Universal+Planning+Tool

Working Title:
//Civil Rights Movement: Creating an Underground Newspaper from Multiple Perspectives, by// //Julie Miller and Meghan Glasgow//

Content Standards: (Milford Public Schools)
[]
 * Subject:** Grade 10 Social Studies: Survey of America in the 20th Century (U.S. History)
 * Unit Topic:** Civil Rights Era
 * Learning Outcomes:**
 * SS.1.12-Historical Thinking
 * SS.1.12.5-describe the multiple intersecting causes of events; and
 * SS.1.12.6-use primary source documents to analyze multiple perspectives.
 * SS.3.12.6-demonstrate an understanding of the ways race, gender, ethnicity and class issues have affected individuals and societies in the past;
 * SS.3.12.10-explain the multiple forces and developments (cultural, political, economic and scientific) that have helped to connect the peoples of the world.

Information Literacy/Inquiry Standards/21st c. Skills (AASL):

 * 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
 * 1.1.3 Develop and refine a range of questions to frame the search for new understanding.
 * 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
 * 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context.
 * 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
 * 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
 * 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

Purpose:
Students will utilize primary source documents and modern technology to create an underground newspaper to inform readers of events which occurred during the civil rights movement, from multiple perspectives.

Essential Question connecting content to purpose:
What political, legal, and social changes happened in the United States, during the Civil Rights era? Who were important people and events in the Civil Rights Movement? Who was involved in the Civil Rights Movement? What was it like for different people to live in the U.S., during the Civil Rights era?

Work habits:

 * ‍1.1.9 Collaborate with others to broaden and deepen understanding.
 * 1.2.3 Demonstrate creativity by using multiple resources and formats.
 * <span style="font-family: Arial,Helvetica,sans-serif;">2.1.2 Organize knowledge so that it is useful.
 * 2.2.4 Demonstrate personal productivity by completing products to express learning.
 * 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. (AASL)

Thinking skills:

 * Students will locate, analyze, and evaluate appropriate primary source documents for use in their newspapers. "1.1.4 Find, evaluate, and select appropriate sources to answer questions (AASL)."
 * Students will work with other students in small groups. "2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems(AASL)."
 * Students will demonstrate learned knowledge through the creation of their newspaper. "Use creative and artistic formats to express personal learning (AASL)." ‍

<range type="comment" id="625810">‍‍Formats of Products and/or Performances: ‍‍
Formative Assessment: Students will use several types of organizers such as note cards, work diaries, outlines, and time and task management plan. Web 2.0 technologies will include Pinterest, Delicioius, and Voicethread.

Summative Assessment: Students will create an underground newspaper. Layout will be done using Microsoft Publisher, it will then be printed and shared with the rest of the class. Students will give credit to sources of information and images.

Audience:
Students are asked to create this newspaper at the height of the civil right movement in order to spread information about the movement. The newspapers will be read by people all over their community.

Role of learner in task:
Students will be asked to take on the role of newspaper reporters, investigators, photographers, researchers and editors.

Instructional arrangement(s):
__(x) individual__ __<range type="comment" id="916412">‍‍(X)__ __small group ‍‍__

Technology or resources suggested:
How to create an online newspaper using Microsoft Publisher: http://office.microsoft.com/en-us/publisher-help/CL010256134.aspx

Using Delicious, Pinterest, or Voicethread: http://pinterest.com/inetsuccess/how-to-use-pinterest/ http://www.youtube.com/watch?v=vQP2dBMoCQ0 http://www.youtube.com/watch?v=uVNZZ4YKIpE http://www.mahalo.com/how-to-use-delicious-like-a-pro/ http://voicethread.com/media/misc/getting_started_educator_mpb.pdf

[] http://crdl.usg.edu/?Welcome http://www.npr.org/templates/story/story.php?storyId=4973548 http://www.history.com/topics/civil-rights-movement http://www.npr.org/templates/story/story.php?storyId=4973548 http://www.teachersdomain.org/special/civil/ [] [] [] [] (CT involvement!) [] [] [] []
 * Underground Paper Exemplar - UConn 1970:**
 * Civil Right Movement Websites - Resources to Find Primary Sources** -

-- Teacher:
Pre-project Preparation: During research phase: During development stage: Assessment:
 * Review the structure of project, make any needed changes
 * Identify research needs and review materials available to students
 * Share names of key figures and dates to search for, with LMS.
 * Collaborate with LMS to add an assignment page to class website and add resources.
 * Provide additional support for students as they research, note take, etc.
 * Oversee the content development
 * Assist with content questions or problems
 * co-write assessment with Library Media Specialist

-- LMS:
Pre-project preparation: During research phase: During development phase: Assessment:
 * Gather resources - place all unit resources on a moveable cart
 * Collaborate with teacher on a webpage for the class with links and project information.
 * Review note taking strategies
 * Review and reteach researching techniques
 * Teach how to use technology in order to organize, annotate, and share information with groupmates.
 * Provide Internet Support for Students working in their small groups.
 * Help students request permission to use images, when necessary.
 * Teach how to use technology in order to create newspapers
 * Assist with multimedia questions
 * co-write assessment with classroom teacher

Timeline:
Day 1: SST Gives students broad lesson(s) on Civil Rights Movement, with timeline and key figures and Introduces the assignment.

Day 2: Introduction to the project: How do you become a reporter and What is an underground newspaper? Historical purpose. Current parallel to blogs, Facebook, Twitter. Look at different types of underground newspapers, examine what students could include in their own newspapers. Discuss Copyright and Fair Use, particular emphasis on photographs and introduce how the media credits sources. Requesting permission when necessary (I actually had to make those requests in my previous career!)

Day 3: What is a primary source? Multiple perspectives (Example of a fight - everyone saw something slightly different) How to find primary sources. Database and internet searching. How do Students find their resources? Suggested Resources.

Day 4: Keeping Track of Resources - Notecards, Using Web 2.0 tools to keep track of resources - Delicious or Evernote? Saves time, helpful in collaboration so research is not repeated unnecessarily, and makes it much easier to cite, credit, etc.

Day 5: Guiding questions/purpose. What are we trying to find out? How to conduct interviews for those who know someone with firsthand knowledge of what it was like living/growing up in the Civil Rights era (Can be from firsthand observation of atmosphere or change, not just someone active in movement). Gathering information from firsthand accounts/participants/eyewitness tie-in to primary sources.

Day 6: Research Day 7: Research/Interviews (if applicable) Day 8: Research/Interviews (if applicable) Day 9: Research/Interviews (if applicable)

Day 10: Putting it all together -Student collaboration roles - Writing, editing, layout, selection of images, editorials, political cartoons, cover art (have students brainstorm ideas)

Day 11: Introduction to MS Publisher. Day 12: Preparation of product Day 13: Preparation of Product Day 14: Preparation of Product Day 15: Students share newspapers with each other.

Works Cited <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">American Association of School Librarians. //Standards for the 21st-Century Learner//. Chicago: American Association of <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;"> School Librarians, 2007. PDF. 15 June 2012.

<span style="font-family: Arial,Helvetica,sans-serif;">Milford Public Schools. "Social Studies Curriculum : Landscape Map: Grade 10 Survey of America in the 20th Century." <span style="font-family: Arial,Helvetica,sans-serif;"> Milford Public Schools, 2011. Web. 11 June 2012. <http://milforded-ct.perfplusk12.com/Curric/ <span style="font-family: Arial,Helvetica,sans-serif;"> Published_LandScapeMap.aspx?Publishkey=a52a4b6b-4109-4116-a7f8-fc28a44efe70>