Académique Documents
Professionnel Documents
Culture Documents
6thgradeSocialStudies
Standardsthislessonaddresses:
Unit:Whoarewe?
(allapplicable:state,districtscope/sequence,ELPS,CCR,national,school,and/ornetwork)
b(7)Geography.Thestudentunderstandstheimpactofinteractionsbetweenpeopleandthephysicalenvironmentonthe
developmentandconditionsofplacesandregions.
b(18)Culture.Thestudentunderstandstherelationshipthatexistsbetweentheartsandthesocietiesinwhichtheyare
produced.
b(19)Culture.Thestudentunderstandstherelationshipsamongreligion,philosophy,andculture.
b(22)Socialstudiesskills.Thestudentcommunicatesinwritten,oral,andvisualforms.
b(23)Socialstudiesskills.Thestudentusesproblemsolvinganddecisionmakingskills,workingindependentlyandwith
others,inavarietyofsettings.
Objective(s)forstudentlearning:
(framethisintermsoftheobservableoutcomeofwhatstudentswillbeabletodousingBloomstaxonomysameastheknow/skilledatUbDStage2
section)
Thestudentwillbeabletoapplytheprocessofconductinganoralhistoryinterview.
Thestudentwillbeabletoselectandrefineinterviewquestions.
Thestudentswillbeabletouseappropriatetechnologyforrecordinganinterview.
AssessmentEvidence:
(howwillyouknowstudentsmettheobjective?performancetask(s)and/orotherevidencesuchasquizzes,tests,academicprompts)
Studentswillconductapracticeinterview(minimumofthreequestions)oneononewiththeteacherbefore
theendofthelesson.
Studentswillworkingroupstodraftoralhistoryinterviewquestionsforteacherapproval.
Understanding(s)&EssentialQuestion(s)thislessonaddresses(ifpartofaUbDunit):
Studentswillunderstand
Theetymologyofnamingandhowculture(s)/language(s)affectnaming
Studentswillbeabletoanswer...
Howdoesthewaysomethingisnamedaffectperceptionofit?Howdoesmeaningofaname
changeovertime?
Whatisthepurposeofnamingsomething?
Whoplaysaroleinthefutureofourcity?
Howdowemediatebetweenourpersonalandcommunityidentities?
InstructionalActivity/StudentLearningExperiences:
writeoutprocess/stepsbelow
namespecificstrategiesyouareusingandwriteoutallofthestepsofthestrategy
describethecurriculum/contentANDpedagogy/process)
besureyouarecarefullythinkingabouthowtoopenthelesson,includingfollowingthestrategysstepsoriftherearenot
specificopeningstepshaveanintentionalopeningtothelesson(ex.anticipatoryset/hook,advanceorganizer,review)
howwillyoucheckingforunderstandingthroughoutthelesson?writethisoutspecificallywhenandhow
1.Selectaskill,breakintoclearstepsOralHistoryInterviews
(1.considerpurposeoftheinterview,andwhatkindoffinalproductitwillbeincorperatedinto.2.Preparemultiplequestions
andorganizethemintosimilarthemes.3.Gatherequipmentandtestrecording.Includeextrabatteriesorotherbackup
materialsincasethereisatechnologyissue.4.Contacttheinterviewee.Shareyourpurposeandarrangeatimeandplace
fortheinterviewtotakeplace.5.Testrecordingequipmentagaininthespaceyouwillbeinterviewing.6.Ensure
intervieweesnameandcontactinformationistotallycorrect.Havethemspelltheirnameatthebeginningoftherecording.7.
Statethedate,andpurposeoftheinterviewontherecording.8.Askinterviewquestions.Useactivelistening,withoutmaking
noisethatwillaffecttheaudio.Allowintervieweetotalkuntiltheyfeeltheyaredone.Allowforwaittime.9.Thankyour
interviewee,andshareanyfollowupinformationaboutyourproject.10.Makecopiesoftheaudiofileyourecorded)
*TeacherdeliversashortrationaleofthepurposeofOralHistory
Youmayhavenoticedthateventhoughthereisanabundanceofinformationaboutdifferenthistoricalperiodsand
events,thereareoftenpiecesmissingfromthewholestory.Othertimestheauthortellingthestoryishardtofollowthe
storiesinhistorydontalwayscomealiveliketheycould.Oneremedyforthisisoralhistory.Oralhistoryisthecollection
andstudyofhistoricalinformationusingsoundrecordingsofpeoplewhohavepersonalexperienceofpastevents.Oral
historyhasbeenprominentforaverylongtimeinsomecultres.Arabculture,forexampleplacesmoreemphasisonoral
storytellingratherthanwrittenstorytelling.Sooralhistoryisnotanewidea.Manymodernhistoriansgetexcitedaboutoral
historyfortwomainreasons.First,itletspeopletellastoryintheirownwords.Second,itgivespeopleanopportunityto
contributetoourunderstandingofhistoryeveniftheyarenotaprofessionalhistorian.Inthesewaysoralhistoryfillsinthe
missingpiecesofstories,andshowsusthateveryonesexpereincesandstorieshavevalue.
TheteacherwillthentellstudentsthatourinterviewswillberecordedwiththehelpofaprogramcalledStoryCorps,which
theywilllearnmoreaboutsoon.
2.ModelskillbydemonstratingthestepsanddescribingthethinkingTheteacherwillwalkstudentsthroughan
interview,usingthepre,during,andpostinterviewsteps.TheclasswilllistentooralhistoryexamplesfromStoryCorps
and/ortheInstituteofTexanCulturesaudioarchivesandtheteacherwillexplainthestepsthroughout.
StudentswillhavetimetolookovertheStoryCorpswebsitethatprovidesexamples,aswellasresourcesfordevising
interviewquestions.IfpossiblethestudentsshowthenusetheStoryCorpsappontheipadstosetupagroupaccount.
Differentiation:Ifstudentsarelesscomfortablecreatingquestions,theteachercouldwalkthemthroughthewebsiteinmore
depthbeforemovingon.Theteachercouldalsoprovideahandout/guidetothewebsitetoassiststudentsingettingfamiliar
withwhatisavailable.Theteachercouldprovideahandoutwithwritten,orprovideoneononeinstructionstohelpstudents
setuptheStoryCorpsappaccount.
3.Leaddirectedpracticeaskproceduralandconceptualquestions.Writesequenceofstepsandperformthe
skillTeacherwillguideaclassincreatingquestionsfortheirproject.Questionsshouldfollowtheinterviewprotocol,and
addressnaming.
4.VisualizestepsusingthestepsTheteacherwillguidestudentsinacreativevisualizationofthemselvesinterviewing
someoneatoneoftheselectedSanAntonioExplorationsites.Theteacherwillguidestudentsastheyvisualizethemselves
sittingdown,testingtherecordingdevice,takingadeepbreathandaskingthefirstquestions.
5.Guidedpracticecoachstudents,encouragevisualizingStudentswillbedirectedtogetouttheirprojectassignment,
andteacherwillshowanelectroniccopyontheboard.Studentswilldraftatleastonequestiontheythinktheywouldaskto
helptheminthisproject.Theteacherwillmonitorstudentsworkbywalkingthroughtheroomandcoachingstudentswhen
needed.
6.IndependentpracticewithadditionaltasksStudentswillcontiuetodraftquestionsandbegintotestaudioequipment.
7.MaximizeskillacquisitionbymassingpracticesessionsWhentheteachergivesthestudentsapprovaltomoveon,
studentswillconductashortinterviewoftheteacheroraclassmatebeforetheendofthelesson.Studentswillsharetheir
practiceinterviewrecordingwiththeteacherforreviewofquestionclarityandrecordingquality.
8.UseskillinameaningfulcontextsynthesistaskStudentswillsubmitinterviewquestionsforteacherapprovalwith
theirprojectgroupsbeforetheSanAntonioExploration.Finallystudentswillconductoralhistoryinterviewsaspartoftheir
namingproject.
Lessonclosure:
Studentswillbedirectedtocontinuetopracticeinterviewingsomeonewhotheylivewithtonight.Theteacher
willremindthemthattheywillbedraftingquestionsfortheirgroupinterviewforthenamingproject.
Differentiation:
(identifythelearnerpreferencessuchasMIandLSaswellasanydifferentiationforreadinessandinterest)
warmupquestionsininterviewscanreflectstudentsinterests
studentswillhavedifferentlevelsofsupportincreating
Accommodation:
(howareyougoingtoaccommodatetheuniqueneedsofspecificstudents?forexample,accommodatinglanguagelearnersandmodifyingforspecial
educationstudentsbespecificlistingstudentsbynamecanhelptoensurethatyouarerecognizingandmeetingtheirindividualneeds)
MaterialsandResources:
(studentandteachermaterials,includingtechnology,materialresources,humanresources,orcommunityresources)
ipadsorlaptopswithvoicerecordingsoftware(orhandheldaudiorecorders)
powerpointandprojectororsmartboard
StoryCorps