Authentic Learning: Infusion Level

(9-12 Lesson)

Intolerance Now and Then
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Grade Level
9-12
Classroom Configuration:
  • One to one, using classroom computers or mobile laptops as rotating stations
Arizona State Content Standards
  • Writing
    • Strand 1: Writing Process
      • Concept 5: Publishing
        • PO 1 Prepare writing that follows a format appropriate for the purpose (e.g., for display, sharing with others, or submitting to a publication).
    • Strand 3: Writing Applications
      • Concept 6: Research
        • PO1 Write a research product
  • Social Studies
    • Strand 2: World History:
      • Concept 1: Research Skills for History
        • PO 6 Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.
        • PO 5 Connect current events with historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
Arizona Educational Technology Standards (2009)
  • Strand 1: Creativity and Innovation
    • Concept 4: Original Works
      • PO 2 Use digital collaborative tools to synthesize information, produce original works, and express ideas.
  • Strand 6: Technology Operations and Concepts
    • Concept 1: Understanding
      • PO 3 Choose technology applications appropriate for the audience and task.
Objectives
  • The students will create a web-based published piece by researching and writing about intolerance.
  • Students will define tolerance and intolerance by accessing articles and definitions from online resources.
  • Students will relate historical information to current events by using information from class discussions and various resources to create a published piece.
Procedure
    1. Student task:
      1. Research and record detailed answers to the following questions. Use at least five online resources. One source may be USA Today online. Answers will be typed and shared with teacher via Google Docs.
        1. What does it mean to be tolerant? Intolerant?
        2. Identify two historical examples of intolerance (e.g., Nazi Germany, slavery, etc.).
          • Who or what was the subject of the prejudice?
          • Who was "intolerant"? Why?
          • What caused the intolerance?
          • How was the intolerance overcome?
          • What have been the lasting effects of each? That is, how are they apparent today?
    2. Students will create a writing piece from the perspective of a person from one of the historical groups they researched.
      1. In the writing piece they will describe:
        1. Who they are.
        2. Why they are being targeted.
        3. Why they should not be targeted.
        4. How their group is working against the intolerance.
        5. How you can help them.
    3. Students will publish their piece to a class web page. Students will choose how to publish their piece. Choices will include: class blog, voice thread, Wordle, or a student's choice. The published piece must be a format that can be embedded into a class website.
    4. All students in the class will be required to comment on 3 of their classmates' entries. Comments will be posted on the website and submitted to the teacher via Google Docs.
      1. Comments must address:
        • Who was the subject of prejudice?
        • Who was intolerant of them?
        • How did this person's story make you feel?
        • How does this historical person/group relate to events that are happening in the world currently?
Materials
Assessment
  • Students' answers to their questions and blog entries will be assessed on whether or not they answered all of the questions required.
  • The blog entry will be scored on a rubric created by the students and the teacher.
TIM - Authentic: Infusion
Northern Arizona University