lesson_rosa_parks

=Names:= Victor Matos,


 * Objective: S****tudents will demonstrate their understanding of a historical turning point in** **U.S.** **History.**

NYS Standard:** students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, theme, development, and turning points in the history of the United States and New York.
 * Standards:


 * NYC Standard: Reflects NYS Standard.**

The second article I found in the search engine was called, “Beyond Heroes and Role Models: Using Biographies to develop young change agents”. Our group learned from this article that reading writing and discussion are essential when providing students the opportunity to use critical thinking. We all learned quite more than expected from Eric’s search Engine.
 * Summary:** Our group decided to do a lesson plan on Rosa Parks. The reason we chose this topic of historical turning point was due to the importance of how Mrs. Parks help change the social ideas of segregation. In our research of the topic, we used the support of the “Eric search Engine” and our personal ideas of interest. The search engine was very productive when it came to finding information on differentiated instruction, and reading a biography or narrative to younger children. The engine gave many important details of their examples of lecture, and student comprehension of reading. The engine also made explicit how each individual strategy can benefit most students due to the blending of narratives, and the students experience envisioning the event presented. The first article I search was called, “Blending Narratives: A story telling strategy for social studies”. Our group learned from this article the importance of technique while telling stories, and we also learned that students are better off when they learn through active participation.

• know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it. analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans. 1] EJ826126 2] EJ762301 3] EJ812509 **
 * Key Ideas:**  The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
 * Performance Indicators:**
 * SOURCES: ****
 * 4] EJ821751**


 * APA Citations**
 * **Mayers,Laura et.al. [2009]. Beyond Heroes and role models**
 * Social studies and the young learner, p.10-14**, ** EJ826126. **
 * **Pearson,Mally Black, [2005]. Speaking to their hearts: using picture books in the history class.** **Library Media Connection, V24 N3 P.30-32 Nov-Dec 2005,** ** EJ762301 .**
 * **Reisman, Avishag, Wineburg, Sam, [2008]Teaching the skill of contextualizing in history.Social studies, V99 n5p.202-207 Sep-Oct 2008,** ** EJ812509 ** **.**
 * **Hollingsworth, Liz [2009]. Complicated Conversations exploring Race and Ideology in an Elementary Classroom. Urban Education V44 N1 P.30-58 2009.**
 * Lesson Plans:**


 * We came to conclude that racism was an interesting topic, and we wanted to be able to have children develop an understanding of that time period. First, our group will hand out a reading called, “Rosa Parks, Freedom Rider” by Keith Brandt. Then we will list some vocabulary from the reading such as, “guilty”, “appeal”, “oppression” and etc. We infer that children will gain comprehension of the reading after they understand the terminology in the reading. Next, there will be a classroom discussion on the reading. After the discussion we will have students form into groups. Once students are in groups, we will handout index cards asking students to ask four questions to Rosa Parks. Finally, as a follow up we will review the topic and the vocabulary the next day of class.

Deliverable 3:** learningtogive.org/**lesson**s/unit37/**lesson**3.html - 25k www.education-world.com/a_**lesson**/03/lp297-02.shtml - 47k teacherlink.ed.usu.edu/tlresources/units/Byrnes-famous/Preview023.html - 17k www.**lessonplans**page.com/ SSLABlackHistory**RosaParks**HistoryWithIntegrate... - 24k - __**Online Collaborative Writing Assignment**__ A weblog is a website, usually maintained by an individual with regular entries of commentary, descriptions of events. A wiki is a page or collection of Web page s designed to enable anyone who accesses it to contribute or modify content, using a simplified. **How could Wikis and/or Weblogs be used in your lesson plan?** Wikis can be used to save important work and then project expected follow ups of a lesson a day after. A teacher is able to post homework for students at any given time, and have students work independantly at the comfort of their home. Weblogs are great so that students can vent out their troubles. often at times, when a student vents their problems, another person in the blogsite can help the troubled student in their efforts. Home
 * Group Definition of Wiki and Weblogs:**
 * Lesson Plan**
 * Questions**