Important Figures Back History Figures from History

Technology-Enhanced Lesson-Instructional Partner Task 1

Arlene H. Dawson

Spring 2011

Pathfinder URL:

http://arlenedawson3376.pbworks.com/w/page/38880071/Pathfinder-Important%20Figures
%20in%20Black%20History
ClipArt source: http://www.clipartoday.com/clipart/people/people/children_161451.html

Important Figures from History

th
GRADE: 7 TEACHER(S): Michael Bartlett and Arlene Dawson
CONTENT TOPIC: African-American Historical Figures-
STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and
create new knowledge.

Skills Indicator(s):
2.1.1 Continue an inquiry based research process by applying critical-thinking skills (analysis,
synthesis, evaluation, organization) to information and knowledge in order to construct new
understandings, draw conclusions, and create new knowledge.
2.1.2 Organize information so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions,
and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products
that express new understandings.

Benchmarks(s):
• Select a variety of credible sources in different formats relevant to research needs.
• Locate appropriate nonfiction resources by using the library’s classification scheme.
• Work collaboratively in using technology to meet information needs.
• Evaluate sources based on criteria such as copyright date, authority of author or
publisher, comprehensiveness, readability, and alignment with research needs.

Dispositions Indicator(s):
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each
specific resource and by seeking additional resources when clear conclusions cannot be drawn.
2.2.4 Demonstrate personal productivity by completing products to express learning.

Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
Self-Assessment Strategies Indicator(s):
2.4.1 Determine how to act on information (accept, reject, modify).
2.4.3 Recognize new knowledge and understanding.

CONNECTION TO LOCAL OR STATE STANDARDS

Social Studies-Information Processing Skills
GOAL: The student will be able to locate, analyze, and synthesize information related to
social studies topics and apply this information to solve problems/make decisions. I: indicates
when a skill is introduced in the standards and elements as part of the content D: indicates grade levels
where the teacher must develop that skill using the appropriate content M: indicates grade level by which
student should achieve mastery, the ability to use the skill in all situations A: indicates grade levels where
students will continue to apply and improve mastered skills
Language Arts:
ELA7R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
For informational texts, the student reads and comprehends in order to develop understanding
and expertise and produces evidence of reading that:
a. Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences,
concluding sentences, introduction, conclusion, footnotes, index, bibliography).
b. Identifies and uses knowledge of common graphic features to draw conclusions and make
judgments (e.g., graphic organizers, diagrams, captions, illustrations).
ELA7W3 The student uses research and technology to support writing. The student
a. Identifies topics, asks and evaluates questions, and develops ideas leading to
inquiry, investigation, and research.
b. Gives credit for both quoted and paraphrased information in a bibliography
by using a consistent and sanctioned format and methodology for citations.
c. Includes researched information in different types of products (e.g., compositions,
multimedia presentations, graphic organizers, projects, etc.).
d. Documents sources.
e. Uses electronic media to locate relevant information.
ELA7LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions. The student
a. Initiates new topics in addition to responding to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information
ELA7LSV2 The student listens to and views various forms of text and media
in order to gather and share information, persuade others, and express and
understand ideas. The student will select and critically analyze messages using
rubrics as assessment tools.
When delivering and responding to presentations, the student:
a. Gives oral presentations or dramatic interpretations for various purposes.
b. Organizes information to achieve particular purposes and to appeal to the
background and interests of the audience.
f. Responds to oral communications with questions, challenges, or affirmations.
g. Uses multimedia in presentations.

OVERVIEW:
I met with Mr. M. Bartlett and we determined, based on the CRCT scores for
seventh grade students, that one area of weakness for our students were using
informational text and research skills. Students had difficulty locating appropriate
nonfiction resources and information from a variety of resources. Seventh-grade students
in social studies and language arts classes will focus on researching important figures in
African American history. Each student will select one person to research from an
extensive listing of over one hundred and twenty-five subjects. The students will use the
information gleaned from various research sources to produce a variety of products such
as posters, timelines, letters, comic strips, Powerpoints, poems, videos, newsletters,
informative essays, and monologues.

Essential questions:
• Why do we study other people’s lives?
• Why is this person important?
• What contributions to the community of man has this person made?
• What has been the impact of this person’s contributions?
• How can a person’s life experiences impact his or her achievement?

FINAL PRODUCT:
Students will work independently to complete three products from a History Tic-Tac-Toe
assignment sheet. The products vary from posters, monologues, PowerPoints, informative
essays, videos, poems, timelines, newsletters, videos, and letters.

LIBRARY LESSON(S):
Students will learn how to access information through online, print, and electronic resources,
identify project appropriate resources, work with the school library media specialist (SLMS) in
over a course of several days to research information that they can use in their presentations.
They will make use of the school library media specialist prepared pathfinder for this
assignment. They will access information through online, print, and electronic resources. They
will ethically credit their sources.

ASSESSMENT

• Product -Teacher, SLMS, and students will use rubrics to perform summative assessments of
the Black History Tic-Tac-Toe products. The evaluation guidelines for each of the different
products will be given to students at the beginning of the project. See Black History Tic-Tac-
Toe assignment sheet.
• Process -Teacher and SLMS will formatively assess student progress daily through the use of
questioning, observations, dialogue, group conferences. Students will maintain note cards on
media research with bibliographic information on the reverse side. Students will use group
journal to record daily progress and reflect on research, progress, needed improvement, and
additional courses of action. The teacher will conference with the students on their progress.
The SLMS will assist with further research if needed.

• Student self-questioning-
• What questions do I have about this topic?
• What is my plan for research?
• What are some of the resources that I can use?
• How will I evaluate my sources?
• Have I completed all of the required sections of this assignment?
 • What new understandings about the topic do I have?
•
INSTRUCTIONAL PLAN

• Resources students will use:

�On-line subscription database(s)-Destiny, NetTrekker, United Streaming, Sirs Discoverer

� Web sites –
• Black Voices: http://www.blackvoices.com/

• Ebony Online: http://www.ebony.com/

• Library of Congress: http://www.loc.gov/index.html

• African American Women Writers:

http://digital.nypl.org/schomburg/writers_aa19/

• Africans in America: http://www.pbs.org/wgbh/aia/home.html

• African American History Challenge: http:/

http:/www.brightmoments.com/blackhistory/

• American Black Journal: Documenting Detroit and African American History from
African American Perspectives: http://matrix.msu.edu/~abj/

• Schomberg Center for Research in Black Culture:

http://www.nypl.org/research/sc/sc.html

• Top Websites for Students:

http://www.microsoft.com/athome/students/studentsites.aspx

• Glogster.com: http://www.glogster.com

• Biography.com: http://www.biography.com/

� Books

• Contemporary Black Biographies. Vol. 1-65. Detroit: Gale Research Inc.,

1997-2010.

• The African American Encyclopedia. Ed. by Michael W. Williams. New

York: Marshall Cavendish, 1993.

• Notable Black American Men. Ed. by Jessie Carney Smith. Detroit: Gale
Research, 1999.
 • Black Women in America: 2nd edition. Ed. by Darlene Clark Hine. NY:
Oxford University Press, 2005.

• Individual Autobiographies and Biographies-The Stephenson Middle

School Media Center has an extensive collection of autobiographies and
biographies. Students can select individual books for research based on
subject.

� Nonprint –Podcasts and Powerpoints

• How to Write a Bibliography: http://youtu.be/edqVmfha2N4
• Research skills: http://youtu.be/MpXxewtxkIk

• Bartlett’s Powerpoint Preparation

� Other (list):
_x__ Videos in Media Center
__x_ Online Media specialists produced Podcasts
• Instruction/activities

DAY ONE

o Direct instruction: Tic-Tac-Toe Assignments-What are they?

Opening-Media specialist and teacher deliver whole class instruction: Students will
be given copies of the Black History Tic-Tac-toe assignments page and the Black
History Tic-Tac-Toe assessments page. The teacher and media specialists will
discuss the assignments and detail whole class media center research days and
additional opportunities for research.

o Modeling and guided practice: The media specialists will show a video on
information literacy research skills: http://youtu.be/MpXxewtxkIk Media
specialist shares several online websites for researching topic or subject.
o Independent practice: Students will select research subject from box containing
over one hundred subject names.
o Sharing and reflecting: Students will take research subjects home, reflect on them
and decide on a course of action for gaining information. Students will decide on
the types of products that he or she will produce.

DAY TWO

o Technology Integration and Research

Opening- Media specialist discusses with students the various media sources
available for research on the various Black History Tic-Tac-Toe subjects.
o Modeling and guided practice: Media Specialist introduces the Pathfinder on
Black History Tic-Tac-Toe and the various websites, articles, and videos available
as sources.
o Independent practice: Students will research individual Black History Tic-Tac-
Toe subjects using the Pathfinder resources and record notes on topic.
o Sharing and reflecting: Students will share research notes with media specialist
and teacher.

DAY THREE

o Technology Integration and Research

Opening- Media specialist reminds students of the various media sources available
for research on the various Black History Tic-Tac-Toe subjects.
o Modeling and guided practice: Media Specialist shares books Black History tic-
Tac-Toe subjects found in the media center and that are available as additional
resources.
o Independent practice: Students will research individual Black History Tic-Tac-
Toe subjects using the Pathfinder resources and books and record notes on
subject.

o Sharing and reflecting: Students will share research notes with media specialist
and teacher. Students will reflect on amount of research information and
conference with the media specialist and teacher.
Homework -additional research to be conducted by students at home or public library.

DAY THREE

o Technology Integration and Research

Opening- Teacher will instruct students on the development of a PowerPoint for their
Black History Tic-Tac-Toe subjects using research notes.
o Modeling and guided practice: Teacher and Media Specialist will share examples
of Powerpoints, timelines, online posters using the Promethean board.
o Independent practice: Students will begin developing plans for products for the
Black History Tic-Tac-Toe using research notes and textbook.
o Sharing and reflecting: Students will share and reflect on development of Black
History Tic-Tac-Toe.
Homework-additional research to be conducted by students at home or public library.

DAY FOUR
 o Technology Integration and Research
Opening- Media specialist and teacher will instruct students on the development of a
bibliography on the resources used for the Black History Tic-Tac-Toe project.
Show video http://youtu.be/edqVmfha2N4
o Modeling and guided practice: Teacher and Media Specialist will share examples
of bibliography using textbook models and internet websites
o Independent practice: Students will begin writing bibliography for individual
Black History Tic-Tac-Toe projects.
o Sharing and reflecting: Students will share and reflect on development of Black
History Tic-Tac-Toe project bibliography.

Collaboration and Lesson Reflections

The collaboration and development of this lesson began early in January. The
teacher and I had previously used the Tic-Tac-Toe assignment and assessment formats in
our gifted classes and decided to use them again this year. We decided to look at
information literary and skills and research skills in particular because our students’
scores on the CRCT do not reflect significant gains. We decided to our school’s media
center Destiny and to search the web for instructional materials that would facilitate this
project I collaborated with Mr. Bartlett, and we decided to collaborate on the lessons and
integrate the technology and pathfinders into the lessons.

Again taking the role of the media specialist was extremely beneficial for me. I
conducted two days of research in the media center acting as a media specialist with the
students. The collaboration worked very well because Mr. Bartlett and I have worked
together as colleagues for a number of years and have developed lessons together. We
had the same planning period and were both available for after-school collaborations and
discussions. Mr. Bartlett in the role of teacher assigned the project, homework,
determined due date, and presentation details.
 I enjoyed taking the role of the media specialist and using technology that I had
developed, measuring its effectiveness and making note of places for improvement in the
technology development and in the lesson planning and implementation. I was able to
share research and technology tips with the students and offer pathways for further
learning and development using some of the things that I have learned in my classes.

The daily informal assessments involving checking student progress and

conferencing with them were extremely beneficial to the students, to the teacher and me.
We were able to fully monitor student understanding of research skills and development
of products by using the using this method. The students were able to reflect on their
progress and adjust their future research.

The pathfinder and the other internet, print and nonprint resources were extremely
useful in the presentation of the assignments and providing students with initial paths of
research for their individual assignments.

Black History- Tic-Tac-Toe Assignments

1. Newsletter Article-Create a 2. Letter to Subject-Write a 3. Comic Strip-Your subject is

5 Ws chart and write a
newsletter article about your
subject that includes
important, unusual, and
interesting information about
your person and his/her
accomplishments. Follow
the criteria card for a news
article.
letter to the subject in which
you state the reasons for
your admiration of his or her
achievements. Must be
written in correct business
letter format with at least 5
paragraphs. Follow the
criteria card for a business
letter.
the principal character. The
subject discusses with other
characters his/her
accomplishments and future
plans. Make sure the dialogue
is realistic.
4. Ballad-Create a ballad
(song) in which you tell about
subject and major
accomplishments. Perform
ballad before the class or
record your ballad and play
the recording in class.
7. Video News Interview-
Prepare written interview
questions and answers.
Prepare a 3-5 minute video
presentation in which you
dress as the subject and an
interview takes place where
you relate important life
experiences and
achievements.
Name _____________________________ I chose activities #_____, #_____,
#_____. Due Date : _________
Subject :___________________________
Assessments-Black History Assignments
1. Newsletter article
__5 Ws chart (Who? What?
When?, Where? Why?)
__At least 5 paragraphs
__Accurate information
__Interesting news title to
hook the audience
__Photo of person
__Correct capitalization,
5.* Informative Essay with
Bibliography-Follow the
Black History outline and the
bibliography criteria format.
or
*Social Studies Extension-
PowerPoint (ten slide
minimum) based on research
and informational essay. See
Mr. Bartlett for specifics.
*Required of everyone.
8.Informational Poster-
Follow the criteria card for a
poster. 24x36 poster board
that includes the name, a
center picture or drawing of
the subject with at least nine
(9) important informational
segments, clouds, or squares
that contain information
about the subject’s life and
accomplishments.*(Or use
Glogster-an online poster
website)
Assigned
2. Letter to Subject
____Block business letter
format
____ At least five paragraphs
____Discuss accurate and
related subject matter.
____Correct capitalization,
punctuation, spelling and
6. Monologue-Follow the
format for a monologue
written from the point of view
of your subject. The subject
discusses an important event
in his/her life. Be sure to have
your monologue reflect the
imagined personal emotions
of your subject. Follow the
criteria card for a monologue.
9. Timeline-Follow criteria
card for a timeline. Twelve
(12) important events from
the life of your subject.
Include dates and important
events with illustrations for at
least seven of the timeline
events.
3. Comic Strip
_____Comic strip with at least
seven (7) frames
_____Subject is the principal
character
____Subject discusses
important event (s) from
his/her life
spelling, punctuation and
grammar
Suggested Extension: Write
an obituary for the subject.
4. Ballad
___At three(3) four line
stanzas
___Second and fourth lines
should rhyme or couplets
(1st and 2nd, 3rd and 4th
lines rhyme)
___Tells about subject and
achievements
___Correct spelling,
capitalization, and grammar
___Perform ballad in class or
play recording.
Suggested Extension:
Create and play an
instrumental music
selection based on your
ballad.
7.Video News Interview
____Written copy of ten (10)
interview questions and
answers
____Dress as the character
____3-5 minutes in length
____ Answer questions about
important life experiences
and achievements
____Show video in class
Suggested Extension:
Create a video quiz for
classmates based on news
grammar
Suggested Extension: Write
a response letter from your
subject to your letter.
5. Informative Essay
___At least (2 )pages
___At least (4) sources-(2)
print and (2) electronic
sources
___A cover page with picture
or drawing
___Correctly prepared
bibliography
___Correct spelling,
capitalization, and grammar
Suggested Extension:
Create a PowerPoint based
on research and
informational essay. See
Mr. Bartlett for PowerPoint
assessment rubric.
8. Informational Poster
____Follows poster criteria
card ____Neat, legible
___Colorful drawing or
picture of the subject
placed in center of poster
___ Nine (9) Important
informational segments
about the subject
___ Correct spelling,
capitalization, punctuation
and grammar
Suggested Extension:
Create a bookmark for
classmates with highlights
____ Realistic dialogue
_____Colorful, neat
Suggested Extension: Use
computer animation
program to animate your
cartoon.
6. Monologue
___Follows format for
monologue
___Point of view of the
subject
___Uses emotional words to
create the tone in relating
an important event in the
life of the subject
___At least one page
Suggested Extension: Dress
as the subject and develop
stage props for delivery of
the monologue.
9. Timeline
____At least twelve (12)
important events and
achievements from the life
of the subject
____Correct sequencing of
events
____Correct spelling,
capitalization
____Seven (7) of the events
are illustrated
Suggested Extension: Use
grab bag items
representative of events to
serve as concrete reminders
 interview. of events.

 Carolyn Coil, www.carolyncoil.com

Research Rubric Using Media Center Resources

Name _______________________________

Partially
CATEGORY Excellent Proficient Needs Improvement Points
Proficient

Selection of 3 points 2 points 1 point 0 points ___/3

Sources
Identified highly Identified mostly Identified a few appropriate Identified no appropriate
appropriate sources in appropriate sources in a sources but made little sources in any format.
a variety of formats variety of formats attempt to balance format
(books, journals, (books, journals, types.
electronic sources). electronic sources).

Note-taking & 3 points 2 points 1 point 0 points ___/3

Keywords
Selected relevant Selected mostly Selected a lot of information Selected irrelevant
information. relevant information. which wasn’t relevant. information.

Brainstormed Selected mostly Selected some keywords that Selected no effective

keywords, categories, effective keywords to were not effective in keywords to use in
related terms that use in researching the researching the questions. researching the questions.
were effective in questions.
researching the
questions.

Wrote notes Wrote notes which Wrote notes which included Wrote notes which
including key facts included facts that irrelevant facts which did not included a majority of
which directly answered most of the answer the research facts which did not
answered all of the research questions and questions. Some notes were answer the research
research questions were written in the copied directly from the questions. Most or all
and were written in student’s own words. original source. notes were copied word-
the student's own for-word from the original
words. source.

Total ___/6
 Bibliography Checklist

_____Cited all sources of information accurately to

demonstrate the credibility and authority of

the information presented.

_____Cited most sources of information in proper format

and documented sources to enable accuracy checking.

_____Cited most sources of information improperly and

provided little or no supporting documentation to

check accuracy.

_____Created citations which were incomplete or inaccurate,

and provided no way to check the accuracy of the

I information gathered.