Diane's+Lesson+Plan+4-C-1


 * Grade**: 6th grade National History Day Students


 * Topic**: Historical Research is like Detective Work

What makes an historical event significant?
 * Essential questions**:

Finding information in specialized reference books Analyzing photographs & posters to aid in research
 * Skills**:


 * Materials**:
 * // The Story of US // reference book
 * Pictures **[[file:pictures for 4-c-1.doc]] **
 * **Source of most pictures: [] **
 * Elizabeth Eckford picture: []
 * Big 3 at Yalta: []
 * Posters **[[file:posters for 4-C-1.doc]] **
 * **Sources for posters: **
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Have you ever heard anyone discussing “where they were when the heard Kennedy had been assassinated? Or where they were when they heard about the Twin Towers going down? Why do you think people do that? What makes an event so important that we choose to remember what we were doing when we heard about it? Today we’re going to be History Detectives. We have found in our archives several photographs and posters which are considered to be prominent images from American History. It is your job to figure out what was being documented and why it was significant in history. The one piece of information given to you besides the photo itself is the copyright date of the picture. 1. I will start with a think aloud, analyzing one of the photos using the NARA Graphic Organizer. Once I’ve worked my way through the sheet, I will continue my think aloud answering the question: “Based on the NARA analysis, what clues do you have to help you figure out what historical event is presented in this picture?” I will walk them through developing a list of keywords, synonyms etc. to aid in their research. 2. As a whole group will go through the activity again, only this time we will analyze a poster. 3. Students will work in pairs. Each group will analyze one photo and one poster using the NARA Graphic Organizer. They will develop a search strategy for the photo only. Then, using the appropriate //History of US// volume, they will research information about their historical event. 4. The groups will share their photographs and posters, their analysis and will answer the question for their photo “What was being documented and why was it historically significant?” 5. Conclusion: The students will do an individual reflective writing piece with the following prompt: of all the events documented by the photos, which one do you think was the most significant to American History and why? This activity fits into the National History Day Curriculum because a big part of that is having students understand the historical context and significance of events and people in history. The activity promotes critical thinking in the analysis of the pictures and in the reflective writing piece where they are asked to draw their own conclusions about significance. Diane, You had me hooked as soon as I saw that this lesson was designed to allow the students to be History Detectives! I love how you model the correct way to complete the NARA worksheet. At the same time, you are showing the students "how to think". I know that probably sounds silly but really some students don't know how to do that but when a teacher thinks out loud, it really helps students understand what they are to do. I also like how you give the students a choice in choosing which photo they consider the most significant and allowing them to explain the reasons for their choice. Jeanine Diane, I thought the posters were very interesting. They made you feel guilty if you didn't contribute in a positive way to the war effort. I like in the conclusion that the students will write a reflection piece. The students I feel do not do enought writing and thinking on their own and this gives them a chance to do this. Diane, I like the nature of your lesson, what makes historical events significant. This sends the message that history is open to interpretation. Unlike math or some other subjects, there’s not always going to be a right or wrong answer. This sounds like something that could be used early in the year in my US history classes. Research skills are definitely something my students struggle with, and this could be an easy introduction to some of those strategies. Blair
 * Hook**