Goals Plan Wewillrefertothelistofpeoplestudentsmightinterviewandthelistofquestionsthatthe classgenerated.Studentswillthenindividuallytakethepersonthattheywanttointerview andgeneratethattheywillwanttoaskthem.Iwillgiveabriefminilessononquestions thatmakesense,drawingfromStoryCorpsinterviewinglessonplan.Wewillpicka personanddiscusswhatquestionsmightmakesensetoaskthem,andwhichwillget themostanswers.Iwillaskstudentstoreviewtheirquestionsandlookforwhatmakes senseforthatperson:thinkaboutwhotheyare,wheretheygrewup,whatareyou REALLYinterestedin,whatquestionswillgivethemaLOTtotalkabout.Emphasizethat interviewingisjustasmuchaboutaskinggoodquestionsasitisaboutlistening.Sothe bestquestionsgiveyoulotsoftimetolisten.Youdontalwaysgetsomuchfromyesno questionseither!Afterstudentsgetridofsomequestions,theywillsharewhattheygot ridofwithapartnerandexplainwhy.Then,theirpartnerwillexplainwhattheyhavenixed fortheclass.Bytheendofthissessionstudentswillhandintheirquestionstome,which Iwillreturnforthenextclass.

Studentswillgeneratequestionsappropriatetotheinterviewtopic studentswillselectquestionsthatgetthemostoutofaninterview Studentswilldiscusswhatmadegoodinterviewquestionsinthevideos Swbatdefinethegoalsoftheirinterview

Assessment Questionsandrevisionswillprovidefeedbackastohowstudentsunderstandwhat makesagoodquestion Peerreportingwillfurtherdemonstratehowstudentsusetheirownthinkingtoexamine peersideasaboutquestioning.

Lesson5:TakingNotes **Finalintervieweeduew/interviewdateandpresentationformat. Goals

Studentswillanalyzeinterviewquestionsandresponsestodetermineimportantdetails. Studentswillpracticenotetakingusingpriorknowledgeofmainideaandsupporting details.

Plan WewillopenbywatchingavideofromStoryCorps.Iwillhandoutasheetthathasthequestions askedinthevideo,andaskstudentstotakenotesonwhattheintervieweesaysundereach question.WhenthefilmisoverIwillaskahandfulofstudentstoreadtheirnotestotheclass.I willaskifanyonehadtroubletakingnotes,andhowtheytooknotes.Wewilldiscusswhat efficientnoteslooklike,usingaprewrittenexampleontheboard.Studentswillpracticelooking forimportantfactsbyreadingoneoftheinterviewquestionsandtheresponsewrittendownon paper.Theywillunderlinethepartstheythinkareimportantandtakebriefnotes.Wewillproject theparagraphontheboardtodiscusswhatwetooknotesonandwhyWewillthenrevisitthe video,lookingatanotherquestionanddecidingwhatwemightwanttowritedowntoanswerthe questionwithbriefnotes.Studentswillpairupandtalkaboutthequestiontogether.Wewill rewatchtheresponsetothatquestionandstudentswillturntotheirpartnersandcompare notes.Whatdidyouwritethatwassimilar,whatdidyouwritethatwasdifferent?Whydidyou picktorecordcertainthingsandnotothers.Iwillwrapupthelessonbytalkingaboutwaysof recordingtheinterviewthatcanhelpusintakingresearchnotesandinaddingdetailstoour historicalresearch.Iwillreviewtheoptionsofrecordingvideooraudioonyourphone.Imayalso reviewthepossibilityofinterviewingoveremail,andusingthattotakenotes.Iwillendby surveyingtheclasstoaskwhotheyaregoingtointerviewandwhattheirbigquestionis. Assessment: Studentdiscussionwilldemonstratetheirabilitytoanalyzeaninterviewandpickout importantdata. Studentsheetworkwilldemonstratethesame. Lesson6:GroupInterviews? Goals StudentswillgiveexamplesofrightsbeingdeniedbasedonexamplesfromShowWay andtheirpersonalexperience. Studentswillcontrastsituationsthattheydontlike,butwhicharefair,todiscriminatory, unfairsituations. Studentswillpracticeinterviewskillsduringpeersinterviews. Plan WewillreadShowWayagain,focusingthereadingonfreedom,andhowdifferentgenerations

inSooniesfamilygainedmorerights.IwillusetheSmartBoardtoaidthereadingwith photographs.Wewillcreateanopenchartnamingwaysthattheyweretreated,andtherights theygained.Iwillbrieflysurveytheclasstoseeiftheyknowanyoneorofanyonehowhasbeen discriminatedagainstorhadtheirrightstakenaway.Iwillaskstudentstointerviewapartner askingthatquestionandanyfollowupquestions.First,studentswillgeneratefollowup questionsindividually,Iwillpostafewundertheinterviewinstructions,andthenstudentswill havetentofifteenminutestointerviewoneanother,takingnotes.Whentheinterviewisover,a fewwillreportwhattheirpartnersaidandwewilladdtheirnotestothechart. Assessment InterviewResponseswilldemonstratestudentunderstandingofrights ResponsestoReadaloudwilldemonstratethesame. Lesson7:InterviewaGuest? Goal Plan

Studentswillgetsomeinterviewpractice Studentswillgettoknowsomeonefromschool.

Anasyetundeterminedguestfromtheschool(withwhomthestudentsarefamiliar)will comeinforaninterviewbytheclass.Studentswillcomeupwithasetofquestions beforehandandthispersonwillreceivethepriortotheinterview.Duringtheinterview, studentswilltakenotes.Aftertheinterview,wewilladdthispersontotheclasstimeline (establishedinlessonone)andtalkaboutwhatwefoundinterestingorsurprisingabout theinterview.

Assessment Studentnoteswilldemonstratetheirabilitytofocusinonimportantinformation. Studentresponsetointerviewwilldemonstratetheirthinkingabouthowthingshave changedovertime. Lesson8:Whoareyouinterviewing/didyouinterview?Howwillyoupresentyour interview?[2Daysofworkw/minilessons] *Interviewsdueonthisday. findtimeforstudentstosubmitideaforpresentationbeforethis.reviewformats. workshoptimeforproject minilessonsonpresentationandfocusingonBigQuestion.Maybedoacivilrightsprimer? Goal

 Plan

studentswillworkonanalyzingtheirinterview studentswillworkontheirpresentations,andworkshopthemwithothers.

Day1:Studentswillbringintheirinterviewnotesandtheirrubric/plannerin.Wewillgo overwhatdifferentstudentsaredoingfortheirpresentations,lookingatthetwo(orthree) differentoptionsforpresentation.IwillreviewthefocusonourBigQuestion.Iwillmeet withgroupsofpeopledoingdifferentpresentations,discussingthefinerpointsofeach optionasstudentssharetheirideasandquestions.Everyonewillworktogetherwith groupsworkingonsimilarprojects. Day2:Iwillusemyobservationsfromdayonetoshapeaminilessonfollowupon thinkingaboutourbigquestion.Studentswillagainspendtimeontheirprojectsworking withthesamegroups.Iwillmeetwiththemonanindividualbasis.

Assessment Groupandindividualmeetingswillhelpmeassessstudentthinkingabouttheproject. Rubricwillhelpstudentsmarktheirownprogress.