Final Project: Lesson Plan

Unit: Representing Significant Women in History
Grade: 7-8
Language Level: Intermediate/Advanced

Learning Objectives
Students will be able to:
• analyze the similarities and differences of several technological mediums in representing an historical event by writing a blog reflection.
• apply their knowledge of Microsoft Photo Story by creating a Microsoft Photo Story presentation representing an historical event.
• understand that historical accounts are malleable and socially constructed by creating their own differing representations of an historical event.

Standards
ESL
Students will:
1. listen, speak, read, and write in English for information and understanding.

2. listen, speak, read, and write in English for literary response, enjoyment, and expression.

3. listen, speak, read, and write in English for critical analysis and evaluation.

4. listen, speak, read, and write in English for classroom and social interaction.

5. demonstrate cross-cultural knowledge and understanding.

NETS
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

6. Students demonstrate a sound understanding of technology concepts, systems, and operations.

Prior Knowledge/Motivation
Students will have viewed and discussed the PBS documentary on women’s suffrage One Woman One Vote (1996).

Materials
Technology

• Blogger
• Youtube
• Animoto
• Microsoft Photo Story
• Democracy Now! website
  
• Real Player
  

Films and Texts

• One Woman One Vote (1996)
• Iron Jawed Angels (2004)
• The Rosa Parks Story (2003)
  
• Giovanni, N. (2007). Rosa. New York: Fiewel and Friends.
• Ringgold, F. (1999). If a Bus Could Talk: The Story of Rosa Parks. New York: Simon & Schuster.
  

Procedure
This unit is designed to be implemented over the course of 3 sessions, but certainly this can be expanded and adapted to accommodate time constraints.

Session 1: Screenings of Iron Jawed Angels clip, youtube videos, Animoto video

• The teacher will screen the aforementioned media.
• The teacher will engage students in a discussion comparing and contrasting the four different versions of the women’s suffrage movement which include the following:
1. One Woman One Vote (1996)- Documentary
2. Iron Jawed Angels (2004)- Historical Fiction
3. Youtube videos- User created video
4. Animoto video- User created photo montage

Homework: Individually, students must answer the following questions in the form of a blog post to demonstrate their understanding of how different forms of media a) change the story being told and b) elicit varying viewer reactions.

Reflection Questions:
1. Using our class discussion today to help you, choose two of the four representations of the women’s suffrage movement that we watched in class and discuss how they are alike and different. You should include the following points:
• What is the medium (movie, pictures, documentary etc)?
• What kind of music is used?
• Does it look modern or old-fashioned?

You should write 1-2 paragraphs for this question.

2. Now think about these same two representations and compare and contrast how each made you feel. Did you feel sad? Did you feel proud? Did you feel empowered? (1-2 paragraphs)

3. Finally, think about all of the representations we watched in class today. Which one did you like the best? Please provide at least three reasons to support your answer.


Session 2: Using Microsoft Photo Story and Project Decisions
• The teacher will introduce another medium that can be used to represent a historical event: Microsoft Photo Story.
• The teacher will walk the students through the main features of MS Photo Story.
• The teacher will introduce the Rosa Parks Microsoft Photo Story project, which includes the following steps:
1. Students form groups of 3 and choose a version of the Rosa Parks story to use in their project. They can choose from historical fiction children’s books, an interview with Rosa Parks, or a film about Rosa Parks.
2. Students will compose their own brief account of the Rosa Parks story using their chosen source.
3. Students will create their own representation of the Rosa Parks story using Microsoft Photo Story.

Homework: Each group must email the teacher their rough draft of the text they are going to include in their photo story.

Session 3: Microsoft Photo Story Creation and Presentation
• Students will complete their photo story creations.
• Students will present their Photo Story creations to their classmates.

Conclusion
Students will compose a blog post for homework that answers the following questions:

1. Choose one student presentation (not your own) that you enjoyed and give three reasons why you liked it. (1-2 paragraphs)
2. How did this project influence your understanding of history? Can there ever be a “true” account or representation of history? Why or why not? (2 paragraphs)
3. What did you like about this project? What would you have changed? (2 paragraphs)

Assessment
Assessment Rubric