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Catchy Title: African Americans Shape History
Theme/Topic of Lesson: Contributions of famous African Americans
Time Commitment: 2-30 to 45 minute periods
Subject Area(s):
Language Arts - Writing (composition)
Language Arts - Reading
Social Studies - History
Grade Level(s): 3
Standards Alignment:
Class Challenge Question: What are some of the accomplishments of African American people in history?
Overview:
Students need to learn a variety of strategies when reading non-fiction text. This lesson provides students the opportunity to read non-fiction, informational text gathering important facts from what is read. Students will read short biographies about the contributions of famous African Americans and learn that their contributions helped form American culture.
This lesson incorporates social studies skills as well as language arts skills as part of larger unit of study about famous African Americans during Black History Month. The students will learn how to research information and identify important details through reading activities. Students will research biographies of famous African Americans on the Internet. They will demonstrate their understanding by creating a trading card slide show using Kid Pix. Whole class, cooperative and independent activities will provide differentiated instruction to meet the needs of all students. Student groupings should be predetermined by the teacher. To successfully complete this lesson, teacher and students must be able to access a bookmarked Web site in an Internet browser and have experience with Kid Pix software. Teacher should familiarize him/herself with the software and applications prior to teaching this lesson.
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Reading
(K-3) | Maryland Content Standards
Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques.
| Maryland State Indicators
1.3.5.8
extract appropriate and significant information from text, including problems and solutions, major points (MLO.R. 1.1.3., MLO.R. 2.1.4.), and identify central ideas in the text (MLO.R. 3.1.3.) | Reading
(K-3) | Maryland Content Standards
Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques.
| Maryland State Indicators
1.3.5.5
ask clarifying questions concerning essential textual elements of exposition (e.g., why, how) and demonstrate comprehension by pinpointing answers in text | Writing
(K-3) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.3.6.1
write summaries that contain the main ideas of a reading selection and the most significant details | Writing
(K-3) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.3.6.2
write descriptions that move through a logical sequence of events (MLO.W. 1.5) | 7.2
(K-3) | Maryland Content Standards
7.2 Students understand how individuals, groups, and institutions sustain and influence cultures.
| Maryland State Indicators
7.2.3.2
identify how individuals have contributed to the development of community (MLO 6.4.) | Basic operations and concepts
(Gr. 3-5) | ISTE Technology Standards
1. Basic operations and concepts
| ISTE Technology Performance Indicators
Use keyboards and other c
Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively.
| Technology productivity tools
(Gr. 3-5) | ISTE Technology Standards
3. Technology productivity tools
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Students use technology tools to enhance learning, increase productivity, and promote creativity.
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Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
| ISTE Technology Performance Indicators
Use technology tools
Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
| Technology communication tools
(Gr. 3-5) | ISTE Technology Standards
4. Technology communication tools
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Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
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Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
| ISTE Technology Performance Indicators
Use technology tools
Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
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Learning Objectives:
The Students will:
Identify the contributions made by famous African Americans. Use the Internet to research information about African Americans. Create and illustrate a trading card summarizing the accomplishments of famous African Americans using Kid Pix software.
Assessment
Students pre and post knowledge will be assessed using a KWL chart. Students will use a scoring tool to self-assess their Kid Pix trading card. Students' Kid Pix trading card will be assessed using a rubric.
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Resources
| Other Technology | Connection from computer to TV display or LCD projector. | | Software | Microsoft Word Microsoft Corporation software. This will be used to create the text for the trading cards. | | Kidspiration Kidspiration by Inspiration software, Inc. at www.inspiration.com will be used to create the "Biography Web" for this lesson. | | http://www.inspiration.com | | Kid Pix Kid Pix software by Broderbund Software, Inc. at www.classsource.com/kidpix3.html will be used to create the trading cards. | | http://www.classsource.com/kidpix3.html | | Print Materials | Famous Firsts of Black Women Possible classroom library resource: Plowden, Marth W. Famous Firsts of Black Women. Pelican Publ. Co., 2001 | | Stretch Your Wings: Famous Black Quotations for the Young Plssible classroom library resource: Bell, Lucille. Stretch Your Wings: Famous Black Quotations for the Young. Little Brown & Co., 1999 | | African American Firsts: Famous, Little-Known and Unsung Triumphs of Blacks in America Possible classroom library resource: Potter, Joan. African American Firsts: Famous, Little-Known and Unsung Triumphs of Blacks in America. Pinto Press. 1999 | | Internet Sites | Enchanted Learning: Bios of African Americans in History This site provides pictures and brief biographies of famous African Americans. Each biography
summarizes the accomplishments of the noted African American. | | http://www.enchantedlearning.com/history/us/aframer/bios/ | | ABC Teach- Black History Month This site provides biographies on a few famous African Americans. It also provides games and quizzes. | | http://www.abcteach.com/directory/theme_units/month_to_month/b_february/black_history_month/ | | Black Collegian: Black Studies This site provides comprehensive biographies of famous African Americans. | | http://www.black-collegian.com/african/aaprofil.shtml |
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Materials
Per classKWL Chart African Americans Shape History "Biography Web" handout recreated on chart paper. Computer with Internet access. LCD projector or computer-to-TV monitor connection. Marker Sample trading cards of famous sports figures. Teacher created trading card of Harriett Tubman utilizing the criteria listed on the "Trading Card Scoring Guide" handout. Chart paper
Per student team/group of 2Per Student- African Americans Shape History "Biography Web" (View)
Pencil or pen
Vocabulary
- African American - An American whose ancestors were born in Africa.
- Contribution - Work completed for the good of others.
- Accomplishment - Something completed successfully; an achievement.
Procedures
While working through this lesson, students will construct meaning by interacting with texts, video, and online resources. They will assess pre and post knowledge using a KWL chart. Students will also practice using a web to organize information about a famous African American in history. They will utilize the Internet to locate information about their chosen African American. Students will then use the information gathered in their webs to create a Kid Pix trading card. The teacher will need to have a television that is easily seen by all students; as well as an LCD projector with computer hook-up and Internet access. Students will also need to have access to a computer lab. Instruction will include whole group during the KWL and initial instruction, heterogeneous cooperative pairing for computer research and individual application of knowledge creating the trading card. Students needing assistance can be paired with more able students. High achieving students should be given a more difficult web site to research.
Day 1: Day 1 Famous African Americans
Daily Challenge Question: What were the major accomplishments of some famous African Americans?
30-45 minutes
Set-up Directions:
Have the “Biography Web” handouts ready to give to students and recreated on chart paper. Depending on the needs of your students, you may want create your own “Biography Web” handout using Kidspiration software that can be completed on paper or made into a template that is completed and saved within the software. Prepare a KWL chart to be completed as a whole class.
• Enchanted Learning: Bios of African Americans in History
http://www.enchantedlearning.com/history/us/aframer/bios/
• Black Collegian: Black Studies
http://www.black-collegian.com/african/aaprofil.shtml
• ABC Teach- Black History Month
http://www.abcteach.com/directory/theme_units/month_to_month/b_february/black_history_month/
Make sure you have a computer and LCD screen with Internet access for demonstration purposes. Finally, once the biography web is complete, have a plan for assigning student partners and biographies.
Teacher Presentation & Motivation:
Start the lesson by asking your students about some of their own accomplishments. Then tell them that they will be learning about the contributions and accomplishments of famous African Americans. Review the vocabulary words with them. Then complete the KWL chart by asking your students to brainstorm famous African Americans or facts about famous African Americans that they know. Record the information on the Know section of the KWL chart. Then have your students brainstorm questions that they wonder about famous African Americans. Record the responses in the Wonder section of the KWL chart. Finally, explain to your students that the Learned section of the chart will be completed at the conclusion of the lesson the following day.
Activity 1 - A Look at the Life of Harriett Tubman
Working as a whole class, the teacher will model the research process that students will complete.
Post the “Biography Web” handout recreated on chart paper in sight of all students. Project the teacher computer for the class. Model how to open the browser and click on favorites from the menu bar. Click on the web site Enchanted Learning: Bios of African Americans in History
http://www.enchantedlearning.com/history/us/aframer/bios/ which was bookmarked on the teacher computer. Scroll down to show the biography of Harriett Tubman.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is for students to identify the accomplishments and biographical information for Harriett Tubman.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
As you go through the site, have students read the information with you and allow them to help complete the “Biography Web” handout on the chart paper. This will prepare them to complete the “Biography Web” handout about the famous African American they will be researching with their partner.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
When the “Biography Web” is completed on the chart paper, discuss each section with the students to gauge their understanding of the information and process for completing their web with a partner.
Activity 2 - A Look at the Life of Other Famous African Americans
Students will work in pairs to research their famous African American and complete the
“Biography Web” handout.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Student pairs are responsible for compiling information with their partner about the famous African American they chose.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Give each student the “Biography Web” handout. Have students click on the web site Enchanted Learning: Bios of African Americans in History
http://www.enchantedlearning.com/history/us/aframer/bios/
ABC Teach-Black History Month
http://www.abcteach.com/directory/theme_units/month_to_month/b_february/black_history_month/ or, for your more advanced students,
Black Collegian: Black Studies
http://www.black-collegian.com/african/aaprofil.shtml
Instruct your students to scroll down the screen to find their assigned person. Have students pair read the information and record the information on their “Biography Web” handout.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Allow student pairs to share their biography webs with other student pairs.
Wrap Up:
Summarize today’s lesson by reviewing the vocabulary words and biography web. Invite pairs of students to share their biography webs and/or Venn Diagrams with the entire class. Explain to your students that they will be using the “Biography Web” handout the next day to create their trading card.
(Optional) Have your students look for similarities and differences between the people.
Students could create Venn Diagrams on chart paper to compare/contrast two African Americans they researched.
Day2: Day 2 Meet a Famous African American
Daily Challenge Question: What were the major accomplishments of the famous African American I chose to research?
30-45 minutes
Set-up Directions:
If necessary, reserve the computer lab and make sure that you have access to Kid Pix. Make sure you have a computer and LCD screen with Kid Pix installed for demonstration purposes. Have a plan for sharing the sample sports trading cards as examples and your own trading card of Harriett Tubman showing the expectations for the project. Prepare to hand back the students biography webs that they completed about the chosen person. Prepare the "Trading Card Scoring Guide" handout for each student. Finally, plan a method for presentation of the Trading Cards.
Teacher Presentation & Motivation:
With your students, review the previous day’s activities including the KWL chart, the
vocabulary words and the Harriett Tubman biography web. Explain to them that they will be using the web to create a trading card about their chosen famous African American, using Kid Pix. Share the sample trading cards and the trading card that you created about Harriett Tubman. Brainstorm the things that a trading card shows and list the ideas on the board. Give each student the "Trading Card Scoring Guide" handout and review the criteria listed on the guide. Explain that you will use the criteria to assess their trading card once it is completed and they have had an opportunity to self-evaluate using the same criteria.
Activity 1 - Creating a Trading Card
Make sure each student has his or her “Biography Web” handout and “Trading Card Scoring Guide” handout. Encourage students to use both handouts to complete the trading card.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Students are to complete a trading card using Kid Pix that contains information about the life and accomplishments of the famous African American they chose in the previous day’s activities.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Demonstrate how to create the trading card using Kid Pix. On the left side of the screen draw a large rectangle. Explain to your students that the picture of the person will go in this rectangle. If the web site they used did not contain a picture, they are to make one of what they think the person may have looked like. Make sure the picture incorporates the
accomplishment. If the web site has a usable picture, show your students how to copy the picture by highlighting it and copying the picture by right clicking on it and clicking on copy. Then click over to Kid Pix and go to edit and paste the picture in the left rectangle. On the right side of the screen, draw another rectangle. Explain that in this rectangle, they
will put their person's name, date of birth and death, a sentence about this person's childhood and a sentence about his or her adult life. Finally, they need to write a sentence about this person's accomplishment. Advanced students may write a detailed paragraph. Students needing more support may dictate their sentences to the teacher, parent volunteer, or peer who can type the sentences onto the slide. Allow students to revisit the web site where they researched the information for guidance if necessary.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Once students complete their slide, distribute the "Trading Card Scoring Guide" handout so that they can self-evaluate their card. Explain to them again that this is the rubric that you will use to score their trading card.
Wrap Up:
Culminating Activity (15 minutes) Have students share their trading cards with others in the class. This can be done through individual presentations using the demonstration computer and LCD panel, through a Gallery Walk allowing all students to visit each computer to view the project, through a Kid Pix slide show that you create, or through printing out the trading cards and creating a class book to be housed in the classroom library.
Remind the students about the KWL chart they began the previous day. Review again the Know (what I know) and Wonder (what I want to know) section. Brainstorm facts they learned about famous African Americans. Record their thoughts in the Learned section.
Enrichment Options
Cross-Curricular Extensions
Language Arts
Students can use their trading cards as a spring board for writing short biographies
about Famous African Americans to create a class book to give to another class or place in the school library.
Fine Arts
Students can research songs and art work that is unique to African American culture.
Social Studies
Students can compile the information gathered into a class timeline of American
History. Allow them to research other famous Americans and add their accomplishments to the timeline as well.
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- As a reflective practitioner, note how this lesson could be adjusted after its initial
implementation.
- How successful were the students?
- What did the assessment demonstrate about the students’ learning?
- What skills do the students need to revisit?
- What instructional strategies worked and what made them successful?
- What will you change the next time you use this lesson? Why?
Author: Carla Hurchalla
Modified by: Nikki Mook
Program: National Teacher Training Institute (NTTI)
Author's School System: Wicomico County Public Schools
Author's School: North Salisbury Elementary
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