Authentic Learning: Transformation Level

(5-8 Lesson)

Deep Thinking About Race (Part 1 of a 2 part unit)

• 
• Print this Lesson Plan
• Return to Technology Integration Matrix

You need to install Adobe Flash Player to view this video.

Grade Level

7

Classroom Configuration (any of these):

• One to one, using classroom computers or mobile laptops as rotating stations
• One to one, in a computer lab setting
• One to one, with individual student laptops

Arizona State Content Standards

• Social Studies
  • Strand 3 Civics/Government
    • Concept 1: Foundations of Government
      • PO 1. Analyze the significance of the principles and ideals of the following documents:
        • Bill of Rights (as related to specific time periods)
        • Emancipation Proclamation
• Writing
  • Strand 3: Writing Applications
    • Concept 2: Expository
      • PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.
    • Concept 6: Research
      • PO 1. Write a summary of information from sources (e.g., encyclopedias, websites, experts) that includes:
        • paraphrasing to convey ideas and details from the source
        • main idea(s) and relevant details
• Reading
  • Strand 3: Comprehending Informational Text
    • Concept 1: Expository Text
      • PO 5. Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words, topic sentences, concluding sentences, end notes, footnotes, bibliographic references) in expository text.
      • PO 6. Locate appropriate print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, CD- ROM, website) for a specific purpose.

Arizona Educational Technology Standards (2009)

• Strand 3: Research and Information Literacy
  • Concept 2: Processing
    • PO 3. Evaluate between fact and opinion, bias, inaccurate and misleading information by consulting multiple sources.
    • PO 4. Synthesize research information to create new understanding or develop new ideas.
    • PO 5. Apply ethical use of information and media by respecting copyrights, intellectual property rights, using information and media technology responsibly, and citing resources appropriately.
• Strand 4: Critical Thinking, Problem Solving, Decision Making
  • Concept 2: Exploring Solutions
    • PO 1. Plan, conduct and manage research using appropriate digital resources to develop solutions for a question.
    • PO 2. Present defendable solutions and make decisions from multiple perspectives using collected resources and data.
• Strand 6: Technology Operations and Concepts
  • Concept 1: Understanding
    • PO 3. Choose technology applications appropriate for the audience and task.

Objectives

• The student will research perspectives on race, analyzing the relationship between historical American documents and the viewpoints of their families and their community.
• The student will create expressive forms of communication, usually but not limited to written expressions, such as wikis or blogs, to share research results and personal opinions.
• The student will share their own cultural/racial heritage on an electronic map.
• The student will share electronic file formats with their teacher.
• The student will read and respond to the cultural/racial heritage shared by their classmates displaying an awareness of digital citizenship appropriate to their grade level.

Procedure

1. Research and citation: Research "race" and how this concept is treated by others on various web sites. Pay attention to perspective, bias, and point of view from the authors and sites. Keep track of research in Google docs, or another online tool, and share the results with a partner and the teacher.
2. Analyze documents in American history to determine if they have had an influence on "race" perspectives. Use Library of Congress web site as a source for historical documents.
3. Express and comment: Write about or show what it means to use the word "race". Students read/look at a partner's blog or other expressive media and leave a thoughtful comment. They express and publish daily in a Web 2.0 tool of their choice ( to reflect and share their ideas with a world audience) as they formulate their understandings throughout the project.
4. Compare: Students access Internet resources to get an idea of the English speaking world's definition of race. Based on this, students add information to the wiki about what race means, based on comparative research and discussion. They comment on or edit their partner's information in the wiki.
5. Google Earth: Class creates a cultural heritage overlay in Google Earth. They each Placemark important places from their family heritage. Students share the Google Earth KMZ files with teacher to create a classroom view of the locations of race, family, and heritage.
6. Images: Students choose a photo storage and editing tool, such as iPhoto, Flickr, Picasa, etc., to begin collecting photos they will use to build slideshows for their blogs, and as a repository for images they will use in their enhanced podcast. (Enhanced podcast lesson is an additional, continuation of this lesson and would be part of the Active Characteristic.)

Materials

• Computers with Internet access
• Library of Congress
• Web 2.0 tools: Google Docs, Flickr, MS Office Live, Picasa, Google Presentations, Slideshare, Animoto, Glogster Edu, Scribd, Blogger, Edublog, etc for #2 Express and Comment and #5 Images
• Google Earth on each computer
• Class wiki (Google Sites, Wikispaces, PB Works, other) for #3 Compare

Assessment

• Students will be assessed with rubrics, on research and information, on digital citizenship, on use of digital tools, and on content area standards.

Adapted from Google Almanac Kyle Brumbaugh, Jerome Burg, Cheryl Davis, and Kathleen Ferenz.

Print this page