Brief Description

This is a daily activity that will be taught and established as a routine part of the day. The purpose of the lesson is to have students interact with technology on a daily basis and to make connections between historical events and to daily life. Students will be scheduled (one or two per day) to access the Today in History site, use links and related searches, then, make a short class presentation relating their findings and connections. Depending on the event(s) depicted, connections may be to other subject areas such as Science, Art, etc. A classroom computer is necessary for this lesson. A projection system or TV converter will also be helpful.

Standards and Frameworks

Technology Standards

• 5T-E1. Locate information from electronic resources
• 5T-E2. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.

• 1SS-E1. Understand and apply the basic tools of historical research, including chronology and how to collect, interpret, and employ information from historical materials.
• R-E2. Use reading strategies such as making inferences and predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and determining the author’s purpose and perspective to comprehend written selections
• 1WP-E4. Respond to oral and written presentations by formulating relevant feedback, expressing opinions, discerning the main idea and distinguishing fact from opinion
• 7WP-E1. Demonstrate basic computer operation skills in a variety of applications to organize information

Academic

Using the Internet web site Today in History, students will read information for main ideas, relevance, and accuracy in order to make connections between the selection and related areas of learning and/or daily life, through an effective oral presentation.

Technological

Given a classroom computer with Internet access, students will successfully access the specific site, navigate using links provided, create searches related to the topic, and prepare a brief presentation within a specified time period working independently or with a partner.

Pre-Requisite Technology Skills

Students should have familiarity with keyboard, mouse, toolbars, Internet links and available Internet search tools.  Strategies for evaluating sites as outlined in standard 5T-E2.

Materials

Students need computer with Internet access. Optional: TV converter or projection system.

Accommodations for Special Needs

• Students with reading difficulties will be given additional time to access printed materials at a lower reading level, or other on-line sites which differentiate by level. Assessment will have to be similarly modified by IEP. Pairing may be indicated.
• Second language learners may require additional time, partner assistance or help from the specialist teacher. Depending on needs, students may use translation software when available.
• Based on individual strengths, gifted students will carry out more in depth searches looking for unusual connections showing deeper understanding and/or include talents (such as music) in presentations. All gifted students do not manifest advanced reading comprehension ability, so individual accommodations must be made in both expectations and assessment.

The site used for this project is Today in History at http://memory.loc.gov/ammem/today/today.html
Teacher will have to become familiar with the site and how to use it before following these steps.

1. Demonstrate to the class how to access this site using a TV converter or projector. If not available, students could be shown in small groups at the classroom computer.
2. Model reading the information provided and conducting a search for additional information, giving your thinking out loud, and explaining your reasoning for your decisions. It is important to model changing your mind, backtracking, and making connections so students will see these as expected parts of the process.
3. Model the presentation you will expect the students to make.  This can vary widely.  Advanced students could quickly prepare a PowerPoint presentation.  Others could draw on posterboard, which can remain displayed for a time.  Some will just give an oral presentation with no visual aids.  Some may point out related materials in a textbook or other materials in your classroom.
4. Prepare a schedule for students to follow. Post it near the classroom computer(s). Set a time limit for the search.  Fifteen minutes is a good starting place, which you can adjust as needed.  This can be fit into the day whenever it works in your classroom.  More than one student, or pairs of students could complete this each day.  The variety of information will usually result in very different presentations.
5. The presentation, the only time the entire class has to be participating, should be kept to no more than two minutes.  Discussion and questions can increase this time if it is appropriate.  Most days it probably won’t be.
6. Pairing students will allow for about a three-week turnaround for each student, depending on class size.  You will probably want to rearrange pairings periodically.

Students will be assessed on the rubric posted below.  Peer assessment is also possible using this tool.

• http://rubistar.4teachers.org/view_rubric.php3?=730285

Teacher Name: Bill Thomas
Site: Coronado K-8
Date Submitted: March 4, 2003