U.S. Westward Expansion

Created by:

Susan Racicot

Title/Role:

librarian

Organization/School Name:

West Elementary School

Location:

Massachusetts

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Fixed

Collaboration Continuum:

Limited

Content Area:

Social studies

Content Topic:

U. S. Westward Expansion

Standards for the 21st-Century Learner

Skills Indicator(s):

2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

2.1.4 Use technology and other information tools to analyze and organize information.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

Dispositions Indicator(s):

1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.

1.2.3 Demonstrate creativity by using multiple resources and formats.

1.2.6 Display emotional resilience by persisting in information searching despite challenges.

Responsibilities Indicator(s):

3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.

3.3.7 Respect the principles of intellectual freedom.

Self-Assessment Strategies Indicator(s):

4.4.1 Identify own areas of interest.

4.4.3 Recognize how to focus efforts in personal learning.

4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

Scenario:

This library lesson can be coordinated with the classroom teachers to occur in conjunction with their lessons or it could stand alone. If working with the classroom teacher, assignments can be coordinated with their content and their grading needs. For instance, if they need another writing sample the text from this assignment can be used for that purpose. The library teacher will read a variety of books about 'The West' in the 1800's to students, including people, their lifestyles and the places they lived. Some titles may include, Annie Oakley, Bass Reeves, Lewis and Clark, John Freemont, sod houses, riverboat travel, Yellowstone etc. Students will be asked to discuss the difference between how we live and how people lived during this time period. Students will be asked to think about a related topic that interests them as a research project. This process may take several weeks in order to give students the necessary background knowledge needed to complete this project. The library teacher will also use Teachertube and Youtube video clips to show examples of the people and places from this time period. (Annie Oakley, The Grand Canyon, Yellowstone and Sodhouses are popular with students.)

Overview:

Students will explore the significant changes that people experienced during the westward expansion of our country. We will discuss the many areas of people's lives that were different from what we currently experience. This includes: food, clothes, travel, houses, entertainment, landscape, wildlife etc. We will discuss why we are even talking about these things. Essential Question: Is it important for us to know about people and things that came before us?

Final Product:

Students will be asked to make an avatar likeness of themselves which will present their facts about their research topic. This avatar will be posted in an electronic binder which will contain all their library technology products.

Library Lesson:

Students will be able to demonstrate their understanding of the various resources available to them to find their facts. They will use the on-line catalogue to locate non-fiction text, on-line databases and the encyclopedia. Students will organize their facts in a useful way by giving speech to their avatar. Students will also demonstrate their technology skills by creating their multi-media persona and posting it in an electronic binder.

Estimated Lesson Time:

120 minutes

Assessment

Product:

A formative assessment will be completed when the student avatar is completed. By examining the work the library teacher can assess student understanding of the lesson as well as their knowledge and skill level. Students will be given a rubric as well as a fact finding worksheet to help guide their learning.

Process:

Students will make research folders which will hold all their paper notes and their final 'text' document, which is their avatar script. Once students select their research topic they will locate a minimum of five facts about their topic. They will write this informatiion up in the first person in order to give their avatar a voice. They will go to the voki.com website and create an avatar in their likeness. Using the keyboard they will type in their report and give a voice to their avatar. This finished product will be posted in an electronic binder.

Student self-questioning:

Students will be allowed time to view their avatar alone and make an assessment of their work as well as a statement on what they might do differently and/or next to further their learning. As a class students will watch all of the class avatars providing constructive feedback on each others work.

Instructional Plan

Resources students will use:

Dataset (ie. lists, tables, databases)

Still image (i.e.paintings, drawings, plans, and maps)

Moving Image (i.e. animations, movies, tv program, video)

Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:

Laptop

White board

Smart board

Instruction/Activities

Direct instruction:

Students will be shown an example of an avatar as created by the library teacher. This sample avatar can be used to provide the students with instruction about the website being used, review the research process or as an example of what is expected for their final product. The avatar will be viewed by the class using the computer and TV or Smartboard.

Modeling and guided practice:

With the library teacher, the class will build an avatar and post it in an electronic binder. Students will observe how the website works and all the choices available to them as they build their avatar in their own likeness. Students will also be shown how to copy and paste their work into an electronic binder.

Independent practice:

Students will work independently in the library collecting their facts and listing their sources. Students will also work independently as they use the computers to build their own avatar. With the assistance of the library teacher they will post their work in their binder. Students will work independently writing up their 'Source' list and post this in their electronic binder.

Have you taught this lesson before:

Yes

Strategies for differentiation:

Allow students who have completed their final product to instruct the students who are struggling. This helps the student who completed the assignment become proficient and allows for peer instruction. Students who are struggling with locating their facts can complete the assignment with fewer facts. Students who want more of a challenge can go ahead and add more facts to their project.