3. • 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.
4. • 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 for
Students
5. Class Websites for Social
Mediating
SOCIAL MEDIATING IN EDUCATION used with the class website
6. • 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?)
7. • 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.)
8. 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.
9. Group Work
Stations 1-3
in English
Class
Group Work
Stations 7-10 Group Work
in technology Stations
or 4-6 in Social
exploratory Studies
wheel
10. Open The Help
forum. Go to
Start at Civil Rights Research
Review topic and
assigned Movement link.
Find the rubric for collaborate
group work PowerPoint for the group with group to
station your station. complete
work station.
number. Read assigned task.
background
information .
11. Knowledge Dynamic Semantic
Social
Construction 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.
12. CATEGORY 4 3 2 1
Presentation 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.
13. • 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.
14. 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.
15. • Students will create a character analysis thinking map on
a character from the novel to demonstrate
comprehension.
16. • Students will create a timeline of important events from
the novel using the ReadWriteThink online interactive
resource.
