History: a Character Witness Unit Plan

Title of Unit: History: a Character Witness

Author: Nada Waddell and Kayleigh Stevens

Grade Level: Seventh Grade

Source: 2012–2013 Instructional Resources Project

Unit Overview: In this unit, students will review a historical character and see if history has accurately depicted the true nature of the person.  The unit will begin with looking at the historical character, Winston Churchill, and, with the teacher’s guidance, students will judge whether or not history has judged the person accurately.  The teacher will review with the class how to locate and read nonfiction text, how to distinguish the positives and negatives characteristics of historical figure and how to build an argument of whether the historical figure reputation would be consider true.  Students, working in small groups, will choose a historical character to research and present to the class in a multimedia presentation if history has shown a true picture of the person.  Students must show evidence that they have used reliable sources  from print and digital sources and be able to defend their argument of the character’s reputations was true or not by showing clear reasons and relevant evidence.  Students must also cite several pieces of textual evidence to support their claims. Students must produce a multimedia presentation for the class and be able to defend their argument.  Students will individually write an argumentative essay answering the question:  “Does history treat historical figures fairly?” Why or Why not?” Teacher will give student an Argumentative Essay Rubric to guide their product.

Unit Introduction/Entry Event: Teacher will introduce the unit by placing on the screen/blackboard a quote from Winston Churchill, without identifying who wrote the quote.  “Never give in. Never give in. Never, never, never, never—in nothing, great or small, large or petty—never give in, except to convictions of honour and good sense. Never yield to force. Never yield to the apparently overwhelming might of the enemy.”Students will brainstorm their first impressions of the author from the quote. The teacher will then ask students if anyone know who Winston Churchill was, and ask students to share what they know about his character.  Discussion will follow of possible traits of Winston Churchill.

WV CCRS:

Standards Directly Taught or LearnedThrough Inquiry/Discovery

Evidence of Student Mastery of Content

ELA.7.4  cite several pieces of textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text.

Through close reading of Winston Churchill’s speech, Never Give In, and discussion of this historical character’s speech, students will demonstrate mastery of content by citing strong and thorough textual evidence of what the text says explicitly and by making inferences.

ELA.7.16 trace and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Through teacher observation of student discussion of Winston Churchill’s speech, Never Give In, and this historical character and individual written product, students must demonstrate mastery of content by tracing and evaluating the argument and specific claims of the informational text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims

response to teacher-posed questions.ELA.7.20 write arguments to support claims with clear reasons and relevant evidence. •introduce claim(s), acknowledge alternate or opposing claims and organize the reasons and evidence logically.

support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), reasons and evidence.

establish and maintain a formal style. provide a concluding statement or section

that follows from and supports the argument presented.

Students will use the writing process to compose an argumentative essay on if historical figure reputation is true. In this argument, students will be asked to identify three informative sources to support their conclusions.  In writing and discussion, students will be asked to address opposing claims with logical reasoning and evidence.  Emphasis will be given to sources, claims, formal style, and the strength of the reasoning.

ELA.7.25 use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Students will demonstrate mastery of content by using technology to produce and publish writing of cited and linked sources.

ELA.7.27 gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

By creating a works cited page and using textual citations within the multimedia presentation, students will demonstrate that they have gathered relevant information from multiple digital sources, assessed the usefulness of each source in answering their research question, integrated the information, and avoided plagiarism by following MLA format for citation. This will be assessed with the Work Cited Page.

ELA.7.30 engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. •come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

acknowledge new information expressed by others and, when warranted, modify

Students will demonstrate mastery by participating in a discussion of historical figures. Students will use the Collaboration Rubric to assess for mastery.

their own views.

ELA.7.32 delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Students will use a Listening and Speaking Rubric to evaluate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence.  Students will rotate in and out of the rules of speaker and evaluator.

ELA.7.33 present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume and clear pronunciation.

Students will present their findings and supporting evidence in a multimedia researched presentation.  In the presentation, students will present the information and findings in a focused and coherent manner with pertinent description, facts, details and examples.  Students will use appropriate eye contact, adequate volume and clear pronunciation.  The presentation will be assessed with a Presentation Rubric.

ELA.7.37 demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

spell correctly.

In the presentation, students will present the information and findings in a concise and logical manner so that listeners can follow the line of reasoning and the organization and development. The presentation will have substance and style that is appropriate to purpose, audience, and the task. This will be assessed with a Presentation Rubric.

Performance Objectives:Know:How to process for a close read How to evaluate peers using rubrics How to participate in a class discussionHow to produce clear and coherent writingHow to evaluating credible websitesHow to cite sources correctlyHow to use guidelines for effective speech presentationHow to collaborate with group membersHow to plan, create, and present an appropriate multimedia projectHow to write an argumentative essayHow to use technology to find sources and for presentation purposesDo: Complete a close read successfullyEvaluate peers using rubricsParticipate in a class discussionProduce clear and coherent writingCorrectly evaluate credible websitesCite sources correctlyEffectively implement the guidelines for speech presentation

Collaborate with group members Plan, develop and present an appropriate multimedia projectWrite an argumentative essayUse technology to find sources and for presentation purposes

Focus/Driving Question: How accurate are historical figure reputations?  Why or Why not?

Vocabulary: Students will acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level by incorporating use of those words in class discussions, writing, and oral presentations.The focus of vocabulary instruction in this unit is on student selected vocabulary in an attempt to be responsive to the needs of students and develop independence in students. As students are reading silently and as students listen to the teacher read the selection, they will identify the words that are hindering their comprehension or expression. The teacher will compile a list of the unknown words. If more than forty percent of the class identified the word as hindering their comprehension, the teacher will teach the word to the whole group. If less than forty percent of the class identified the word as hindering their comprehension, the teacher will group the students in groups to study the words independently. Unknown words will be taught using context clues, structural analysis, and in consultation with reference materials. The teacher will evaluate understanding of the self-selected vocabulary through the discussion of text-dependent questions, use of the word in writing, and use of the word in speaking. To make this manageable, the teacher may need to focus on the vocabulary taught to the whole class.Students will acquire vocabulary in many different ways, such as whole group, small group or on an individual basis. A self-selection strategy will be used throughout the unit to identify unknown words.  Students will seek help from the teacher, peers, or other reference materials to be able to build an understanding of unknown words.

Assessment Plan: Students will use the writing process to compose an argument about whether or not historical figures reputations are fairly assessed. Students will include in their project a Word Cited pages using the correct MLA style. Using a collaboration rubric, students will be evaluated to their small group work. Using both a presentation rubric and listening and speaking rubric, students will be evaluated on their multimedia presentation. Finally, the teacher will make general observations throughout the unit to ensure that student groups are progressing on their projects, participating in a variety of group discussion, and to ensure that individual projects are progressing.

Major Products: A Multimedia presentation will be given by small groups on a historical figure and their findings of whether the historical figure was treated fairly in history.  Students must research and cite evidence to support their findings.Individually, students will write an argumentative essay defending their findings of their historical figure and if they were treated fairly.

Assessment and Reflection:Rubric(s) I will use: (Check all that apply.)

CollaborationCollaboration Rubric X

Written CommunicationX

Critical Thinking & Problem Solving

Content Knowledge

Oral Communication Other

Argumentative/Opinion Informational Narrative

Speaking and ListeningSpeaking and Listening Rubric    Presentation Rubric

X

Other classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentationsSpeaking and Listening Rubric X

Self-evaluationArgumentative Writing RubricCollaboration Rubric

XNotes

Peer evaluationSpeaking and Listening RubricCollaboration Rubric

XChecklists/observations

Online tests and exams Concept mapsReflections: (Check all that apply)

Survey Focus GroupDiscussion Task Management ChartJournal Writing/ Learning Log

OtherExit Slip Lesson 1Exit Slip Lesson 2Works Cited Page

X

Reflection: Students reflect throughout the unit. Students reflect on their own comprehension by identifying the words and paragraphs that hinder their comprehension on materials. Students evaluate their own work on the project through evaluation of their individual written response as well as evaluation of their group product. Students evaluate their own collaboration skills as well as those of their team members using the Presentation Rubric.  After the group presentations, students will complete and debrief the unit in a teacher-facilitated discussion.The teacher reflects on what is going well and why as well as what needs improved and why throughout the unit as a result of his/her observations and personal communications with students. The teacher uses the results of these reflections and self-evaluations as well as results of discussions with colleagues to refine the unit for future use. The teacher collects samples of a range of student work to revise rubrics. The teacher reflects on which standards and objectives were mastered and which should be emphasized more in future units if this is not the culminating unit.

Materials: Never Give In quoteExit Slip Lesson 1Work Cited PageExit Slip Lesson 2Historical Figure Research Project templateMultimedia Project Progress ScaleCollaboration RubricPresentation RubricPersuasion RubricExit Slip Lesson 10Computer with internet access Websites: Winston Churchill’s “Never Give In” Speech of 1941:  http://www.school-for-champions.com/speeches/churchill_never_give_in.htm 

If the teacher is not familiar with how to use a close read, this website provides directions for close read. http://www.fas.harvard.edu/~wricntr/documents/CloseReading.htmlTeacher may use the QFT strategy to insure good questioning techniques. http://media.rightquestion.org/resources/Overview-of-the-Question-Formulation-Technique.pdfTeacher may use the following websites as resources for citing sources correctly.http://learnzillion.com/lessons/1465-cite-research-sources-used-in-an-informational-texthttp://owl.english.purdue.edu/owl/resource/747/05/Sites for Winston Churchill researchhttp://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=3758562&site=ehost-livehttp://www.pbs.org/churchill/theman/theman_blackdog.htmlhttp://www.winstonchurchill.org/learn/biography/biography/the-official-churchill-biographyhttp://infoplease.comhttp://www.safesearchkids.com/google-for-kids.htmlhttp://search.ebscohost.comhttp://www.pbs.orghttp://infodepot.comMini lessons for argumentative essay writing: : https://learnzillion.com/resources/72726-organize-reasons-and-evidence-clearly-in-argumentative-writing Teacher may use Purdue Online Writing Lab MLA Works Cited Pagehttp://owl.english.purdue.edu/owl/resource/747/05/

Career Connection: This unit relates to the world of work by using research and collaboration as necessary factors in accomplishing an assigned task.  Students will need to collaborate, effectively use writing skills, and use listening and speaking skills correctly to complete the project.  Most jobs/careers today involve collaboration to be effective.  Also, the importance of being able to research and present ideas using technology is important. Arts and Humanities Cluster:  Students interested in careers in this cluster will benefit from the research, writing and speaking skills.  Students will benefit from working in groups, following directions and guidelines, and meeting deadlines.  Problem solving, making decisions, and communicating are necessary in all job choices.Business and Marketing Cluster:  Students interested in careers in this cluster will benefit from the decision-making skills necessary for the assignment. Students will need to communicate with others effectively.  Students who are able to view both sides of an argument is important in business and marketing careers.Engineering and Technical Cluster:  Students interested in careers in this cluster will be drawn to the use of technology and the planning and designing aspects of the unit.  The collaboration and decision making will be helpful in this cluster.  Additionally, the use of rubrics, or a set standard of performance, will benefit the students interested in this career cluster.  This career cluster also stresses working with deadlines, and having good decision making skills.Health Cluster:  Students interested in this cluster benefit from the communications and collaboration skills in this project.  They will also benefit from setting goals, making decisions using writing assignments to complete necessary reports correctly.Human Services Cluster:  Students interested in this career cluster benefit from the written and oral communication skills developed in this unit. They will also benefit from following directions, performing a variety of tasks, making decisions, and collaborating with others. 

Science and Natural Resources Cluster:  Students interested in careers in this cluster will benefit from the research skills developed.  They will also learn to follow guidelines, evaluate information, make decisions, direct and plan activities and present information.

Lesson One: Meet Winston Churchill

Teacher Facilitation of Student Acquisition of Background Knowledge: As students enter the room, they will see the quote “Never Give In”.  Ask students to brainstorm in small groups what they believe this quote means and if they know who wrote the quote.   Small groups will share out to the whole group.  The teacher will identify that the quote was written by Winston Churchill and ask students to share their knowledge of the image of how Winston Churchill was portrayed in history.

Anchor Text & Questions for Close Reading: Winston Churchill’s “Never Give In” Speech of 1941:  http://www.school-for-champions.com/speeches/churchill_never_give_in.htmThis site will also give teacher background information on the speech and historical significances. 

Vocabulary Development: Students will perform a close read of the Winston Churchill’s “Never Give In” Speech of 1941 and identify words that they do not recognize through the Self-Selection Strategy.  This strategy will be used throughout the unit for students to identify unknown words and either ask a peer or teacher or consult a dictionary. Students and the teacher will then discuss the language identified.  Additionally, the teacher will lead a Think Aloud with students of how to use context clues, roots, connections, etc. to identify words.  Students will be asked to participate in the Think Aloud. 

Manage the Lesson:

Step One:   The teacher will write/project the quote from the Winston Churchill’s speech “Never Give In” on the board. As students enter the room, they will read the “Never Give In”.  Ask students to brainstorm in small groups what they believe this quote means and if they know who wrote the quote.   

Step Two:Small groups will share out to the whole group their ideas on the quote.  The teacher will identify that the quote was written by Winston Churchill and ask students to share their knowledge of the image of how Winston Churchill was portrayed in history. (The student information on Winston Churchill may be limited.)

Step Three:  Students will be given a copy of the Winton Churchill speech “Never Give In” that they can annotate for a close read.  If students have not had prior experience with annotation, the teacher should model annotation using the first paragraph of the text.  The teacher will remind students that it is not always about what they don’t know.  Student should mark comments, realizations, and connections.  As they read, they should mark words they do not recognize as part of their annotation to use later for the self-selection strategy.The following website includes a strong introduction, additional questions and the audio of the speech to use in the classroom:Winston Churchill’s “Never Give In” Speech of 1941:  http://www.school-for-champions.com/speeches/churchill_never_give_in.htm

Active Literacy: Students are annotating a text and performing a close read to establish a more comprehensive understanding of what they are reading.  Students are reading a text as a way of gaining a better understanding of the events happening in history at this time and the importance of this speech in historical events. Students are also participating in a discussion on unfamiliar vocabulary words. The teacher is leading students to realizations by allowing them to struggle with difficult concepts, while

providing necessary scaffolding.  The teacher uses questions to draw out big ideas rather than explaining the big ideas to students. 

Post Literacy: The teacher will facilitate in a  class discussion on the students impressions of Winston Churchill after doing a close read on his “Never Give In” speech.

Product/Performance: Students will complete a close read of a text and annotate the text accordingly. Students will also participate in discussion of their impressions of Winston Churchill.

Reflection: Using an Exit Slip Lesson 1, students will give their first impressions of Winston Churchill and his importance in history.

Never Give In Quote

Never give in. Never give in. Never, never, never, never—in nothing, great or small, large or petty—never give in, except to convictions of honour and good

sense. Never yield to force. Never yield to the apparently overwhelming might of the

enemy.

Exit SlipLesson 1

Write a short paragraph giving your first impressions of Winston Churchill.

Never, never give up…

Exit SlipLesson 1

Write a short paragraph giving your first impressions of Winston Churchill.

Never, never give up…

Lesson Two: Researching a Historical Figure

Teacher Facilitation of Student Acquisition of Background Knowledge: The teacher will give students websites to use in their research of Winston Churchill.  Students may also use other websites for research on the topic with prior approval of the websites by the teacher. The teacher will stress the importance of using credible sources.

Anchor Text & Questions for Close Reading: Students will be choosing text from credible websites for research purposes.

Vocabulary Development: Students will identify words that they do not recognize through the Self-Selection Strategy. This strategy will be used throughout for students to identify unknown words and either ask a peer, teacher, or consult a dictionary. Students and the teacher will then discuss the language identified.

Manage the Lesson:

Step One:The teacher will present the Focus Question:  What is Winston Churchill’s image as a historical figure and do you consider the image to be accurate? (This question has been narrowed from Lesson 1 to be more specific for this lesson.) Explain that our lesson for the day will explore this question.

Step Two:Students will be divided into groups of 3 or 4 to do research on Winston Churchill. The group members will be selected by the teacher to allow for a more diverse group of learning styles. In their small groups, students will formulate question(s) they would like to explore about Winston Churchill.  (The teacher may need to help students develop their questions at the beginning of the unit.)Example of a student generated question:  Was Winston Churchill known as a great speaker?  What evidence did you find from your research that showed his speeches motivated his country in a time of crisis?The teacher may use the QFT (Question Formulation Technique) strategy to insure good questioning techniques. The following site provides condensed instructions for using the Question Formulation Technique.http://media.rightquestion.org/resources/Overview-of-the-Question-Formulation-Technique.pdf 

Step Three:Students will begin researching their questions on Winston Churchill using the following websites:Possible sites for Winston Churchill researchhttp://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=3758562&site=ehost-live  http://www.pbs.org/churchill/theman/theman_blackdog.html http://www.winstonchurchill.org/learn/biography/biography/the-official-churchill-biography

The teacher will insure that each group is researching on different questions by observations and working with small groups. Teacher will give students one class period or approximately 90 minutes to complete research on their selected question(s) today. Research will continue into tomorrow’s lesson.

Step Four:As students work, they will complete the Works Cited Page. On the Works Cited Page, student will develop a question(s) to verify if the historical figure image is accurate, and be able to cite research that supports their answer. 

Possible Remediation:The teacher may need to conduct a mini lesson or whole group instruction on how to cite sources correctly. The teacher may use the following websites as resources for citing sources correctly.http://owl.english.purdue.edu/owl/resource/747/05/http://learnzillion.com/lessons/1465-cite-research-sources-used-in-an-informational-text

Active Literacy: Students will be using their selected sites to obtain information to answer the Focus Question. Students will cite sources correctly.

Post Literacy: The teacher will facilitate class discussion on the answers on the Focus Question from small groups. Focus Question:  What is Winston Churchill’s image as a historical figure and do you consider the image to be accurate? Students will complete Exit Slip Lesson 2 reflecting on their progress with this question.

Product/Performance: Students will work on a Works Cited Page.Students will complete their Exit Slip Lesson Two to be collected by the teacher as a formative assessment.

Reflection: Students will reflect on their overall impressions of Winston Churchill as they complete their Exit Slip Lesson 2. The teacher should reflect on student pacing of research as well as student comprehension of the focus question after reading the exit slips.

Works Cited Page

Student Name:

Date:

Name of Historical Figure:

Cite Source:

What question(s) are you researching to verify if your historical figure reputation is accurate?

What conclusion have you reached concerning your historical figure’s reputation?

Cite supporting text evidence from your research that supports your conclusion:

Created by Nada M. Waddell

Exit SlipLesson 2

Write a short paragraph giving your overall impressions of Winston Churchill.

Never, never give in…

Exit SlipLesson 2

Write a short paragraph giving your overall impressions of Winston Churchill.

Never, never give in…

Lesson Three: Researching a Historical Figure, continued

Teacher Facilitation of Student Acquisition of Background Knowledge: As with yesterday’s lesson, the teacher will give students websites to use in their research of Winston Churchill.  Students may also use other websites for research on the topic with prior approval of the websites by the teacher. The teacher will stress the importance of using credible sources.

Anchor Text & Questions for Close Reading: Students will be choosing text from credible websites for research purposes.

Vocabulary Development: Students will identify words that they do not recognize through the Self-Selection Strategy.  This strategy will be used throughout for students to identify unknown words and either ask a peer, teacher, or consult a dictionary. Students and the teacher will then discuss the language identified. 

Manage the Lesson:

Step One:The teacher will monitor each small group to assure they are continuing to research and are able to answer their research questions on Winston Churchill.

Step Two:After student research is completed on the question(s), students will share as a whole group their small groups’ findings on Winston Churchill. 

Step Three:The teacher will facilitate a whole group discussion on whether this historical figure has been portrayed accurately. Students will give the teacher the completed Work Cited Page at the end of whole group discussion. 

Step Four:Students will write a short paragraph agreeing or disagreeing with their finding of the Focus Question.

Active Literacy: Students will be using their selected sites to obtain information to answer the Focus Question: What is Winston Churchill’s image as a historical figure and do you consider the image to be accurate? 

Students will participate in a whole group discussion on Winston Churchill. Students will cite sources correctly.

Post Literacy: The teacher will facilitate class discussion on the Focus Question from small groups and students will reflect on if they agree or disagree with Churchill’s image being accurately portrayed.

Product/Performance: Students will complete the Works Cited Page. Students will participate in discussion of the Focus Question. Students will write a short paragraph agreeing or disagreeing with their finding of the Focus Question.

Reflection: As students write the short paragraph agreeing or disagreeing with their finding of the Focus Question, they will reflect on how history has portrayed this historical figure.

Lesson Four: Brainstorm Historical Characters to Research Teacher Facilitation of Student Acquisition of Background Knowledge: The teacher will give students the opportunity to brainstorm historical characters of their choice to research for a multimedia presentation.  This researched historical character will vary from one group to the next, but the research information needed will be consistent from group to group.

Anchor Text & Questions for Close Reading: Students will be researching different text from a variety of teacher-suggested and student chosen websites.

Vocabulary Development: Students will identify words that they do not recognize through the Self-Selection strategy. This strategy will be used throughout for students to identify unknown words and either ask a peer or teacher or consult a dictionary. Students and the teacher will then discuss the language identified.

Manage the Lesson:

Step One:Break students into small, teacher-selected research groups. Explain to students that they will be, in these groups, completing a research project about a historical figure of their choice. Review with students how they can evaluate the credibility of online sources when doing research. Below are suggestive websites students may use for their research: http://infoplease.comhttp://www.safesearchkids.com/google-for-kids.htmlhttp://search.ebscohost.comhttp://www.pbs.orghttp://www.infodepot.comdigitalvaults.org

Step Two:The teacher will distribute the Historical Figure Research Project template to the class and explain each section of the template. If needed, the teacher will go into more depth with the explanation of each section in small groups.

Step Three:Students will be allowed to begin the Historical Figure Research Project template with their group. Student may look up information with access to computers or their own devices. Students have specific teacher check points where they will conference with their teacher about the group’s progress throughout the project. The teacher check points must be observed to ensure that students are completing the necessary work for the project.  

Active Literacy: Students will evaluate research sources as they gather the information needed to complete the Historical Figure Research Project template with their group. 

Post Literacy: Students will ask questions to teacher, as needed, to complete the research on their historical figure.

Product/Performance: Students will complete the Historical Figure Research Project template.

Reflection: At the Teacher Check Points of the Historical Figure Research Project template, the teacher will check for understanding of the key points of the project. The teacher will also need to reflect on the pacing of the research and allow for extra time/class periods as needed.

Historical Figure Research Project

Your group will eventually be presenting a multimedia presentation to the class on a historical figure of your choosing. During this project, you will be examining if their reputation is accurate.

To get you started, you will use this paper to collect the following information for your research. If additional space is needed, please complete your writing on another sheet of paper.

Name of members of your group:

Name of Historical Figure you are researching: ____________________________

1. Once you have chosen a historical figure, your group will research and prepare a brief biography of your person for your multimedia presentation. (birthdate, date of death, education, career, family, etc)Please cite at least three sources in your research.

Information:

First source:Information:

Second source:Information:

Third source:

2. As you continue your research, list the important of contributions that the individual made in history.

Teacher Check Point: At this point your group needs to check with the teacher on your progress in the project before beginning Question 3.

3. From your research, please describe your historical figure’s reputation.

4. What question(s) are you researching to verify if your historical figure reputation is accurate?

Teacher Check Point: At this point your group needs to check with the teacher on your progress in the project before beginning Question 5.

5. What conclusion have you reached concerning your historical figure’s reputation? Cite evidence from your research sources that supports your answer. At least three sources must be cited.

Additional questions your group may have about this project:

Teacher Check Point: At this point your group needs to check with the teacher on your progress for completing the multimedia presentation successfully.

Due Date for the Project: ____________________________________Created by Nada M. Waddell

Lesson Four: Creating a Multimedia Project on a Historical Figure

Teacher Facilitation of Student Acquisition of Background Knowledge: Students will take the research they have found on a historical figure and begin creating a multimedia presentation.  This research for each historical character will vary from one group to the next, but the research information needed will be consistent from group to group. It should be known that depending on the group of students, this lesson could potentially take two class periods.

Anchor Text & Questions for Close Reading: Students will be choosing text from credible websites for research purposes.

Vocabulary Development: Students will identify words that they do not recognize through the Self-Selection Strategy. This strategy will be used throughout for students to identify unknown words and either ask a peer, teacher, or consult a dictionary. Students and the teacher will then discuss the language identified.

Manage the Lesson:

Step One:Small groups will use the completed Historical Figure Research Project template to begin creating their multimedia project.Display the Multimedia Presentation Requirements on the board. These include:

- A brief biography of your person- Contributions the individual made in history- Describe your historical figure’s reputation- Conclusion you reached concerning your historical figure’s reputation- Cite resources used in your research

Explain to students that this is not just a written paper, but multimedia project, so it will look a little different than a traditional research paper.

Step Two:The teacher will have at least one member of each group log onto a computer and open Microsoft Publisher followed by a blank document. Allow students a few minutes to explore the menus and options within Publisher if they are unfamiliar with the program. Students will be creating their final Multimedia Presentation on Microsoft Publisher. Explain to students that all of the displayed requirements must be in their presentation.

Step Three:The teacher will present and briefly review the group performance assessment, the Collaboration Rubric, used to evaluate the project.

Step Four:The teacher will monitor students as they begin creating their multimedia group project by circulating the classroom. By circulating, the teacher will provide students with descriptive feedback on their multimedia presentation. The teacher will facilitate students as they revise, edit, and polish their group product as needed.

Step Five:

Teacher will meet with each small group as necessary to ensure that the project is being completed in a timely manner.  Teacher will use the Multimedia Project Progress Scale as a form of assessment of the day’s work.

Active Literacy: Students will continue to research and gather information from credible sources. Small groups will utilize Microsoft Publisher as a mean of publishing their research.

Post Literacy: Students will continue working on their multimedia project.

Product/Performance: Students will begin creating their Microsoft Publisher multimedia presentation.

Reflection: Students will complete the Multimedia Project Progress Scale at the end of class. The teacher will use this form to assess how groups are progressing on their projects.

Collaboration

RubricBelow Standard At Standard Above Standard

Leadership

Student plays a passive role,

Student generates few new ideas

Student tends to only do what they are told to do by others.

Student plays an active role in generating new ideas.

Student takes initiative in getting tasks organized.

Student delegates responsibilities when required.

Student keeps group/class on task and on schedule.

Student understands and articulates goals of class/group.

Student accepts responsibilities for his or her actions and the actions of the group.

In addition to meeting the criteria for At Standard, the: Student thoughtfully organizes and

divides the work between group members.

Student monitors progress toward group goal.

Student adapts easily to changes in the task or group.

0…………..………………..17 18….………………………………35 36……………………………………50

Cooperation

Student does not willingly follow directions.

Student vocalizes intense opposition to group or classroom goals.

Student does not comply with group, classroom and community rules.

Student follows directions from group leaders, group members and adults who take the lead or offer assistance.

Student expresses the ability in words and deeds to adapt to the goals of the group, even when those goals may be different than their own.

Student complies with group, classroom and community rules.

In addition to meeting the criteria for At Standard, the: Student encourages cooperation

through words and actions. Student creates or initiates procedures

(or activities) that encourage cooperation.

Student willingly switches roles in group or classroom as required by the situation.

0…………..………………..17 18….………………………………35 36……………………………………50

Attitude & Demeanor

Student does not display positive attitude in words, expression or body language

Student does not provide positive feedback.

Student does not dress, act or respond appropriately to the task at hand.

Student displays positive attitude toward individual and group tasks in words, expression and body language

Student provides positive feedback to peers and adults

Student dresses, acts and responds appropriately to the task at hand.

In addition to meeting the criteria for At Standard, the: Student models appropriate speech,

behavior, clothing,, etc. even at the risk of breaking peer norms.

Student goes out of their way to encourage positive behavior and attitude.

0…………..………………..17 18….………………………………35 36……………………………………50

Facilitation & Mediation

Student is passive in the face of individual or group conflict.

Student encourages discord. Student does not seek or

encourage facilitation or mediation of conflict.

Student seeks to resolve conflicts between individuals or groups by listening to both sides.

Student encourages peers and adults to listen to each other.

Student never attempts to cause conflict by false reporting.

Student only engages in private side conversations when attempting to reduce discord.

Student is willing to accept facilitation or mediation in the event they are involved in a conflict.

In addition to meeting the criteria for At Standard, the: Student serves as facilitator or

mediator between groups or individuals.

Student volunteers to find resources or schedule meetings between individuals or groups in conflict.

Student, alone or in concert with other students or adults, initiates activities that further harmony between individuals or groups.

0…………..………………..17 18….………………………………35 36……………………………………50

Empathy

Student does not express empathy for the feelings of others.

Student displays a lack of awareness or disregard for diversity.

Student is locked into one view of issue(s).

Student expresses empathy for the feelings of others through words, body language or deeds.

Student displays awareness of diversity and the needs of different ethnic/social/religious groups.

Student demonstrates ability to look at issues from multiple points of view.

In addition to meeting the criteria for At Standard, the: Student engages in action that makes

the emotional comfort of others a primary concern.

Student attempts to broaden group activities to be more inclusive.

0……………………………..17

18….………………………………35 36……………………………………50

Multimedia Project Progress Scale

Name:______________________________

Group: _____________________________

Date: _____________________________

Please circle the rating for your group in each in the following areas:

Organizing the research for the multimedia project presentation

I feel our group is making progress slowly in organizing the research materials for our presentation.

I feel our group is making adequate progress in organizing the research materials for our presentation.

Organizing the equipment/materials for the multimedia project presentation.

I feel our group is making progress slowly in organizing the equipment/materials for our presentation.

I feel our group is making adequate progress in organizing the equipment/materials for our presentation.

Group Members are collaborating to complete our multimedia project presentation.

I feel our group is not collaborating well to complete our presentation.

I feel our group is collaborating well in to complete our presentation.

Overall rating for the multimedia presentation, at this time.

I feel our group is making progress slowly and will not be able to complete our presentation by deadline.

I feel our group is making adequate progress and will be able to complete our presentation by deadline.

Comments/concerns your group may be experiencing with this project:

Lesson Five: Practice Presentation of a Multimedia Presentation on a Historical Figure

Teacher Facilitation of Student Acquisition of Background Knowledge: Students will give a practice presentation of their project to the teacher.  This research for each historical character will vary from one group to the next, but the research information needed will be consistent from group to group.

Anchor Text & Questions for Close Reading: Students will be choosing text from credible websites for research purposes.

Vocabulary Development: enhanceoral fillerstoneslangjargontechnical languagepreviewreviewcontextualpurposemodificationscript All of the words listed above are part of the Presentation Rubric.  It is imperative that students have a good understanding of these terms in order to understand how their presentations will be assessed. As you introduce the rubric today, emphasize these vocabulary words.

Manage the Lesson:

Step One: As students enter the room, have the focus question written on the board: How accurate are historical figure reputations? Have student convene with their small groups to discuss their answer to this question, then share out with the class.

Step Two:After reviewing the requirements for the final project, show students the Presentation Rubric. This rubric can be used to assess the oral presentation student groups give of their multimedia presentation. Allow students to meet with their small groups to continuing editing and polishing their final multimedia presentation. Students should also begin practicing their oral presentation of the multimedia product.

Step Three:Small groups will give a practice presentation of their multimedia project to the teacher. As the project progresses, students will be at various places, but the teacher should use these steps as a guideline to completion. The teacher will provide students with descriptive feedback on their project from the practice presentation based on the use of the Presentation Rubric.

Step Four:The teacher will facilitate students as they revise, edit, and polish their group product as needed.

Active Literacy: Students will give a practice presentation of the group project to the teacher. Students will revise, edit, and polish their group product as needed.

Post Literacy: Students will discuss, as a group, needed changes for their multimedia project.

Product/Performance: Small groups presentation will be informally evaluated using the Presentation Rubric.

Reflection: After meeting with the teacher, student groups will make the necessary individual changes needed to improve their project and oral presentation.

PresentationRubric

Below Standard At Standard Above StandardKnowledge →

ComprehensionApplication → Analysis Evaluation → Synthesis

Physical Attributes

Student does not dress appropriately.

Student does not maintain proper body language.

Student does not maintain eye contact with audience

Student fidgets, hides behind objects, and plays with objects, etc.

Student does not face audience.

Student dresses appropriately for the presentation.

Student maintains proper body language.

Student maintains eye contact with audience

Student refrains from fidgeting, hiding behind objects, playing with objects, etc.

Student faces audience.

In addition to the At Standard criteria: Student dresses to enhance the purpose

of the presentation. Student uses body language to enhance

the purpose of the presentation. Student uses physical space and

movements to enhance the purpose of the presentation.

0……………………………..17 18………………………………35 36………………………………50

Oral & Verbal Skills

Student uses oral fillers (uh, ok, etc.)

Student pronounces words incorrectly.

Student does not speak loudly and clearly.

Student uses tone and pace that obscures communication.

Text contains errors. Student reads from notes.

Student uses minimum of oral fillers (uh, ok, etc.)

Student pronounces words correctly and in Standard English.

Student speaks loudly and clearly. Student speaks at a pace and in a

tone that allows clear communication to the audience.

Text displayed during the presentation is free of spelling, usage or mechanical errors.

Student possesses notes but does not read from them.

In addition to the At Standard criteria: Student modifies pronunciation of words

to enhance presentation. Student modulates volume and tone to

enhance presentation. Student modulates pace to enhance

presentation. Student uses slang, jargon or technical

language to enhance presentation. Student speaks from memory and makes

only passing reference to notes or cards.

0……………………………..17 18………………………………35 36………………………………50

Organization & Structure

Student does not begin and end on time.

Student does not provide preview/review.

Student does not provide clear and definable opening and closing.

Student does not have all required materials ready.

Student has not practiced presentation.

Student does not demonstrate flexibility.

Student begins and ends on time. Student provides preview and

review of main ideas. Student provides clear and definable

opening and closing. Student has all required materials

ready for use. Student has practiced order of

presentation. Student demonstrates flexibility in

the face of technical or contextual problems.

In addition to At Standard criteria: Student provides written notes,

brochures, overviews, etc. Student creates an opening that is

engaging (provides a hook for audience) and a closing that re-enforces key understandings.

Student demonstrates planning for technical and contextual problems.

0……………………………..17 18………………………………35 36………………………………50

Technical Attributes

Student use of display boards, presentation software, websites, audio, video, etc., distract audience from the content and purpose of presentation.

Student does not demonstrate care in creation, including editing, proofreading, finishing.

Student use of display boards, presentation software, websites, audio, video, etc. does not distract audience from the content and purpose of the presentation.

Student demonstrates care in creation, including editing, proofreading, finishing.

In addition to At Standard criteria: Student uses advanced features and

utilities of presentation software, creates web-enabled presentations, creates non-linear presentation , and uses audio, video, movie maker programs, webpage design software, etc. to enhance the purpose of the presentation.

Student uses advanced features of word processing software, i.e. outline, table of contents, index feature, draw tool, headers and footers, hyperlinks to other file formats to enhance presentation.

0……………………………..17 18………………………………35 36………………………………50

Response to Student does not provide

appropriate oral responses to Student provides appropriate oral

responses to audience questions, In addition to At Standard criteria: Student incorporates audience questions,

Audience

audience questions, concerns, comments.

Student does not adapt the presentation based on questions, concerns or comments from audience.

concerns, comments. Student makes minor modifications

to the presentation based on questions, concerns or comments from audience.

comments and concerns into the presentation.

Student displays willingness and ability to move away from the script/plan and modify presentation based on audience response.

0……………………………..17 18………………………………35 36………………………………50

Lesson Six: Peer Presentation of Multimedia Project on a Historical Figure

Teacher Facilitation of Student Acquisition of Background Knowledge: Students will present their multimedia project to a peer group. The teacher will be responsible for ensuring students fully understand the Presentation Rubric to be used for assessment.

Anchor Text & Questions for Close Reading: Student multimedia presentations.

Vocabulary Development: enhanceoral fillerstoneslangjargontechnical languagepreviewreviewcontextualpurposemodificationscript All of the words listed above are part of the Presentation Rubric.  It is imperative that students have a good understanding of these terms in order to understand how their presentations will be assessed. Through class discussion with teacher facilitation, students should analyze the rubric and the words within the context of the rubric. Students should provide examples, drawing on past presentations they have given or watched and heard.

Manage the Lesson:

Step One:The teacher will review the Presentation Rubric with small groups, as needed to prepare students for presenting their project to the whole group. The teacher will stress the vocabulary words for this lesson to ensure that students have a solid understanding of what will be assessed in their project.

Step Two:Pass out copies of the Presentation Rubric for peer review. The teacher should facilitate a discussion about the vocabulary in the rubric with which students may not be familiar. Students need a good understanding of the structure of the rubric and the vocabulary within it in order to fairly assess their peers.

Step ThreeEach student will need a rubric for each presenter. The teacher should model how to give rich feedback and comments during peer review before students begin the process. One such feedback strategy, called PQP, can involve giving the presenters Praise for what they have done well, Questions about confusing or concise explanations, and finally Polish for what could be made even better.

Step Four:

Students will peer review in their small groups. Each student will present to their small group and receive peer feedback from the group members.  The feedback they get from their peers helps them to fine tune the presentation and make necessary changes before the final presentation. This also ensures all students in every group are experts on not only their historical character but also the perception of his or her reputation. Encourage students to give strong, rich comments or questions they have regarding their peers’ presentations using the PQP strategy.

Step Four:The teacher will decide on a selection process for how groups will present for tomorrow’s official presentations.  It is suggested that teacher ask students to go in order of chronicle years of historical figures. 

Active Literacy: Students will present their multimedia presentation to the group.

Post Literacy: Students will reflect on their multimedia presentation and self-evaluate their performance.

Product/Performance: Students will individually and as a group produce a quality presentation.

Reflection: Students will self-assess their project using the Presentation Rubric.

Lesson Seven: Presentation of Multimedia Project on a Historical Figure

Teacher Facilitation of Student Acquisition of Background Knowledge: Review with students’ proper etiquette while others are presenting. This should include active listening, saving questions for the end of the presentation, and not getting up during presentations unless it is an emergency.

Anchor Text & Questions for Close Reading: Individual student presentations

Vocabulary Development: Students will continue to review the words which are part of the Presentation Rubric.  It is imperative that students have a good understanding of these terms in order to understand how their presentations will be assessed. Through class discussion with teacher facilitation, students should analyze the rubric and the words within the context of the rubric. Students should provide examples, drawing on past presentations they have given or watched and heard.

Manage the Lesson:

Step One:The teacher will review the Presentation Rubric with the whole class, as needed.  This is the tool that will be used to assess student’s multimedia projects.

Step Two:Prior to group presentations, the teacher will review audience roles and responsibilities with students including proper listening etiquette. This should include active listening, saving questions for the end of the presentation, and not getting up during presentations unless it is an emergency.

Step Three:Small groups will present their multimedia project on their historical figure to the audience.   If students could give their presentations to a panel of adults rather than just the teacher, it makes it a much more meaningful, real-world experience for them. You might consider inviting people from your community, other teachers, administrators, or even people from your central office to help assess the presentations. 

Step Four:The teacher and audience will pose authentic questions about the content of presentations to presenters.

Step Five:The teacher, and any presenters, will evaluate the small group presentation using the Presentation Rubric.

Active Literacy: Students will present their multimedia presentation to an audience. Non-presenting students will practice active listening and proper audience etiquette.

Post Literacy: Students will reflect on their multimedia project and self-evaluate their performance.

Product/Performance: Small groups will produce a quality presentation, assessed with the Presentation Rubric.

Reflection: Students will self-reflect on their project using the Presentation Rubric as their assessment tool.

Lesson Eight: Writing an Argumentative Essay

Teacher Facilitation of Student Acquisition of Background Knowledge: Students will use the research from their small group presentation to write an argumentative essay supporting their claim that the historical figure’s reputation was accurate or not. 

Anchor Text & Questions for Close Reading: Student created multimedia presentations as well as student research.

Vocabulary Development: Students will continue to review the words which are part of the Presentation Rubric.  It is imperative that students have a good understanding of these terms in order to understand how their presentations will be assessed. Through class discussion with teacher facilitation, students should analyze the rubric and the words within the context of the rubric. Students should provide examples, drawing on past presentations they have given or watched and heard.

Manage the Lesson:

Step One: Review how to write a quality argumentative essay. On the board, create basic graphic organizer with introduction, body paragraphs and conclusion. As a whole class, have students raise their hands to label as many part of the essay as they can. This should include in the Introduction: grabber, thesis, and transitions; in the Body paragraphs: transitions, topic sentences, claims, evidence, counterclaims, and evidence; in the Conclusion: transition, restatement of thesis, and final thought/question to your reader.

Step Two:Post the focus question on the board: How accurate are historical figure reputations?Pass out the Persuasion map from ReadWriteThink, found here: http://www.readwritethink.org/classroom-resources/printouts/persuasion-a-30310.html Students will use ideas from their presentation and this graphic organizer to develop an argumentative essay that supports their findings that the historical figure’s reputation was accurate or not. Circulate during creation of the graphic organizer to ensure student understanding.

Step Three:The teacher will review the Persuasion Rubric from ReadWriteThink, found here: http://www.readwritethink.org/classroom-resources/printouts/persuasion-rubric-30217.html It is important that students have an understanding of the expectations of the essay they will be writing individually concerning their historical figure.  

Step FourContinue to circulate and check on student progress. After teacher approval of their graphic organizer, students can begin drafting their argumentative essay. The teacher will work with individual students as they work to produce an argumentative essay supporting their views on if their historical figure’s reputation is accurate.

Active Literacy: Students, individually, will develop an argumentative essay supporting their views on if their historical figure’s reputation is accurate. Students will employ a graphic organizer to collect their information.

Post Literacy: Students will continue planning and drafting their essay.

Product/Performance: Students will develop an argumentative essay on their historical figure.

Reflection: Students will take time to reflect on how their essay is developing.

Lesson Nine: Writing an Argumentative Essay

Teacher Facilitation of Student Acquisition of Background Knowledge: Students will use the research from their small group presentation to draft, revise, and edit an argumentative essay supporting their claim that the historical figure’s reputation was accurate or not. 

Anchor Text & Questions for Close Reading: Student essays

Vocabulary Development: Students will continue to review the words which are part of the Presentation Rubric.  It is imperative that students have a good understanding of these terms in order to understand how their presentations will be assessed. Through class discussion with teacher facilitation, students should analyze the rubric and the words within the context of the rubric. Students should provide examples, drawing on past presentations they have given or watched and heard.

Manage the Lesson:

Step One: Students will continue writing their argumentative essay individually. The teacher will review the rubric, as needed, with students to ensure their understanding of the necessary components of a quality argumentative essay. The teacher will work with individual students as they work to produce an argumentative essay supporting their views on if their historical figure’s reputation is accurate.

Step Two: Students will finish drafting their argumentative essay.

Step Three:As students finish, they can watch the trio of Learnzillion videos about organizing reasons and evidence clearly. These lessons can be found here: https://learnzillion.com/resources/72726-organize-reasons-and-evidence-clearly-in-argumentative-writing Students may use these to revise their drafts.

Active Literacy: Students will complete their argumentative essay in this lesson. Students will review the rubric as they complete their argumentative essay as a tool for assessment.  Students, individually, will develop an argumentative essay supporting their views on if their historical figure’s reputation is accurate.

Post Literacy: Students will revise their draft with the Learnzillion videos as a guide to further strengthen their writing. Students are to finish their essay for homework, either a written draft or on Microsoft word. Finished essays are due tomorrow.

Product/Performance: Students will complete an argumentative essay on their historical figure.

Reflection: Students will self-reflect on their completed argumentative essay, using the rubric as a guide.

Lesson Ten: Closure of History: A Character Witness

Teacher Facilitation of Student Acquisition of Background Knowledge: In this lesson the teacher will facilitate a discussion on how historical figures are remembered and is their reputations accurate.

Anchor Text & Questions for Close Reading: Student texts and research

Vocabulary Development: No direct vocabulary instruction today.

Manage the Lesson:

Step One:Collect argumentative essays from students to assess with the Persuasion Rubric.

Step Two:The teacher will begin class discussion by taking a poll of how many students feel that their historical figure was remembered accurately.The teacher will write on the board the number of yes’s and no’s from the class. It is expected that more students will feel that their historical figure was not remembered accurately and the number of no’s will be large.

Step Three:The teacher will pose the following questions to the whole group:“Why do you think that history does not remember historical figures accurately?” “How do the media influence our perspective of historical figures?”The teacher will facilitate a class discussion by students on these questions.

Step Four:As a self-reflection, students will complete Exit Ticket Lesson 10 answering the question:  “Is it fair how historical figures are remembered?”

Active Literacy: The teacher will lead a class discussion on questions concerning how historical figures are remembered through the years and what effect does the media have on our perspectives.

Post Literacy: A class discussion by the students and exit ticket to answer the question:  “Is it fair that historical figures are not remembered accurately?”

Product/Performance: Following the submission of the argumentative essay which will be graded with the Persuasion Rubric, a class discussion will take place. Finally Exit Ticket Lesson 10 will be answered to explore the question: “Is it fair that historical figures are not remembered accurately?”

Reflection: As a self-reflection, students will complete Exit Ticket Lesson 10 answering the question:  “Is it fair that historical figures are not remembered accurately?”

Exit SlipLesson 10

“Is it fair how historical figures are remembered?”

Never, never give up…

Exit SlipLesson 10

“Is it fair how historical figures are remembered?”

Never, never give up…