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MaryAnn
Gray
09
Project
Summary
Waverly
Central School District
Project
Description
MaryAnn Gray
-
General Overview of the
Proposed Project:
Project is
entitled “A Timeline Through U. S. History”
Activities
Include:
A.
Identifying –
From worksheets provided the following:
a.
Events
b.
Laws
c.
Policies
d.
Landmark Supreme
Court Cases
e.
Documents and
Amendments
B.
Putting the
above named categorizes in chronological order
-
Clear Purpose and Objective:
-
To enable students to think
chronologically as related to the above topics
-
To enable students to
identify with the time periods and how the categorizes
related to what was happening around the world
-
To improve the students
ability to analyze that the passage of the Civil Rights Act
of 1964 was directly related to the Civil Rights Movement
-
Stakeholders: grade level, who
will benefit who will participate in the project:
-
The stakeholders in 2008-2009
will be the 11th grade U. S. History and
Government students
-
U. S. History Content Area:
-
The time period from 1776 to
the Present that follows the U. S. History and Government
curriculum
-
Outline Describing Content
-
Mid March all students will
be given the worksheets with the events, laws, policies,
landmark
Supreme Court
Cases, and documents and amendments
-
Tuesday and Thursdays from
March 1st on until May 5, 2009 will be classroom
workdays in the
computer room,
classroom and library
C. The
students will be grouped together to find the dates and descriptions
of the items. They will use the internet (TAH site) and other
resources available
D. The end
product is twofold a timeline and description worksheets of the
events, laws, policies,
landmark
Supreme Court Cases, documents and amendments
-
Software to be used, internet
materials, contacts, etc.
-
Internet Website ie. TAH
B.
Textbooks
-
Level of Student Involvement
-
This activity is total
student involvement
-
Evaluation process (include
students when possible)
-
Students will share the
papers they identified events, laws, policies, landmark
Supreme
Court Cases,
documents and amendments
-
The timeline will be graded
for accuracy and understanding
-
Timeline: how you envision the
project being carried out between start up and conclusion
-
As listed in #5
-
Comments or Questions:
This
activity is designed as a review of the U. S. History & Government
curriculum in preparation
for the
regents exam
Summary
and Reflections
I have been
very frustrated over the years that students have a difficult time
putting events, etc in chronological order. This project has
several positive components:
1.
This project is designed to make students successful in recognizing
events, etc. in
chronological
order and also successful on the regents exam in June
-
The written descriptions of the
events, etc. require the students to identify the items on the
timeline, which is an additional learning tool
3. By
designing the project to be done in class, this helps the slower
students to pair with
stronger
students -- become successful and in doing so raises their
self-esteem
-
The grading rubric is
designed to make all students, who tried, be successful
I plan to
continue this activity, even though it was time consuming. The
other teachers of U. S. History and Government are planning to
implement some form of the timeline and identifying worksheets. The
students have improved answering questions and knowing when items
took place in history since completion of the project.
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