Judy+Spears

= Daily Lesson GAME Plan: PBL Part One = || 3-5.1 Summarize the social and economic impact of developments in agriculture, industry and __technology__, including the creation of **Jim Crow laws**, the rise and fall of textile markets, and the expansion of the railroad. 3-5.2 Explain the causes and impact of __emigration__ from South Carolina and internal migration from rural areas to the cities, including **discrimination** and __unemployment__; poor sanitation and transportation services; and the lack of electricity and other modern conveniences in rural locations. 3-5.5 Summarize the development of economic, political, and social opportunities of African Americans in South Carolina, including the end of **Jim Crow laws**; the desegregation of __schools__ (//Briggs v. Elliott//) and other public facilities; and efforts of African Americans to achieve the right to vote.
 * My students recently finished an in depth study of the Civil War in our social studies/ELA classes. Now we are __working__ to understand the impact freedom had on slaves. This leads us into the numerous events that occurred after the Civil War up until the present day that impacted the lives of African Americans. There are certain events students are required to understand the basics about according to South Carolina social studies standards. In developing this unit there will be three detailed problem based __lesson plans__, each taking about one week to complete. The first activity will be a __technology__-integrated PBL where students will research various events that impacted the lives of African Americans. The second lesson will incorporate an online collaboration activity where the students will collect all of the information they gathered in small groups into one whole class wiki. The third and final lesson will incorporate an activity where the students will create a finished product using digital storytelling to demonstrate their understanding. This unit will __help__ the students not only build on their understanding of the Civil Rights movement but also integrate __technology__ into the curriculum to __help__ them build collaboration and research skills as well as learn how to use new technologies.
 * Lesson Title: Life After the Civil War |||| Related Lessons: Civil War Unit ||
 * Grade Level: Third |||| Unit: Civil Rights ||
 * ==GOALS== ||
 * **__Content Standards__**:

Distinguish between past and present. Identify cause and effect relationships. Interpret information from a variety of resources.
 * __ Literary skills: __**

Culture Time, Continuity and Change || 3. Research and information fluency: Students __apply__ digital tools to gather, evaluate, and use information b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results
 * __ NCSS (Thematic Strand): __**
 * **ISTE NETS-S**

The purpose of this lesson is to involve the students in a group study of the lives of African Americans after the Civil War. There are certain events they must research (Jim Crow laws, Briggs vs. Elliott, 13-15 amendments, Civil Rights Movement) but will have the freedom to choose other events as well. This part of the unit focuses on gathering facts and creating a graphic organizer. ||
 * Instructional Objectives**:
 * ==ACTION== ||
 * **Before-Class Preparation:** A rubric must be created and presented to the students prior to beginning the unit. The rubric should explain the requirements for the unit and expectations of students. It will serve as their guideline for the project. A concept map must be created on-line for students to use to display researched information. ||
 * During Class ||
 * Time

Day One (1 hour)

Days 2-5 (2 hours each day) |||| Instructional Activities

Students will be introduced to the unit. The class will discuss the recent event in Florida and the controversy it presents. To understand the issue, students will study the history of the controversy between African Americans and whites. Students will look at the rubric and discuss the expectations. There will be a checklist of the events they have to research first before exploring other incidents that occurred during the Civil Rights movement. The teacher will use the Smart Board to show the students to concept map created on Spider Scribe. Students will then divide into groups. Once in groups they will create their own concept map on Spider Scribe.

Students will use computers to research events that affected the lives of African Americans between the Civil War and present day. Using a __paper__ concept map they will gather facts about the events and take notes. Then they will go to their groups concept map and input their information. After all groups have finished their concept maps they will share them with the class. || Materials and Resources

Rubric Checklist Smart Board Spider Scribe subscription

Computers Concept map worksheet || Students will be grouped in fours for this project. Students will have some freedom in choosing groups; however the teacher must approve groups before projects begin. This is to ensure groups are workable (Teacher will use prior experiences with students as a guideline to monitor groups.). || Throughout their study students will take daily quizzes to ensure they are on task. The quizzes will be on the events students must study during their research. Students will not be expected to know all of the answers to the quizzes because of their freedom to choose the order in which they research. However, they can use the quiz to help guide their research. The purpose of the quiz is to ensure they are on task and covering at least one major event each day. As the week goes on, they should improve on their performances on the quiz. Students will turn in their checklists daily and the teacher will use these to monitor their progress. If more days for research are needed then plans can be changed. Sometimes the Internet is down at school. In these cases, students will use library books and printed web site pages to continue their research. ||
 * **Note student groupings, environmental modifications needed, etc:**
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**
 * Accommodations and Extensions:**
 * One student currently has an IEP. He will be placed with a group that will willingly work with him to gather facts.
 * Students will have a list of resources already viewed and found reliable. They may use other resources they find if it meets the requirements for a reliable resource. A guideline has already been established in the class.
 * Resources will have text, videos, and other visuals (pictures, maps, and timelines) to meet the needs of diverse learners. Using Spider Scribe allows students to input text as well as pictures to help explain the event they are researching.
 * Back-Up Plan**:
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: (Prediction): Students will enjoy this part of the unit. They enjpy using the computer and other resources to research. Even though they will be working in groups to gather information, each student will have to have their own computer because they want the freedom. (Actual): The students still needed a lot of assistance with locating importnt information from a large amount. I worked with small groups on certain web sites. We printed a copy for each student to highlight and write on. They then wrote down the facts they felt were important on their concept map. Students did a great job locating significant resources. They knew to read the description and look at the URL to determine if it was valid and worth spending time to open. Once in Spider Scribe they needed more assistance. They had used it only once before. There were several demonstrations on the Smart Board as each group went to work on their concept map. Students who are not as comfortable with technology had more difficulties than others; with more practice they will become more familiar with it. All in all it was a good experience.

Research Checklist || You may choose other events from this period (you may use the timeline in the resource list) to add to your research. ||  ||
 * = **Required Searches** ||= **Completed** ||
 * Jim Crow Laws ||  ||
 * Briggs vs Elliott ||  ||
 * Plessy vs. Ferguson ||  ||
 * 13, 14, 15 Amendments ||  ||
 * **Other**

Quiz –Life After the Civil War (PBL One) _ 1. These were legal states laws created to keep people separated according to their color. It meant colored nurses could not treat white people; colored could not eat at the same place in restaurants; there were separate train cars for colored and white. _ 2. This was a court case that tried to desegregate schools. It started when parents of African American students complained because their children did not have buses to transport them to school like white students. _ 3. These were changes to the Constitution made after the Civil War. They gave certain rights to African Americans such as identifying them as citizens with the right to vote. _ 4. This was a case in which a colored man sat in an all-white train car. He was asked to move but he refused.
 * 1) Plessy vs Fergusin
 * 13, 14, 15 Amendments
 * 1) Jim Crow Laws
 * 2) Briggs vs. Elliott

Wow! What complex concepts for 3rd graders! Do they really understand most of these concepts? How do you explain these deep issues to them? Do you have them go to more kid friendly websites for information? Last year when I studied the Civil War and causes and effects of Civil War with my 5th graders, it was hard for many students to really understand such complexity. Many could not get past their modern ideals and that society was different back then. It took some time for some students to learn and understand concepts. The biggest sticking point was slavery. It was unfathomable to my students that this could ever happen. I ended teaching a lot of the back history and used a lot of great video from the HIstory Channel website to help students understand different perspectives. We also went on a super cool field trip led by a group of Civil War reenactment groups that helped students get a better picture about life in the past. Of course, being from Washington State, the whole idea of segregation is foreign to most students. Many students really don't begin learning about these historical issues until fifth grade or later in my state. That is why I am so curious how your third graders deal with this. I guarantee that most third graders in my school would not have enough background knowledge to begin this project. There would have to be a lot of scaffolding to get the students to this lesson. Have you discussed or done other lessons that scaffolded this lesson? What kind of work do you have your students work on as a group? Is their main goal to make a concept map using SpiderScribe? Do they talk about their research, combine research or do the research together? I really like how you used SpiderScribe to help students make a concept map of their learning. I am really curious to see where this unit goes! Thank you for sharing!

-Jill Morris

Judy to Jill- My students all come from an African American background so they are familiar with some of these issues. I am weary about the current issue and the friction it may create. However, I am curious to see how they feel it and if they have any opinions. The way they react may be in reaction to what their parents have said more than how they feel. At this point I simply want to show how these events reflect the tensions over the past one hundred plus years. I realize that this is a topic that can get into extensive details. Third graders within our state only have to understand the basic about these events. The purpose of this unit is to introduce them to the names of events that lead to racial tensions after the Civil War. Giving them the freedom to look into events other than those required by the state standards is intended to allow them to learn more about topics that interests them personally. There will be alot of scaffolding and students will have numerous other resources and discussions within the reading instructionas well. I try to tie content standards together to allow for a lot of expeireince in science and social studeis content areas. Thank you for your comments and helping me see the issues I need to address to ensure this assignment is successful.

Judy Spears

Jill to Judy- Of course your students would have much more background knowledge than my students since they live in the area where the Civil War and Reconstruction actually happened. I totally forgot! Sorry! Being from Washington State, we are far removed for this history, so of course it was more difficult for my students to understand. I think that this is great to have students begin to understand these events and help them formulate what freedom is and how it has changed over the years. What a great lesson!

-Jill

= Daily Lesson GAME Plan: PBL Part Two = 3-5.1 Summarize the social and economic impact of developments in agriculture, industry and technology, including the creation of **Jim Crow laws**, the rise and fall of textile markets, and the expansion of the railroad. 3-5.2 Explain the causes and impact of emigration from South Carolina and internal migration from rural areas to the cities, including **discrimination** and unemployment; poor sanitation and transportation services; and the lack of electricity and other modern conveniences in rural locations. 3-5.5 Summarize the development of economic, political, and social opportunities of African Americans in South Carolina, including the end of **Jim Crow laws**; the desegregation of schools (//Briggs v. Elliott//) and other public facilities; and efforts of African Americans to achieve the right to vote. Culture Time, Continuity and Change || 2. Communication and collaboration:Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media 4. Critical thinking, problem solving and decision making:Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. b. Plan and manage activities to develop a solution or complete a project The purpose of this part of the unit is for the class to come together to put all the information gathered on events after the Civil War that affected the lives of African Americans into a class wiki. This information will then be used in part three for students to create a product to demonstrate their understanding of the Civil Rights efforts for African Americans. || The class wiki must be set up on wikispaces.com. Students should have completed first part of unit and have the concept map completed. || Day one
 * **Lesson Title**: Life after the Civil War - PBL two |||| **Related Lessons**: Life After the Civil War - PBL one ||
 * **Grade Level**: Third |||| **Unit**: Civil Rights ||
 * ==GOALS== ||
 * **Content Standards:**
 * **Content Standards:**
 * __ NCSS (Thematic Strand): __**
 * **ISTE NETS-S**
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation:**
 * ** During Class ** ||
 * Time

Day two - five |||| Instructional Activities Students will share their concept maps with the class. A class list will be made of Civil Rights events groups researched beyond the required events. This will help determine the pages for the class wiki. Students wil then look again at wiki spaces and the wiki page already created for this project. They will look at the resource page included in the wiki for keeping up with used sources.

Students will take turns going to the computer to input facts they gathered from their research onto the class wiki. Students will sign up for one of the events to ensure two students are not editing the same page simultaneously. While students are working on wiki input, the rest of the class willbe working on other assignments. Once all students have updated the class wiki, the class will look at the wiki as a whole. They will discuss the events posted to the wiki and the impact it had on African Americans. || Materials and Resources

Spider scribe concept maps for each group, Smart Board, wikispaces wiki page

Computers (6 in the classroom) || Students will be in the same groups from the first lesson for day one of this activity. The rest of the work will be completed independently. || As students complete part of the wiki, they must initial their work. If a student edits it, then they must initial after the other student. Students will be assessed for their participation using a simple rubric. They will also be assessed according to the facts included in the wiki to make sure it is not a repeat of information already input into wiki. There will not be a recorded grade for this assignment.
 * Note student groupings, environmental modifications needed, etc.:
 * Note student groupings, environmental modifications needed, etc.:
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**

Students will be encouraged to include pictures, maps, and other visuals with their research. These visuals can then be used in the final product with lesson three. There are six computers in the class. Occasionally the computers on the classroom will not function properly. If this happens during This happens during this assignment, I will send students in groups of three or four to the library where the media specialist will help them log in to the computers there to put their data into the class wiki. ||
 * Accommodations and Extensions:**
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

(Prediction): As students will work on this part of the project I can see that repetition is going to be a problem. I think it is going to be important to control the order in which the students go to the computer. My students who work at higher levels need to visit the class wiki later because they will be able to read what has already been entered and be able to edit, revise and add if necessary. My lower level students will have more difficulty. If their information is already on the wiki page they will feel like they did not get to participate and will not know what to do. Something I may add to the end of this assignment is a reflection piece for each student to get their feedback.
 * LESSON REFLECTIONS AND NOTES:**

(Actual): Still a work in progress. This is taking longer than anticipated. It is taking longer to get facts typed in the computer.

Rubric – Life After the Civil War (PBL two) ||   || Jill to Judy-
 * =  ||= 3 ||= 2 ||= 1 ||=   ||
 * **Participation** ||  Student input information into the class wiki that did not repeat what another student already stated.  ||  Student participated but some of the information was already stated by a prior student.  ||  Student participated but the work input was repeated and not original.  ||
 * **Facts** ||  All of the information was factual.  ||  Some of the information was factual but one or two statements were opinions.  ||  Very little information was factual. More than two statements were opinions.  ||
 * **Conventions** ||  No grammar, spelling or mechanic mistakes.  ||  Less than five mechanic mistakes.  ||  More than five mechanic mistakes.  ||
 * **Citation** ||  All resources were cited.  ||  One or two resources were missing.  ||  No credit was given for resources.  ||
 * **Total** ||   ||   ||   ||   ||

I really like how you solved the wiki issue of only being able to have one person updating a wiki as a time. I think this is also a very clever way to do these kinds of projects in a classroom with only a limited or even one computer. This is a nice follow-up lesson to the first SpiderScribe lesson. Good job!

-Jill

Crystal's comments: First, I must tell you that I am jealous that you get to teach about the Civil War. I teach fourth grade Social Studies and the Civil War is not taught until the fifth grade so I miss out on teaching about it. I find this time period very interesting. I think your idea of creating a class wiki is great. I like that you are having your higher students work on the wiki after your lower students. I agree that the lower students might have trouble if the higher students went first. I know that it would take to much time, but it would be neat if you had a reader's theater or a simple reenactment recorded on video and posted to the wiki page of the specific event. I think this lesson could be a challenge since your technology is limited but you seem to have a good plan in place to overcome this obstacle. Will you Wiki be interactive, meaning will you include links that when you click on a picture or word, it takes you to another site? Just wondering, if not, I think that it would be a neat idea. Great job!

Judy to Jill and Crystal- Thank you Jill. Learnin g to use a wiki is a work in progress for me still so I have to take it slow. Right now I am not including links with the wiki. We are working on being able to locate royalty free piuctures to add to the wiki. I do not want to over load my students with only our second experience with a wiki. However, I do like your idea Crystal of allowing them to create a reader's theater for the events. This is something to think about for next year's project. What I can do is incorporate it into my third step in this lesson: digital storytelling. I have not included it in my lesson yet but I may edit it to become part of it. Thank you for sharin

3-5.1 Summarize the social and economic impact of developments in agriculture, industry and technology, including the creation of **Jim Crow laws**, the rise and fall of textile markets, and the expansion of the railroad. 3-5.2 Explain the causes and impact of emigration from South Carolina and internal migration from rural areas to the cities, including **discrimination** and unemployment; poor sanitation and transportation services; and the lack of electricity and other modern conveniences in rural locations. 3-5.5 Summarize the development of economic, political, and social opportunities of African Americans in South Carolina, including the end of **Jim Crow laws**; the desegregation of schools (//Briggs v. Elliott//) and other public facilities; and efforts of African Americans to achieve the right to vote. Culturecc Time, Continuity and Change || 2. Communication and collaboration:Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Life after the Civil War - PBL Three (digital storytelling) |||| Related Lessons: Life After the Civil War - PBL one and two ||
 * Grade Level: Third |||| Unit: Civil Rights ||
 * ==GOALS== ||
 * **Content Standards:**
 * __ NCSS (Thematic Strand): __**
 * **ISTE NETS-S**

The purpose of this part if the unit is for the students to experience new technologies to create a digital story as a finished product of their understanding. Students will have completed their study of several events that affected the lives of African Americans between the Civil War and Civil Rights Movement. This plan is designed to provide an experience with various ways to express understanding through digital medias to share with people outside the school setting. This product will be for sharing with others what they learned about this content through the class website. || Laptops will be checked out from district for students to use during this phase of the unit. Digital cameras and camcorders will be checked out from school library for student use. || (7 days)
 * Instructional Objectives:**
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time

Day one

Days two - three

Days four - six

Day seven |||| Instructional Activities

Introduction: students will look at examples of digital stories found on-line. A list of the events found on the class wiki will be posted. Students will discuss how they could demonstrate their understanding of the events and listed under each. Then students will discuss among themselves which event of the research they would like to participate in and this will form groups. As a class they will establish guidelines for groups during this stage of the project. Each group will have a two minute time limit on their project.

Each group will get two laptops. They will begin working on their part of the project. Students will be able to choose their format for demonstrating their understanding; short video, picture with narration, drawings within narration, etc. They first will make a script of what their presentation will look like. At the end of day three they will briefly share their plan with the class. Students will evaluate each team’s plan and share their ideas.

Once all groups have had a chance to share and edit their scripts, they will then begin working on their presentations. Digital cameras and other materials will be distributed as needed. All presentations will be saved in Power Point. Students who choose to do a reader’s theater type script will use the school’s video camera and download it into windows media so that it will connect with the Power Point.

Once all projects are completd, they will be shared with the class. Then the class will work to put all projects into a class digital story via Power Point. As a class they will use the Smart Board and create a presentation that summarizes all of the events researched during this unit. Each team will input their slide into the class project. Once the final Power Point is complete it will be linked to the school web site. || Materials and Resources

Smart board, digital story examples found on-line, poster board. || Groups will be determined based in the event students want to participate in. || Throughout this project students will be monitored through observations. Students will be assessed according to their participation in the project and the accuracy of the information contained. A rubric will be used for this assessment. Groups that complete their project early will be allowed to work with add-ons for their presentation. If the laptops do not work then the school computer lab will be reserved. If the school system is down then students will all present their project in front of the digital camcorder and the entire project will become a video story. ||
 * **Note student groupings, environmental modifications needed, etc:**
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * **Ongoing Assessment(s**):
 * Accommodations and Extensions:**
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: In carrying out this plan it may take more time than allocated. Third graders have not had a lot of experience with digital cameras and camcorders. If they choose to use these it may take longer to record and edit. Students are familiar with recording in Power Point.

Rubric - Life After the Civil War (PBL three) ||   ||
 * =  ||= 3 ||= 2 ||= 1 ||
 * **Participation** ||  Student participated in the planning and recording of the project.  ||  Student participation was during one part of the project (planning or recording).  ||  Student participation was limited during the project. They sat back and allowed their teammates to do the work.  ||
 * **Facts** ||  All of the information was factual.  ||  Very little information was factual  ||  Information was not factual, but strictly their opinion.  ||
 * **Total** ||   ||   ||   ||   ||