This document outlines a three-week unit plan for a fifth grade class to research and learn about significant events and people in history. Students will interview someone about an important time in history and then research that era. They will utilize technology, books, and other materials to research and compile information for a presentation. Throughout the unit, students will participate in discussions, receive instruction on research and interview skills, work independently on their projects, and provide self and peer assessments. The goal is for students to understand the importance and significance of history.

1. Jennifer Ghedini 604 Final Project
Writing History
Cultural and public influences- after interviewing a person about a
significant time or event in history students will research the events of that
time.
Objective: Students (from class 5-413, fifth grade) will engage in various research
methods to understand the significance of history in life.
Duration of Unit: Approximately three weeks
Prior Knowledge: Ability to utilize technology to research and compile material for
presentation, Research methods, Competence in citation, Literacy Skills, Critical
Thinking Skills, Learning Strategies, Personal Interaction & Civic Engagement
Strategies.
Materials: Computers, Pens, Pencils, Markers, Paper, Trade books, Expository Texts on
History, and Biographies, Chart Paper, Rubrics, List of Websites to assist in with
research.
Procedures:
• Students will be presented with the question “Why is it important for us to learn
about history and historical events?”
• They will be given five minutes to discuss with a peer their feelings.
• Following their discussion time we will engage in a share aloud where answers
will be posted on chart paper in the front of the room.
• Afterwards they will be introduced to their task via PowerPoint which will
include the steps necessary to accomplish their goal.
• They will be given approximately five to ten minutes to brainstorm their project
(the person they want to interview, questions, presentation, questions and
concerns)
• We will then partake in a question /answer segment where students with questions
will have the ability to voice their concerns and add to the venues of presentation.
• They will then be led through a sample project I have compiled and the various
websites utilized to accomplish the goal.
• Review of interviewing skills (journalism) will then be given
• Children will be given ten minutes to comprise a list of questions, which will be
checked by a classmate utilizing a rubric.
• Day by day students will partake in the research and organization they need for
their upcoming presentations.
Assessment: Rubrics will be given to students following each task for them to self assess
their progress

2. Teacher Assessment: Monitoring of progress, and conferences.
Modifications: I will help those in need of assistance by giving extra time to complete
their assignment, pairing them with a classmate, modeling, and working with them
individually.
Cross Curriculum Content:
Language Arts, Art, Drama, Music, Technology, Science.
Standards:
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in the history of the
United States and New York.
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in world history and
examine the broad sweep of history from a variety of perspectives.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of
the necessity for establishing governments, the governmental system of the United
States and other nations, the United States Constitution, the basic civic values of
American constitutional democracy, and the roles, rights, and responsibilities of
citizenship, including avenues of participation.
http://www.gothamed.org/standards/