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P R O J E C T

D E S I G N :

O V E R V I E W

Name of Project: Kids of the Pike


Specific Unit: Oral History Component

Duration: Semester
Teacher(s): Constantine

Grade Level: 3rd

Other subject areas to be included, if any: History, Social Studies, Writing, Reading
Key Knowledge and
Understanding
(Standards)

Social Studies:
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
b) using geographic information to support an understanding of world cultures;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
d) summarizing points and evidence to answer a question;
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
f) determining relationships with multiple causes or effects;
g) explaining connections across time and place;
h) using a decision-making model to make informed decisions;
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in
classroom activities; and
j) accessing a variety of media, including online resources.
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world maps
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic principles
of a republican form of government and respect for individual rights and freedoms.
compromising, and participating in classroom activities;
Literacy
The student will use effective communication skills in group activities. a) Listen attentively by making eye contact, facing the speaker, asking
questions, and summarizing what is said. b) Ask and respond to questions from teachers and other group members. c) Explain what has been
learned. d) Use language appropriate for context. e) Increase listening and speaking vocabularies.
The student will continue to read and demonstrate comprehension of nonfiction texts. a) Identify the authors purpose. b) Use prior and
background knowledge as context for new learning. c) Preview and use text features. d) Ask and answer questions about what is read. e) Draw
conclusions based on text. f) Summarize major points found in nonfiction texts. g) Identify the main idea. h) Identify supporting details. i)
Compare and contrast the characteristics of biographies and autobiographies. j) Use reading strategies to monitor comprehension throughout
the reading process. k) Identify new information gained

Success Skills

The student will write for a variety of purposes. a) Identify the intended audience. b) Use a variety of prewriting strategies. c) Write a clear
topic sentence focusing on the main idea. d) Write a paragraph on the same topic. e) Use strategies for organization of information and
elaboration according to the type of writing. f) Include details that elaborate the main idea. g) Revise writing for clarity of content using
specific vocabulary and information.

Critical Thinking/Problem Solving

Self-Management

(to be taught and


assessed)
Project Summary
(include student role,
issue, problem or
challenge, action taken,
and purpose/beneficiary)

Collaboration

Driving Questions

How does the history of the Patrick Henry community help us understand our school today?
How have the lives of Patrick Henry students and teachers changed over time?

Entry Event

Watch an oral history with one of our senior residents.

Products

Individual:
Journals, Item of the Week, Individual Inquiries and more based on students

Other: Making Connections to Others

See attached project rationale.

Team:
Oral History interview project design, transcript and possible group project

P R O J E C T

D E S I G N :

O V E R V I E W

Making Products Public Students will create a website or other exhibit to share the oral histories along with other lines of inquiry students take up.
(include how the
products will be made
There will be a presentation at the Center for Local History at the Public Library to showcase both the process and the
public and who students projects.
will engage with
during/at end of project)
Resources Needed

On-site people, facilities:


Historians, photographers, activists, participants for oral history
Equipment:
Recording devices (video and audio), cameras, digital creation software and apps

Materials:
Digital newspapers; archival records; Center for Local History website
Community Resources:
Library; Historical locations based on student interest
Reflection Methods
(how individual, team,
and/or whole class will
reflect during/at end of
project)

Journal/Learning Log

Focus Group

Whole-Class Discussion

Fishbowl Discussion

Survey

Other:

Notes:
The project calendar, design and overview should be seen as temporary and dynamic documents that will shift and re-shift as students
engage in the unit.