1. Turn of the Century Research Project
By: Tiffani Thomas
GRADE: 5th
TEACHER(S): Social Studies Classroom Teacher
Media Specialist
CONTENT TOPIC: Famous People during the Turn of the Century
STANDARDS FOR THE 21ST-CENTURY LEARNER
Standard:
1- Inquire, think critically, and gain knowledge
2- Draw conclusions, make informed decisions, apply knowledge to new situations, and
create new knowledge
3- Share knowledge and participate ethically and productively as members of our
democratic society
Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new learning
1.1.3 Develop and refine a range of questions to frame the search for new
understanding
1.1.4 Find, evaluate, and select appropriate sources to answer questions
2.1.2 Organize knowledge so that it is useful
3.1.1 Conclude an inquiry-based research process by sharing new understandings and
reflecting on the learning
3.1.3 Use writing and speaking skills to communicate new understandings effectively
3.1.4 Use technology and other information tools to organize and display knowledge
and understanding in ways that others can view, use, and assess
Benchmark(s):
Grade 5 -Indicator 1.1.2 -Articulate what is known about a topic, problem or question
-With guidance formulate questions about the topic
- Indicator 1.1.3 -Select and use appropriate sources, including specialized
reference sources and databases, to answer questions
- Indicator 1.1.4 -Use multiple resources, including print, electronic, and
human, to locate information
- Indicator 2.1.2 -Organize notes and ideas to form responses to questions
- Indicator 3.1.1 –Present information clearly so that main points are evident
- Indicator 3.1.3 - Present information coherently in oral, written, and visual
sequence
-Indicator 3.1.4 – Use various technology tools to retrieve and organize
information

2. Dispositions Indicator(s):
1.2.1 Display initiative and engagement by posing questions and investigating the
answers beyond the collection of superficial facts
2.2.4 Demonstrate personal productivity by completing products to express learning
3.2.2 Demonstrate teamwork by working productively with others
Responsibilities Indicator(s):
1.3.1 Respect copyright/intellectual property rights of creators and producers
1.3.3 Follow ethical and legal guidelines in gathering and using information
1.3.5 Use information technology responsibly
2.3.3 Connect understanding to the real world
3.3.1 Solicit and respect diverse perspectives while searching for information,
collaborating with others, and participating as a member of the community
Self-Assessment Strategies Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry
process
1.4.3 Seek appropriate help when it is needed
2.4.3 Recognize new knowledge and understanding
3.4.2 Assess the quality and effectiveness of the learning product
CONNECTION TO STATE STANDARDS
5th grade Georgia Performance Standards
SS5H3 The student will describe how life changed in America at the turn of the century.
a. Describe the role of the cattle trails in the late 19th century; include the Black
Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.
b. Describe the impact on American life of the Wright brothers (flight), George
Washington Carver (science), Alexander Graham Bell (communication), and Thomas
Edison (electricity).
c. Explain how William McKinley and Theodore Roosevelt expanded America’s role in
the world; include the Spanish-American War and the building of the Panama Canal.
d. Describe the reasons people emigrated to the United States, from where they
emigrated, and where they settled.
e. Describe the impact of westward expansion on Native Americans; include the Battle
of the Little Bighorn and the relocation of Native Americans to reservations.
Behavioral Learning Objectives:
Students will successfully locate biographical information.
Students will organize information using 5 W’s and an H.
Students will present information to classmates via PowerPoint presentation.

3. OVERVIEW:
In this lesson fifth grade students will research a famous person and the role or impact that
he/she had on America during the turn of the century. They will identify a famous person to be
researched, choose from several websites to explore, and gather information about the person.
The students will be actively engage in a variety of activities including reading, writing and
researching individually and in groups as they use print and electronic resources to make new
discoveries.
FINAL PRODUCT:
Powerpoint presentation
LIBRARY LESSON(S):
Research skills using internet and print material for biographical information
ASSESSMENT
Product
Work samples: drafts, KWL chart, 5 W’s and H chart, PP story boards
Student writing
Rubrics/reflection
Final Project
Process
Observations: throughout
Student conferences: throughout
Group discussions: group feedback
Listening to student presentations
Student self-questioning
• Students will be given a personal KWL chart to keep jot down information as they
progress through their project.
• Students will use the format 5 W’s and H as they research
Who (the name of the person they researched)
What (what role did this person play)
When (when did this take place dates)
Where (did the action take place)
Why (why did this take place
How (how did they do this)

4. • Reflection/evaluation
INSTRUCTIONAL PLAN
• Resources students will use:
chart paper and markers (to create KWL chart and 5W’s and H)
instruction sheet
Internet access
Library access
Writing Rubric
Laptop
projector
• Instruction/activities
Day 1-Direct Instruction:
Classroom teacher will generate a discussion on changes in America around the turn of
the century by asking questions about, famous people or events during that time. A
KWL chart will be developed based on student’s responses. Teacher will read aloud
general history during the turn of the century. Students will be told that to learn more
about the changes in America and what important people impacted the era, they will be
doing research. Students will need information from at least two sources; print and
electronic.
Students will choose from a list of names that they are to research as well as the group
that they will be in. They will be given a personal KWL chart to jot down information as
they progress through their project. Students will be provided with an instruction sheet
detailing the project. Students will meet with group members to discuss how they might
proceed.
Day 2-Modeling and guided practice: Through a media presentation and demonstration
the media specialist will model and students will use acquired skills to begin to gather
information by doing a print and electronic search on what they have selected. Students
are introduced to a wiki pathfinder where they will find a message board, to-do-list, and
bookmarked websites with descriptions. In pairs, they explore the resources and gather
information.
Turn of the Century Research Project- Pathfinder
http://www.pageflakes.com/default.aspx?u=34377842
Day 3 and 4-Modeling and guided practice: Once students have retrieved the
information they need, the media specialist will model techniques for getting
information from non fiction material and paraphrasing by putting the information into
the 5W’s and H organizer.
Students will use the 5 W’s and H organizer as they sift through their
research
Who (the name of the person they researched)

5. What (what role did this person play around the turn of the century)
When (when did this take place dates)
Where (did the action take place)
Why (why did this take place)
How (how did they do this)
Day 5 and 6-Independent practice: Once the 5 W’s and H organizer has been
completed students will create a 3 paragraph essay. The students will work in groups to
apply a rubric to their writing pieces, with the classroom teacher providing final
approval. Once publication is complete students will be given the ok to proceed onto the
next step, the PowerPoint.
Day 7-Modeling and guided practice: Media specialist will model the use of a
PowerPoint Story Board. The teacher will provide a sample of what a completed
PowerPoint presentation might look like. Students will be given PowerPoint story board
and instruction sheet to construct a layout of their presentation.
Day 8-Independent practice: Students will assess their PowerPoint presentation by
working within their group to apply the rubric. The presentation will include all
information collected on the 5W’s and an H’s sheet as well as any other relevant and
interesting information the student wishes to include. Once all students have completed
their PowerPoint slides as per rubric the presentations will begin by all students.
Day 9 and 10-Sharing and reflecting: Students will work with their groups to make,
organize and present their presentation.
SELF ASSESSMENT
Self assessment and group member evaluation rubric
http://delmarhistory8.wikispaces.com/file/view/Group+Evaluation+Rubric.pdf
Resource: Google search. Retrieved November 15, 2010
REFLECTION
After seeing the student’s finished products, I would definitely like to do this unit again in the
role of a media specialist. I am already a classroom teacher so I performed the duties from the
social studies teacher role and collaborated with our media specialist to complete lessons.
Finding class time was not difficult at all. However, finding time to go to the library was the
most difficult part. I continued to teach my social studies unit like usual. Creating KWL charts
and discussing with students important people during the turn of the century is what I normally
do. In order to create this lesson, I really wanted to take it further with research and helping our
students get better with using internet and print material in order to find specific information. I
also wanted students to have the opportunity to use a graphic organizer, pathfinder, and create a
presentation using technology. Including the media specialist was really time consuming since
we had to go to the computer lab and library more than once in order to gather the information

6. that was needed. After collecting material, the next phase was to train them on using power
point tools. Some of the students were familiar with the tools while others were unfamiliar. We
had to work around the media specialist’s schedule so the days were not consecutive. When I
do this next year, I would really like for the media specialist to block off some time for us on
consecutive days so that the overall project flows with more ease. Overall, I think the students
adjusted well to having two teachers working with them on research at the same time. The
student-to-teacher ratio was much more manageable as compared to doing the research project
alone. The media specialist was great in bringing her expertise to our classroom and showing
the students by modeling and demonstrating skills that were needed in order to be successful
researchers. In the future, I plan on collaborating with our media specialist more often with
future topics. The media specialist has a lot to offer and often times not utilized to full
potential. I hope that the day I become a media specialist that teachers will utilize me so that
both teachers and media specialist can expose our students to more opportunities to use
technology and how to find information through effective researching.
RUBRICS (attached)
Informational Writing rubric
http://www.readwritethink.org/files/resources/lesson_images/lesson782/Rubric.pdf
Resource: Read Write Think 2004. Retrieved November 15, 2010
Power point rubric
http://library.fayschool.org/Pages/powerpointrubric.pdf
Resource: Google search Retrieved Novermber 15, 2010