DraftPlanforUSHistoryCurriculum Theme HowpeoplerespondtopowerinAmericanHistory.

Overarchinggoals Studentswillexploreanddiscussperspectivesoncontroversialperiodsandconditionsin UShistory. Studentswillexploreanddiscussperspectivesoncontroversialperiodsandconditionsin ModernUS. StudentswillcompareconditionsinthecontemporaryUStothoseinhistoricaleras, arguinghowtheyaresimilarordifferent. Studentswillproducehistoricalargumentsjustifyingtheirperspectiveonhistoricaland contemporaryissuesinUShistory. Studentswilltakeactionanissuethathasinterestedthemthroughouttheunit, connectingtoacontemporaryactivistmovement. Studentswilldrawparallelsbetweentheiractionandthatofahistoricgroup,comparing similaritiesanddifferencesonanappropriatescale.

CorrespondingStandards Unit1 Topic1(Livingandworkingtogetherinfamiliesandcommunities,nowandlongago) Standard1(Familylifenowandintherecentpastfamilylifeinvariousplaces longago)A(Thestudentunderstandsfamilylifenowandintherecentpast familylifeinvariousplaceslongago) Unit2 Topic3(ThehistoryoftheUnitedStates:DemocraticPrinciplesandValues) Standard4(Howdemocraticvaluescametobe,andhowtheyhavebeen exemplifiedbypeople,events,andsymbols)A(Analyzehowoverthelast200 yearsindividualsandgroupsinAmericansocietyhavestruggledtoachievethe libertiesandequalitypromisedintheprinciplesofAmericandemocracy. Plan Unit1:FamilyHistory Lesson1 Unit2:CivilRightsMovement Unit3:Activism(during2weektakeover)

ExtendedPlan Unit1:FamilyHistory PossibleTeachingDays: UnitThemes Changeovertime Familylifenowandintherecentpast DrivingQuestion Howwaslifedifferentorsimilarforpeopleofourgrandparentsgeneration? Whatwasthemostimportanthistoricaleventthathasoccurredsincepeoplefromour grandparentsgenerationwereourage?Howdodifferentpeoplesopinionsdifferand 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. Assessment: Materials: ShowWaybyJacquelineWoodson Plan 15min.ReadShowWay[1]byJacquelineWoodson 15min.DiscussionaboutGenerations.Mapgenerationsonagenerationchart(asseen inDoingHistory[2].Thenbegintomapgenerationsonatimeline,roughlysketchingout timespans.needsdetail InShowWay Inourownfamilies 10min.IntroduceprojectusingNoMoreQuestionsfromStoryCorps[3].videois~3 min.longNecessary? Whoissomeoneyoucouldinterviewfromyourgrandparentsgeneration? HandoutProjectSheets Detailinginterviewrequirementstoparents,unitschedule.

[1]Woodson,J.ShowWay.[restofinfo....] [2]Levistik,L.andBarton,K.DoingHistory.LEA.1997.[pp.42] [3]CiteWebsiteHere.

Lesson2:Whatisaninterview?InterviewQuestions[1] [Day2] Time:45min. Goals: Studentswilldemonstrateunderstandingthatlifewasdifferentinsomeways

duringtheirgrandparentsgeneration,usingpriorknowledge. Studentswillbeabletojustifywhattheythinkmakesagoodinterviewquestion, usingevidencebasedontheparticularsofthisinvestigation. Studentswillcategorizeinterviewquestionsbasedonhistoricaltopicsofinterest. Studentswilljustifywhattheythinkhaschangedthemostsincetheir grandparentsgenerationwasinthirdgrade.Settinguphypothesesbasedon priorknowledge,engagingexpectationsfortheinterview. Assessment: Chartingquestionsbasedoninterestcategories Chartingwhatquestionsarenotappropriateforthisinvestigation OralresponsetoPersonalPresentation Materials: PowerPoint NoMorequestions? ChartPaperorSmartBoard. Plan 5Min.WordWebofLifeinthePast Reviewdiscussionofgenerations.Refertotimelinedoesanyoneknowwhat lifewaslikeforyourgrandparentsgeneration?Howwaslifedifferent60years ago?Howdoyouknow? RecordstudentsuggestionsandsourcesonaSmartboardwordweb. Whatisaninterview?Openadiscussionwiththestudentsaboutaninterviewis,whoare thepeopletheymightwanttointerviewandwhy. PersonalPresentation.Talkalittlebitaboutapersonfromourgrandparentsgeneration. Talkaboutwhatwewouldliketoaskthem. Whatwouldstudentsliketoasktheirsubject? Chartquestions. Whatdogoodinterviewquestionssoundlike? Lookingataninterview,discussingwhatkindofquestionswereasked. Chartingwhatmakesagoodinterviewquestion. Discussionofwhotheyareinterviewingandwhen.Duenextclass.Toosoon?Goodto givethemtimetoarrangeinterview...

[1]StoryCorpslessonplan...

Lesson3:PracticingInterviews[Day3] Time:45min. PracticingInterviewQuestions,habits. intervieweachother lookingataninterview. StoryCorpsLP http://storycorps.org/animation/nomorequestions/ Lesson4:SharingandAnalyzingInterviews[Days45] Time:90min. groupsharing Goals Forstudentstoseehowtheyandtheirfamilyarepartofhistory Wantstudentstoseehowtheyandtheirfamilyhavebeenaffectedby(and/oraffected) historicaleventsandhistoricalchange ForstudentstogeneratequestionsaboutUShistorythatleadtoaclassinquiryabout howpeoplehaverespondedtopowerovertime(Unit2) Plan Unit2:HowPeopleRespondtoPower(Rights&Resistance) Mapoutavailabletopiconcalendar whattransitionfromfamilyhistorytothis? howwillwechoosethecontent howwillweprovidechoiceswithinthecontent? howwillthesubthemerelatetostudentcontent shoulditrelatespecificallytothisgeneration CivilRightsmovement Resources http://www.amazon.com/FreedomBooklistEditorsChoiceAwards/dp/0439576784 http://www.tolerance.org/kit/mightytimeschildrensmarch CivilRightsMovement Unit3:StudentActivism(Now)