LESSON
FIVE
Lesson Title: The
Unit title: The East St. Louis Community
Grade Level: 9th and 10th Grades
Submitted by: Elena Badjie
Subject: Social Studies
Timeframe: 90 minute block schedule
Materials:
Computer lab
Projector
Screen
Inspirational
software
TECHER RESOURCES:
Classroom Assessments Microsoft Explorer, http://www.siue.edu/~deder/assess/cats/paraph1.html
Library of Congress Learning Page: After Reconstruction - -Problems of African Americans http://memory.loc.gov/ammem/ndlpedu/lessons/rec/rgpwork.html
RESOURCES:
Home Page The IBEX Archive: ESLARP’s Social History Project
http://www.eslarp.uiuc.edu/ibex/archive/
Nunes East St. Louis History and
Nostalgia by Bill Nunes http://www.eslarp.uiuc.edu/ibex/archive/nunes/nunes.htm
A A World .Reference Room . Articles / PBS East
DEVELOPMENT
OF BLOODY
Volume: 04
Issue Number: 11
Page Number: 08
Date:
African-American Experience in Ohio: 1850-1920 http://dbs.ohiohistory.org/africanam/page1.cfm?ItemID=6449
African-American Experience in Ohio: 1850-1920 http://dbs.ohiohistory.org/africanam/det.cfm?ID=6459
ohiohistory.org/The African American Experience in
[African Americans walking on a sidewalk in
East St. Louis, Illinois, during race riots on
Chicago Daily News, Inc., photographer.
CREATED/PUBLISHED
Social Science Goal 17 http://www.isbe.state.il.us/ils/socscience/sog17.html
STATE GOAL 17: Understand world geography
and the effects of geography on society, with an emphasis on the
As a result of their schooling students
will be able to:
A.
Locate,
describe and explain places, regions and features on the Earth.
17.A.3b Explain how to make and use geographic
representations to provide and enhance spatial information including maps,
graphs, charts, models, aerial photographs, satellite images.
STATE GOAL 18: Understand social systems,
with an emphasis on the
Social Science Goal 18 http://www.isbe.state.il.us/ils/socscience/sog18.html
As a result of their schooling students
will be able to:
B. Understand the roles and interactions
of individuals and groups in society.
18.B.5 Use methods of social science inquiry (pose questions,
collect and analyze data, make and support conclusions with evidence, report
findings) to study the development and functions of social systems and report
conclusions to a larger audience.
Cross
– Curricular Goals
STATE GOAL 5: Use the language arts to
acquire, assess and communicate information
http://www.isbe.state.il.us/ils/english/eng5.html
A.
Locate,
organize, and use information from various sources to answer questions, solve
problems and communicate ideas.
5.A.4a
Demonstrate a knowledge of strategies needed to prepare a credible research
report (e.g., notes, planning sheets).
5.A.4b Design and present a project (e.g.,
research report, scientific study, career/higher education opportunities) using
various formats from multiple sources.
B. Analyze and evaluate information acquired from various
sources.
.B.4a Choose and evaluate primary and secondary
sources (print and nonprint) for a variety of
purposes.
5.B.4b Use multiple sources and multiple
formats; cite according to standard style manuals.
C. Apply acquired information, concepts and ideas to
communicate in a variety of formats.
5.C.4a
Plan, compose, edit and revise information (e.g., brochures, formal reports,
proposals, research summaries, analyses, editorials, articles, overheads,
multimedia displays) for presentation to an audience.
5.C.4b Produce oral presentations and written
documents using supportive research and incorporating contemporary technology.
Preparations:
1.
Write this
historical event on the board to be researched:
“
2. 3x5 cards with questions
3. 3x5 cards with websites
4.
These are
questions that should be answered for each research topic:
a.
When did the event take place?
b.
Who was involved in this event?
c.
Why did this event take place?
d.
How did this event affect
4. Display map from lesson one as a reference.
Methods:
1.
Give test on the
Black Southern Migration.
2.
Divide the class
into groups of threes or fives (depending on the size of the class).
3.
Place each
question on a 3x5 card placed face down on a desk or table.
4.
A representative
from each group will pick a card. The
card picked is the question that group will research and answer.
5.
Each group will
research their question using the websites listed.
6.
Save pictures and
information for the final website project in a Word file.
7.
Allow 45 minutes
to gather the information.
8.
Save pictures and
information for your webpage in a word file.
9.
Each group will
give a five minute oral report of their findings (about 40 minutes
total). The other groups will
individually take notes on the above note sheet as each group reports.
10. Record the information on the following sheet:
The
Use four or more sentences
Where did the event take
place? |
|
Who was involved in this
event? |
|
Why did this event take
place? |
|
How did this event affect |
|
How does this event affect
me and my life? |
|
1.
Each group will
give a five minute oral report of their findings (about 40 minutes
total). The other groups will
individually take notes on the above note sheet as each group reports.
2.
Explain the “Oral
Presentation Form”.
3.
The other groups
will individually take notes on the above note sheet as each group reports.
4.
Announce: Take your notes home to study. You will be given a blank sheet like the ones
on which you collected your information.
Your test will be to fill in information from “The East St. Louis Race
Riot”.
Evaluation/Assessment:
Pass out the following
group evaluation form for each student to fill out 5 minutes before class is
over.
Group Work
Assessment
Classroom
Assessments Microsoft Explorer http://www.siue.edu/~deder/assess/cats/paraph1.html
1. How many of the group members participated actively most
of the time?
5 |
4 |
3 |
2 |
1 |
0 |
2. How many of the group members were fully prepared for group work most of the
time?
5 |
4 |
3 |
2 |
1 |
0 |
3. Overall, how effectively did your group work together on this assignment?
Extremely Well |
Well |
Adequately |
Inadequately |
Poorly |
Not At All |
4. Give one specific example of something you learned from the group that you
probably wouldn't have learned on your own.
5. Give one specific example of something that other group
members learned from you that they probably wouldn't have learned without you.
6. Suggest one specific, practical change the group could
make that would help to improve everyone's learning.
ORAL PRESENTATION EVALUATION FORM
Criteria |
Points |
Time (20 points) Was the presentation the required assigned time? |
|
Volume (20 points) Did the student's speaking volume enhance or diminish the presentation? |
|
Gestures (20 points) Did hand movements enhance or detract from the presentation? |
|
Articulation (20 points) Did the student enunciate words or use word crutches "uh" or "you know" that detracted from the presentation? |
|
Pronunciation (20 points) Were all words correctly pronounced? |
|
Total number of points out of 100 __________
Comments:
Library of Congress Learning Page: After Reconstruction - -Problems of African Americans http://memory.loc.gov/ammem/ndlpedu/lessons/rec/rgpwork.html
Suggested small group roles and responsibilities.
5. Keyboard Operator - This person is responsible for using the keyboard.
6. Navigator- This person keeps track of where the group has been, where they need to go next, and so on.
7. Recorder- This person takes notes on what the group has learned. Sometimes the recorder may find it useful to print out certain screens and makes notes or may make notes of useful information in a notebook.
8. Timekeeper - This person makes sure the group members stay on task and on schedule.