Misti Holloway and Katherine Jones Digital Technologies in Education ITC 5220-375 Spring 2012
Cross-Curricular Project:The Help novel, the Civil Rights Movement, & 21st Century Skills Junior Honors Classes 2012-2013
• Teachers from different curricular areas plan a unit implementing English, History, and Technology into a research project.• The students are placed in groups of three to four students to complete work assignments for ten different work stations.• Each assignment topic is related to an important event that took place during the Civil Rights movement.• For each station, students read background information, research, and produce a product.• All ten products will be put together into one presentation incorporating technology, collaboration, and creative thinking.• Knowledge Construction Tools, Social Mediating, Dynamic Modeling Tools, and Semantic Tools are used throughout the process.
• Students will construct knowledge about the Civil Rights Movement while locating, organizing, analyzing, evaluating, and synthesizing information from a variety of sources during research.• Students will demonstrate creative thinking while developing innovative products using technology.• Students will interact, collaborate, and publish with peers employing a variety of digital environments and media.• Students will create original works as means of personal expression.• Students will demonstrate a positive attitude toward using technology that supports collaboration, learning, and productivity. Source: The ISTE NETS and Performance Indicators forStudents
Class Websites for SocialMediating SOCIAL MEDIATING IN EDUCATION used with the class website
• Assignment One: Harlem Renaissance • (Design a timeline using Microsoft word.) • Use http://www.microsoft.com/education/en-us/teachers/how-to/Pages/creating- timeline.aspx• Assignment Two: Segregation • (Create an infomercial using Flip Video.)• Assignment Three: School Desegregation • (Design graph using Excel.) • See http://nces.ed.gov/nceskids/createagraph/default.aspx• Assignment Four: The Montgomery Bus Boycott • (Compose a news article and illustrate with clip art or graphic.)• Assignment Five: Sit-Ins • (Create “blogs” for famous people involved in sit-ins. What do you think they would they write in their blog?)
• Assignment Six: Freedom Riders • (Recreate a newscast to explain detail of events.) • Use Flip Video to film and save.• Assignment Seven: Desegregating Southern Universities • (Create your own Museum Box to describing this event in history.) • Use http://museumbox.e2bn.org/.• Assignment Eight: The March on Washington • (Each student collect highlights of event from The Library of Congress American Memory website. Explain why you selected that article.)• Assignment Nine: Voter Registration • (Create a collaborative Google map of historic events.) • See Google Maps mash-ups.• Assignment Ten: The End of the Movement • (Create Madlibs to summarize the end of the movement as well as main ideas from all ten stations.) • See Madlibs example.
Groups will participating in group work stations. There are ten stations in all each focused on an important event that took place during the Civil Rights Movement. Teacher teams will set up work stations in their classes and allow time for groups to work on research and product production.
Group Work Stations 1-3 in English Class Group WorkStations 7-10 Group Workin technology Stations or 4-6 in Social exploratory Studies wheel
Open The Help forum. Go to Start at Civil Rights Research Review topic and assigned Movement link. Find the rubric for collaborategroup work PowerPoint for the group with group to station your station. complete work station. number. Read assigned task. background information .
Knowledge Dynamic Semantic SocialConstruction Modeling Tools Mediating Tools Tools Hyperlinks in Discussion using PowerPoint used to blog on teacher’s build background website. Design flow information. Create a timeline using Microsoft map for of Word 2010 major events Collaboration Video linked into using Wiki PowerPoint for building page. background information. Students will share Use Microsoft Design personal forms of drawing tools to expression such create a timeline . circle maps Additional research Insert into to topic by as poetry,, art, and presentation for research. music on blog students using post. assigned links.Click link below to open PowerPoint for Assignment One.
CATEGORY 4 3 2 1Presentation Well-rehearsed with smooth Rehearsed with fairly smooth Delivery not smooth, but able Delivery not smooth and delivery that holds audience delivery that holds audience to maintain interest of the audience attention often lost. attention. attention most of the time. audience most of the time. Sources Source information collected Source information collected Source information collected Very little or no source for all graphics, facts and for all graphics, facts and for graphics, facts and quotes, information was collected. quotes. All documented in quotes. Most documented in but not documented in desired desired format. desired format. format. Content Covers topic in-depth with Includes essential knowledge Includes essential information Content is minimal OR there details and examples. Subject about the topic. Subject about the topic but there are are several factual errors. knowledge is excellent. knowledge appears to be 1-2 factual errors. good.Organization Content is well organized Uses headings or bulleted lists Content is logically organized There was no clear or logical using headings or bulleted to organize, but the overall for the most part. organizational structure, just lists to group related material. organization of topics appears lots of facts. flawed.Requirements All requirements are met and All requirements are met. One requirement was not More than one requirement exceeded. completely met. was not completely met. Workload The workload is divided and The workload is divided and The workload was divided, but The workload was not divided shared equally by all team shared fairly by all team one person in the group is OR several people in the members. members, though workloads viewed as not doing his/her group are viewed as not doing may vary from person to fair share of the work. their fair share of the work. person.
• Students will comprehend the Civil Rights Movement and The Help novel while analyzing, evaluating, and synthesizing the plot and historical events in the book.• Students will interact, collaborate, and publish with peers through answering blog questions on the English teacher’s webpage.• Students will create blog posts, a character analysis thinking map, and a plot diagram timeline as means of personal expression and novel comprehension.• Students will demonstrate increased reading comprehension and plot analysis through using technology that supports collaboration, learning, and productivity.
Students will consider and answer weekly blog questions located on the English teacher’s website. Blogging about the novel encourages students to collaborate with classmates while increasing comprehension of the book.
• Students will create a character analysis thinking map on a character from the novel to demonstrate comprehension.
• Students will create a timeline of important events from the novel using the ReadWriteThink online interactive resource.