Dave Baloga
EDMT 380-002
Spring 2004
| Summary |
Instructional
Objectives |
| Learner Analysis |
List of Materials/Equipment |
| Prerequisite Student Skills |
Prerequisite Teacher Skills |
| Wisconsin Curriculum Standards |
Activity Sequence |
Title
Interviewing a Historical Figure
This activity is a social studies lesson that also incorporates language arts in a powerful way. The students will gain knowledge of historical figures using an interviewing technique and will dress for their roles. In doing this project, the students will also develop research techniques, writing, listening and speaking skills, all of which are vital life skills. Furthermore, this will be done in pairs to help teach the students to work cooperatively and the teacher will videotape each interview. After all the interviews are finished, the students will use the software program TimeLiner to make a timeline of the historical person’s life as well as evaluate their interview through watching a videotape of it.
This social studies class consists of 24 sixth graders in a rural school district. The students have a large range of abilities and three students have learning disabilities (not severe).
Prerequisite
Student Skills
The students come into the lesson with some preexisting skills
including:
• Surfing the Internet
• An understanding that all information found on the Internet is not always
accurate – being able to use good judgment.
• An understanding on how to conduct an interview
• Paper research skills
• Giving credit to the source
• Knowledge of using a keyboard and mouse
• Inserting graphics from the Internet
Wisconsin Curriculum Standards Addressed
Social Studies
B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used.
B.8.7 Identify significant events and people in the major eras of United States and world history.
E.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community
Information
and Technology Literacy
A.8.2 Identify
and use common media formats
• Use electronic encyclopedias,
almanacs, indexes, and catalogs to retrieve and select information.
A.8.5 Use media and technology
to create and present information
• Plan and deliver a presentation using media and technology appropriate
to topic, audience, purpose, or content.
1. Research a historical figure with a partner.
2. Evaluate and select information from a variety of primary sources including
biographies, diaries, journals, interviews, newspapers, magazine articles and
the Internet using the topic hotlist web page
that I created.
3. Formulate appropriate questions to gain knowledge of the historical person.
4. Work cooperatively in pairs.
5. Perform interview with partner with whole class as the audience.
6. Evaluate - peers and self.
7. Demonstrate good listening and speaking skills.
8. To use TimeLiner to construct a timeline that includes 10 facts about the
historical figure that will used as a multimedia presentation.
1. Resource books
2. Computers with Internet access
3. Microphone
4. Materials for students to create costumes (scissors, glue, cloth, construction
paper, etc.).
5. Computers that include the software program TimeLiner
6. Video camera
7. Overhead projector
8. Interview video
9. Topic Hotlist
1. Familiarity with navigating TimeLiner and how to
use all its features.
2. Teacher needs to know how to project the presentations as well.
3. Teacher needs to know how to operate video camera.
Day 1
1. Project is described to the students.
2. Sample timeline is shown.
3. Students form partners. It’s important to place the students with learning
disabilities in appropriate partnership.
4. Students brainstorm possible historical figures.
5. Students should have a person selected for tomorrow.
Day 2
1. Students spend time in the library researching their person together.
2. Students brainstorm good questions that could be asked for the presentation.
Day 3
1. Students watch a short video on the basics of doing an interview.
2. Mock interview – teacher with another teacher.
3. Use the computer lab for students to search the Internet for more information.
A Topic Hotlist is provided for the students
to begin their research.
Day 4
1. Show the students how to work the TimeLiner
software program.
2. Give the students time to get familiar with using the program themselves.
3. More time for the students to do research – at this point they should
have all the information they need.
Day 5
1. The students do trial runs of their interviews with their partner.
2. The students will put their information into TimeLiner.
3. Allow students time to ask questions and voice any concerns about the presentation.
Day 6
1. The students do one last trial run with their partner, keeping in mind how
they want to order their questions.
2. If the students need to construct anything for their costumes, they will
have time to do so at this point.
Day 7
1. Half of the class does their interviews.
2. Teacher videotapes the interviews.
Day 8
1. Rest of the class presents.
2. Teacher videotapes the interviews.
Day 9
1. Students print out their timelines they made and put them up around the classroom.
2. Students watch the videotape of their presentation and have to write a two
paragraph paper about strengths and weaknesses with the presentation, what they
would do differently if they were to do it again and how they can improve their
speaking skills.
| ITV/Software Component | Topic Hotlist | Final Lesson Plan |
| Main | Electronic Portfolio | Project # 1 | Web Strategies | Project # 2 |
May 18, 2004
Tuesday, May 18, 2004 4:26 PM
Questions? Email me at dave@mikebaloga.com