The 11th grade American History teacher will use the widely talked about 40th anniversary of the summer of love as a springboard into introducing students to the tumultuous 1960s decade. By generating student interest in the decade a team of teachers will expect students to locate books, web sites and use other resources and conduct research on a sub-topic or issue of the 1960's that is of interest to them.
Instructional Goals:
Learning Objectives:
Music from the 1960s, posters of musicians from the 1960s. Collection of novels or works from the 1960s.
Introduction: Day 1
1. The 11th graders are brought to the library to discuss the summer of love. What do students know about it? Use this to segue into the 1960s project.
Technique: Worksheet and rubric of the 1960s project.
Beatles “Sgt. Pepper's Lonely Hearts Club Band” C.D. playing in the background. Posters of the Beatles, Jimi Hendrix, Janis Joplin, Grateful Dead, Jefferson Airplane scattered throughout the library.
2. Students as a class will be asked to brainstorm what they know about the 1960’s. For example: Facts, names, dates, issues, Vietnam War, hippies, civil Rights, etc.
Technique: White board, write down what students generate. Create list of topics to provide as handout, and, at end of class it will be used to divide up students into groups (Refer to Groups worksheet).
3. Ask students to ask their parents, grandparents, family members what they remember about the 1960s for extra credit for next class. Questions to include:
4. All 4 teachers will explain what they expect students to accomplish in the time frame of one month.
Technique: Worksheet and rubric of project.
5. Students’ names will be put in a hat to ensure fairness when creating groups, or over-arching themes. However, once students are in groups they will be allowed to pick what sub-topic/issue they would like to research in greater depth. Each student will gather information about their sub-topic/issue, and as a group connect their issues under the over-arching theme in order to identify significant names and events connected with the subject area.
Technique: Hat and names of students. Student generated list of terms (refer to group worksheet).
6. Remind students that they are going to work on project during, some History and English classes. However, students are strongly encouraged to do research on their own time.
Body: Day 2-Summary of previous day’s work
Technique: Computer Lab & Library
3. Students brainstorm on how to find reputable sources on the web. Provide list of suggested websites, and books.
Technique: Provide mini-lesson on assessing reputable websites. Refer to Quick Starters worksheet. .
Day 3-Summary of the previous day’s work
Technique: Provide mini-lesson in order to refresh students’ minds on how to use the databases effectively.
2. Students must notify their assigned teacher their progress. They may also consult with their mentor (assigned teacher) on how they will present their group information so the teacher can provide materials if necessary.
Day 4-Summary of previous day’s work
Day 5-Hand in notes of their research! Submit journals, essays, and if students chose to present they will do so on this day.
Technique: Checklist of Project worksheet.
- Teacher observation of time spent researching. Students will submit their notes to teachers, as well as the Checklist of Project worksheet.
- All teachers will look at the final product-whether it is a demonstration, essay, journal, presentation, or PowerPoint.
- Students will have used research techniques to successfully identify major events of the 1960s.
- Students are able to identify numerous issues and events that shaped the 1960s both nationally and globally.
- Students will have considered related events that lead up to, shaped, and affected the outcome of an over-arching topic.
- Students are able to identify key figures involved in the over-arching topic.
- 11th grade students have used at least 3 different sources and media to find information (book, Internet, Database, magazines, etc.)
- Students demonstrated that they have used one book or novel about the 1960s which spurred literature appreciation among students.
- When questioned, students demonstrate that they are knowledgeable as to the ways in which people expressed their views (either musically, artistically, through riots, demonstrations or marches).
- With the information students attained they successfully taught their group members more about their sub-topic/issue and worked as a group to inform the rest of the class of the major issues associated with their over-arching topic.
National Information Literacy Standards (K-12)
Accesses information efficiently and effectively.
Evaluates information critically and competently.
Uses information accurately and creatively
Pursues information related to personal interests.
Appreciates literature and other creative expressions of information.
Strives for excellence in information seeking and knowledge generation.
Recognizes the importance of information to a democratic society.
Practices ethical behavior in regard to information and information technology.
Participates effectively in groups to pursue and generate information.
Information Skills and Subskills (K-16)
Definition
Selection
Planning
Exploration
Collection
Organization
Presentation
Evaluation