North Oakland Community Charter School
Winter Trimester
2010-2011
Teaching for Understanding Unit
The Gold Rush
Grades 4/5
Teachers:
Serian Strauss
Kate Hayes
Iliana Phirippidis
Unit Abstract
Students will learn how gold was discovered in California, how the news
traveled and how the Californian Gold Rush affected people all around the
world.
The CA state standards covered were:
1.
Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical
environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).
2.
Explain how the Gold Rush transformed the economy of California, including the types of
products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and
economic conflicts between diverse groups of people.
Students will have extensive practice in note taking and will be supported
throughout the process. The culminating project for this unit is a comic
book. Alongside learning note taking, students will learn about comic art
and will use their knowledge of the art form to create a storyboard to put
into a group comic book about the gold rush. Group work is a large part of
this unit and in order to be successful, students will have to participate fully
and work well with their peers.
Unit Understanding Goals & Performances of Understanding:
1.
How did the gold rush affect the environment of California and the people
involved?
Students will explore the effects of the gold rush on the California environment
and the people involved.
(Social Studies, content)
Associated Studio/Student Habits:
2.
Envision
Stretch & Explore
Understanding the Art World/Academic Discipline
How do we take notes on expository texts?
Students will learn how to take notes on expository texts.
(Social Studies, process)
Associated Studio/Student Habits:
Develop Craft
Engage & Persist
Express
Reflect
Stretch & Explore
Collaborate
3.
How do we tell a story using comic art?
Students will explore the art of comics and be able to retell a part of the history
through this genre.
(Social Studies, process)
Associated Studio/Student Habits:
Develop Craft
Engage & Persist
Envision
Express
Observe
Reflect
Stretch & Explore
Understanding the Art World/Academic Discipline
Collaborate
Associated Performance(s) of Understanding:
A. (initial – “mucking about”) See Think Wonder
Students will examine different pictures taken within a 15 year period (1845-1860)
and notice population shifts, structural development and technological advances.
They will make notes of their observations independently, then will share with a
partner, and finally share out to the rest of the class.
B. (guided) Research Notes on Gold Rush
Students will examine various resources about the Gold Rush. The main
resource students will use is a teacher compiled packet which students will use to
collect notes. Other books and article will be available for students to add to their
notes. Students will be required to use at least other resources of information other
than their packet. Topics to be explored are:
1. Eureka! The discovery of gold
• Sutter
• News traveling
2. The Rush is On!
• Methods of travel
• Hardships
3. Gold Mining
• Methods of mining
• Environmental impact
4. Perspectives
• American Indians
• Rancheros & Californios
• White Americans.
• Asian Immigrants
• Women
5. Life in the camps and the cities
• Mining Laws
• Social Implications
• Economics
C.
(culminating) Comic Book on the Gold Rush
Students will create a story board that will be part of a group comic book that
incorporates all of the above topics. Students must include an introductory
paragraph for their section which presents the information in expository text.
Students must chose a perspective and work with their group to make sure that all
the 5 topics will be covered. The comic book should flow and make sense as a
whole. Students will study comics as an art form, which will include the work they
have done on perspective and vanishing points. During lessons on note taking,
students will be working on storyboards along side their research. In addition,
students will go on a field trip to the San Francisco Comic Art Museum. Once
comic books are completed, students will host a comic book release party for their
families and present their process as well as the information they learned.
Culminating Performance of Understanding
Assessment Descriptors
Rubric: Taking Notes on non-fiction texts
Rubric Rating
Criteria Descriptors
•
•
Exceeding
(Above Grade Level)
Meeting
(Grade Level)
Approaching
•
•
•
•
•
•
•
•
•
•
•
Developing
•
•
•
•
Beginning
•
•
•
Student intuitively selects important information in texts.
Student clearly and concisely rewrites information in his/her own
words.
Student independently organizes notes based on the purpose and
the ultimate goal of writing an expository paragraph.
Student acts as a leader and a role model in note taking groups.
Student recognizes important information in texts.
Student clearly rewrites information in his/her own words.
Student organizes notes into logical groups and sub-groups and in
a systematic order.
Student does his/her part in group and pair work
Student recognizes important information in texts with guidance.
Student rewrites information mostly in his/her own words.
Student organizes notes into general groups and sub-groups.
Student somewhat participates in group and pair work.
Student is able to recognize information as important once pointed
out by another person
Student relies heavily on the text to write notes in his/her own
words.
Student is able to sort notes by groups that are already named for
him/her.
Student relies on others for information in group and pair work.
Student can not differentiate between important and unimportant
information
Student doesn’t understand text to rephrase it in his/her own
words.
Student is unable to sort notes independently.
Student participates minimally in group work.
Rubric: Expository writing
Rubric Rating
Criteria Descriptors
•
Exceeding
•
(Above Grade Level)
•
•
•
Meeting
(Grade Level)
•
•
•
•
Approaching
•
•
•
•
Developing
•
•
•
Beginning
•
•
•
•
Student has included accurate, important information gathered
from supplemental materials beyond the given resources.
Student has written a clear and concise paragraph in his/her own
words which goes beyond the modeled example.
Student organizes information within the paragraph into a
logical order, using appropriate connecting words and phrases, and a
unique voice that is relevant to the topic.
Student easily utilizes proper paragraph formation, including a
topic and concluding sentence.
Student has included accurate, important information,
demonstrating understanding of the topic.
Student has written a clear paragraph in his/her own words.
Student organizes information within the paragraph into a
logical order using appropriate connecting words and phrases.
Student has demonstrated an understanding of proper paragraph
formation, including a topic and concluding sentence.
Student has included some important information, demonstrating
a moderate understanding of the topic.
Student has written a paragraph mostly in his/her own words.
Student organizes information within the paragraph into a
logical order.
Student has demonstrated an understanding of proper paragraph
formation with guidance, including a topic and concluding sentence.
Student has included some important information with guidance
and demonstrates a limited understanding of the topic.
Student relies heavily on the text to write a paragraph in his/her
own words.
Student relies on guidance in order to organize information
within the paragraph.
Student struggles with proper paragraph formation, omitting
topic and/or concluding sentences.
Student does not understand the topic.
Student rewrites paragraph directly from the original text.
Student is unclear as to how to organize information within the
paragraph.
Student does not understand paragraph formation and transfers
notes as phrases, not as sentences.
Rubric: Comic Book
Rubric Rating
Criteria Descriptors
•
Exceeding
•
(Above Grade Level)
•
•
Meeting
(Grade Level)
•
•
•
•
•
Approaching •
•
•
•
Developing •
•
•
Beginning
•
•
•
•
Student utilizes an unusual and creative point of view that is
pertinent to the topic.
All aspects of the student’s comic (art, dialogue, tone) are infused
with the historical details of the gold rush.
Student demonstrates mastery of comic art strategies which have
been taught.
The student’s group works closely and cohesively, resulting in a
comic book that flows from one section to the other.
Student utilizes a point of view that is pertinent to the topic.
Student includes information from the research about the gold
rush, making the comic historically accurate.
Student utilizes comic art strategies which have been taught.
The student’s group works supportively, resulting in a comic book
whose sections are complete and somewhat connected.
Student is unoriginal in his/her choice of point of view, borrowing
it from another source.
Student includes some information from the research about the
gold rush, making the comic somewhat historically accurate.
Student utilizes some of the comic art strategies which have been
taught.
The student’s group works independently with little consideration
for the cohesive whole.
Student relies heavily on guidance to write a comic from a
different point of view.
Student includes limited information from the research about the
gold rush, ignoring the historical context of the comic.
Student utilizes one of the comic art strategies which have been
taught.
The student’s group struggles with cooperation and needs adult
support to complete the project.
Student does not understand the concept of point of view.
Student includes no information from the research about the gold
rush, ignoring the historical context of the comic.
Student does not utilize the comic art strategies which have been
taught.
The student’s group does not cooperate, and the project is
incomplete.
Unit Overview – Week by Week
Part 1: San Francisco: Before and After (1 day)
How did the gold rush affect the environment of California and the
Objective(s) / •
Understanding people involved?
Goals /
Performance of
Understanding
Demonstration- Students at Work: Activities,
Lectures
Explorations, Experiments
The teacher will
present photographs
of San Francisco
before, during and
immediately after the
gold rush, covering a
15 year period. (See
attached)
While students silently look at these
images, they will complete a see, think,
wonder for each of the photographs (see
attached). The teacher will then go back
through the images one by one, allowing
students to first share their thoughts with
a partner and then share out with the rest
of the class. The teacher will take notes
about the periods before, during and
after the gold rush on a piece of chart
paper based on their see, think, wonders.
Reflection and/or On-Going
Assessment Strategies and
Tools
Class discussion about the photographs
and how the San Francisco Bay seemed
to change over the time period. The
teacher will lead the class in a
discussion of what might have been
going on during this time period to lead
to such a drastic change.
Kate M. Hayes 10/27/10 12:26 PM
Formatted: Space After: 10 pt, Line
spacing: multiple 1.15 li, No bullets or
numbering
Art/Garden •
None
Integration
Lessons /
Strategies
Equity
•
Engaging prior knowledge of the bay.
Strategies •
Think, pair, share method
•
See, think, wonder format
MLV and/or •
Photographs of SF bay
Documentation•
See, think, wonder sheets
Strategies
Service- •
None
Learning or
Field
Experiences
Teacher Created See, think, wonder sheet
Materials
Part 2: Note Taking (Six Weeks)
How did the gold rush affect the environment of California and the
Objective(s) / •
Understanding people involved?
Goals /
•
How do we take notes on expository texts?
Performance of
Understanding
Demonstration- Students at Work: Activities,
Lectures
Explorations, Experiments
The teacher will
present the major
areas of topic that
will be studied and
the culminating
performance of
Students will work through the first
three main topics (Discovery of Gold,
Rush is on, Gold Mining) with the
teacher, taking notes with the rest of the
class. The teacher will write the notes
on the overhead while students copy the
notes onto note cards. As students
Reflection and/or On-Going
Assessment Strategies and
Tools
Students will be completing a reflection
journal based on the Studio Habits
throughout the group note-taking
process. (see attached)
Kate M. Hayes 10/27/10 12:26 PM
Formatted: Space After: 10 pt, Line
spacing: multiple 1.15 li, No bullets or
numbering
understanding.
Teacher will also
present the method of
note taking: All
students will have a
box to store note
cards. The students
will take notes using
note cards, only
writing one piece of
information per card.
On this card, students
will rewrite notes
written in their own
words. On these note
cards, they will also
include the packet
from which they took
the note and the page
number. When
students are done
taking notes, these
notes will be spread
out on the floor or a
large surface and
organized into subtopics and sub-sub
topics. Finally they
will be put into a
logical order. These
notes will then
become the body of
expository
paragraphs the
students will write,
leaving them to write
topic and concluding
sentences to
complete the
paragraph.
become more adept at this, the teacher
will give the students the opportunity to
discuss and devise notes with their
tables, then report back to the rest of the
class, while the teacher takes the best
example and writes it on the overhead.
The fourth topic (People/Perspectives)
will be done in a jigsaw format, with
students taking on one group of people
to study. During this group activity,
students will rotate through jobs (reader,
restater, and writer) with all students
writing down the agreed upon note onto
their own cards. These cards will then
be copied and distributed to the table
groups while the “specialist” shares the
information. The final topic (Life in the
camps) will be done in pairs or
individually with the support of the
teacher for those students who are
struggling.
Once research and note taking is done,
students meet in comic book groups to
select topics of focus. Students will then
organize their notes into a logical order
for their selected topic only. They will
then write a topic sentence and a
summarizing paragraph on this topic
only.
Art/Garden •
Integration
Lessons /
Strategies
Equity
•
Strategies •
•
None
Gradual release of control
Continual teacher support for struggling students
Students grouped/paired strategically to allow for peer
support.
MLV and/or •
Notes
Documentation
Strategies
Service- •
None
Learning or
Field
Experiences
Teacher Created Studio Habits Reflection journal
Materials
Group note-taking job rotation chart
Part 3: Comic book (Six weeks)
How did the gold rush affect the environment of California and the
Objective(s) / •
people
involved?
Understanding
Goals /
•
How do we tell a story using comic art?
Performance of
Understanding
Demonstration- Students at Work: Activities,
Lectures
Explorations, Experiments
The teacher and art
teachers will present
and teach methods of
comic art on an
ongoing basis. Such
Students will be practicing comic art
strategies on a regular basis in art
classes.
Once research is done, students will
select a perspective from which they
will tell the story of their area of focus.
Reflection and/or On-Going
Assessment Strategies and
Tools
Students will participate in a comic
book cafe where they will share their
comic books with parents and other
community members. ?
Kate M. Hayes 10/27/10 12:26 PM
Formatted: Space After: 10 pt, Line
spacing: multiple 1.15 li, No bullets or
numbering
topics will include:
*How to tell a story
visually and breaking
a story down into
minimal frames
*Facial Expressions
*Gestures
They will need to communicate with the
rest of the group on a regular basis to
ensure there is continuity in their story
and that their perspectives are
introduced in the previous section.
Students will participate in tableaus to
help them fully embrace these
perspectives.
They will begin to storyboard their
comic book section using this
perspective. Once approved, students
will complete the final draft of their
section of the comic book, which will
later be bound with the other students’
sections.
*Using Words in
Comics
Teacher and art
teachers will teach
how to storyboard.
Art/Garden •
Integration •
Lessons /
Strategies
Equity
Strategies •
•
Comic book art
Tableaus
MLV and/or •
Story boards
Continual teacher support for struggling students
Students grouped/paired strategically to allow for peer
support.
•
Invitation to all families to Comic Book Café?
Documentation•
Comic books
Strategies •
Previous Gold Rush Comic Books
Service- •
Possible comic artist coming in
Learning or
Field
Experiences
Teacher Created None
Materials
Unit Resources
List all books, teaching resources, field trip contacts, etc. used in this unit.
Oakland museum website
•
•
Scott McCloud. Graphic Storytelling and Visual Narrative: Norton and
Company 2008 ISBN: 9780393331271
•
Scott McCoud. Understanding Comics: The Invisible Art: First Harper
1993 ISBN: 9780060976255