The Present vs. History Grade 8 Martine LePlante North Park Middle School INTRODUCTION: Today, most people visualize the American West from the 19th century point of view portrayed through the arts (paintings, westerns, etc). That is what the West looked like about 150 – 200 years ago. What will people 200 years from now visualize when they think of the American West? Does the 19th century version of the American West accurately portray the west of 100 years ago? 50 years ago? What about the west of today? Will people in the future have an accurate view of the west if they are exposed to only the 19th century version? BIG IDEAS: Compelling Question: At what point does the present become history? Supporting Questions: 1. What did the West look like 200 years ago? 100 years ago? 50 years ago? 2. What will people 200 years in the future visualize “the West?” 3. Does the 19th century version of the West accurately portray the west of 100 years ago? 50 years ago? The West of today? 4.
Will people of the future have an accurate view of the West if they are exposed to only the 19th century version? Expected Learning Outcomes: Students will research and analyze different time periods in the history of the West through the study of different themes: geography, economy, transportation, government, technology, culture, communication, and family. They will build their research skills through the use of multiple search engines and through the use of primary and secondary sources. Through their interaction with their peers, teachers, and expert instructors, students will gain skills in critical thinking, collaboration, self-­‐management, and presentation technology. Students will keep a project journal to note all the steps taken in the study of the historical periods of which they study as well as the processes taken in the development of their art. History-­‐Social Science Standards: 8.4.1 8.8.2 8.5.2 8.8.3 8.6.1 8.8.4 8.6.2 8.8.5 8.6.7 8.12 ELA/Literacy Common Core Standards: RH1-­‐ Cite specific textual evidence to support analysis of primary and secondary sources. RH5-­‐ Describe how a text presents information. RH6-­‐ Identify aspects of a text that reveal an author’s point of view or purpose. RH7-­‐ Integrate visual information… with other information in print and digital texts. RH9-­‐ Analyze the relationship between a primary and secondary source on the same topic. WHST 1-­‐ Write arguments focused on discipline-­‐specific content WHST 4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 5-­‐ With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST 6-­‐ Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST 8-­‐Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ELD Standards: Part 1:1-­‐Exchanging information/ideas: Contribute to class, group, and partner discussions by asking relevant questions, affirming others, adding relevant information and evidence… Part 1:4-­‐Adapting language choices: Adjust language choices according to task Part 1:5-­‐ Listening actively: Demonstrate active listening in oral presentation activities by asking and answering detailed questions… Part 1:9-­‐ Presenting: Plan and deliver longer oral presentations on a variety of concrete and abstract topics using reasoning and evidence to support ideas… Part 1:10b-­‐ Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words Part 1:11a-­‐ Justify opinions or persuade others by providing detailed and relevant textual evidence or relevant background knowledge, with light support. Part 1:12-­‐ Use an expanded set of general academic words. ASSESSMENT/PERFORMANCE TASK: • Written journal • Class discussions and feedback • Prezi presentations (mid-­‐project benchmark) so that students can exemplify the process of their work and gain feedback to help improve their research and final products. • Informal gallery walk to provide feedback on rough draft of final product • Work completed with Autry educators and experts • Final group produced authentic piece of artwork VOCABULARY: Analyze: Examine carefully in order to determine why something has happened. Break the subject into parts, and explain the various parts. Assess: Examine critically, and estimate the merit, significance, or value. Compare: Point out how things are similar and how they are different. Consider: Think about and include information about. Critique: Give your judgment or opinion and give evidence to justify your opinion. Culture: the beliefs, customs, arts, etc., of a particular society, group, place, or time Discuss: Give reasons with details. Economy: the process or system by which goods and services are produced, sold, and bought in a country or region Evaluate: Give your opinion of the value of a subject; discuss its good and bad points, strengths, and weaknesses. Expansion: the act of becoming bigger or of making something bigger: the act of expanding Illustrate: Make the point clear by giving examples. Justify: Prove by giving reasons. Manifest Destiny: a future event that is sure to happen: a destiny that can be clearly seen and that cannot be changed Respond: State your overall reaction to the content, and then support your responses with specific reasons and examples, referring back to the reading or documents. Settlement: when people go to live in a new place where usually there are few or no people Synthesize: Pull together parts to make a whole. Transcontinental: Going across a continent Treaty: an official agreement that is made between two or more countries or groups PRIMARY SOURCE DOCUMENTS: Paintings: Albert Bierstadt (1830-­‐1902), Thomas Moran (1837-­‐1926), Frederick Remington (1861-­‐1909), Charles Marion Russell (1864-­‐1926), etc. Document: “Manifest Destiny” by John L. O’Sullivan SECONDARY SOURCE DOCUMENTS: Music: Gene Autry – “The Last Round-­‐Up” and “My Hero” Movie clips: Gene Autry – “In Old Santa Fe” John Wayne – “The Searchers” and “Rio Bravo” “Little House on the Prairie” MOTIVATION: Fieldtrip to the Autry National Center Group discussion of the compelling question: At which point does the present become history? *Begin with: “The future starts today, not tomorrow.” – Pope John Paul II “The future depends on what you do today.” – Mahatma Gandhi MAKING CONNECTIONS: Music: “The Last Round-­‐Up” and “My Hero” Video clips: John Wayne, Little House on the Prairie LESSON ACTIVITIES: 1. Music and movie clips – Students analyze music by Gene Autry and movie clips of Gene Autry and John Wayne movies. Student write written reflections regarding images of the West created through the clips experienced. 2. PowerPoint presentation on Manifest Destiny – students analyze paintings of Western art in order to answer the question: “What is Manifest Destiny?” 3. Primary source reading – Students read, “Manifest Destiny” by John L. O’Sullivan, and make “ThinkingNotes” annotations on the document. Students respond in writing to the following questions: “What does O’Sullivan mean by ‘Manifest Destiny?’” “Could such an article be written today, why or why not?” Have Americans changed their view of Manifest Destiny?” 4. Group discussion of and written response to the compelling question: At which point does the present become history? Begin with quotes: “The future starts today, not tomorrow.” – Pope John Paul II and “The future depends on what you do today.” – Mahatma Gandhi. 5. Introduce the overarching concept and basis for initial student research – “Today, most people visualize the American West from the 19th century point of view portrayed through the arts (paintings, westerns, etc). That is what the West looked like about 150 – 200 years ago. What will people 200 years from now visualize when they think of the American West? Does the 19th century version of the American West accurately portray the west of 100 years ago? 50 years ago? What about the west of today? Will people in the future have an accurate view of the west if they are exposed to only the 19th century version?” 6. Written journal (continuous throughout process) -­‐ Students use a spiral notebook to write all of their research information including information regarding websites visited, relevance of each website, information gathered, and reflective responses to writing prompts about their research. Also included in student journals will be written reflections regarding their interactions with Autry educators and experts. 7. Class discussions and feedback (continuous throughout process) -­‐ Some formal and informal discussions on research, information gathered regarding specific themes, and relevance of websites searched. Formal discussions will include Cornell note-­‐taking during the discussion. Feedback will relate to students’ progress in research, and in project completion. 8. Prezi presentations (mid-­‐project benchmark) -­‐ Students will present the processes taken toward research, their group communication and dynamic process, and their progress towards product completion. 9. Informal gallery walk to provide feedback on rough draft of final product (during the week prior to the commencement of final products_ -­‐ Students will create posters detailing plans for final projects, including sketches and written explanations. 10. Final group produced authentic piece of artwork – Final products will differ from group to group depending on the medium of art chosen by each group. Final products can include any of the following mediums: painting, music, dance, play, sketch, mural, sculpture, clothing/quilting, photography, film, or poetry. Extension/Enrichment/Cross Curricular Connections: **** Cross-­‐curricular connections are dependent on other departments. At the moment, we are planning a site-­‐wide project required of all 8th grade students. We are planning to make the Autry Curators project the center and unifying piece. A grade level meeting is set for October 21st to discuss possible cross-­‐curricular interactions, products, assignments, support, etc.