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:

 

• Students will be exposed to the American history and culture of the late 1960s through the combined effort of all 4 teachers.

 

• Students will be able to successfully find the information they need through various resources including the web, print books, serials and databases.

 

• Students will work collaboratively in groups to find relevant information.

 

• Students will be experts on their assigned topic of interest.

 

• Students will present their research to their group members and decide how they want to relay what they have learned to the entire class.  The entire group must agree on how to present the information, but the students may do so by any medium such as by creating a journal, comparative essay,  or by a presentation either PowerPoint or role-playing.

 Learning Objectives:

• 11^th grade students must use at least 3 different sources and media to find information (book, Internet, Database, magazines, etc.)

 

• Students will use a wide array of resources to learn about the 1960s, but everyone must use one book or novel about the 1960s in order to generate literature appreciation among students. 

 

• Students will be able to identify numerous issues and events that shaped the 1960s both nationally and globally.

 

• Students will be able to acknowledge the newsmakers and the major players of the 1960s decade.

 

• Students will consider the ways in which people expressed their views (either musically, artistically, through riots, demonstrations or marches).

 

• With the information students attain they will be able to teach their group members more about their sub-topic/issue and work as a group to inform the rest of the class of the major issues associated with their over-arching topic.

 

Music from the 1960s, posters of musicians from the 1960s.  Collection of novels or works from the 1960s.

Introduction: Day 1

 

1. The 11^th 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:

• What have you learned about the '60s from people who lived through them?
• What were they doing during the '60s?
• How old were they?
• Where were they?
• What would you like to know about their experiences?

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

1. Students that have asked family members about the 1960s may share what they have learned with the class.

 

1. Class broken into their assigned groups. 

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

1. Students using Databases

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

1. Group brainstorm on how to present information (via Journal, comparative essay, presentation).

 

Day 5-Hand in notes of their research!  Submit journals, essays, and if students chose to present they will do so on this day.

1. Students will hand in Checklist of Project worksheet with answers, and notes to ensure that everyone has done the work and answered all the questions. 

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.

School Media Specialist, 11th Grade English Teacher, 11th Grade American History Teacher, Technology Teacher.