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Beyond The Basic PT

This lesson asks 4th grade students to create a timeline of key events and people from 1950-1975 in American history using the ReadWriteThink Timeline tool. By creating the timeline in pairs, students will apply their understanding of the Civil Rights movement and other developments during this era. The timeline activity serves as a summative assessment and allows students to demonstrate their knowledge of the period by accurately sequencing important historical figures and occurrences. The teacher will provide feedback to help students improve their understanding of this significant time in American society.

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40 views2 pages

Beyond The Basic PT

This lesson asks 4th grade students to create a timeline of key events and people from 1950-1975 in American history using the ReadWriteThink Timeline tool. By creating the timeline in pairs, students will apply their understanding of the Civil Rights movement and other developments during this era. The timeline activity serves as a summative assessment and allows students to demonstrate their knowledge of the period by accurately sequencing important historical figures and occurrences. The teacher will provide feedback to help students improve their understanding of this significant time in American society.

Uploaded by

api-450669568
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Beyond-the-Basic

Productivity Tools (BBPT)


Lesson Idea Name: American Between 1950- 1975
Content Area: Social Studies
Grade Level(s): 4th

Content Standard Addressed: SS5H6 Describe the importance of key people, events, and
developments between 1950- 1975. a. Analyze the effects of Jim Crow laws and practices. b. Explain
the key events and people of the Civil Rights movement: Brown v. Board of Education (1954),
Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil
rights activities of Thurgood Marshall, Lyndon B. Johnson, Cesar Chavez, Rosa Parks, and Martin
Luther King, Jr. c. Describe the impact on American society of the assassinations of President John F.
Kennedy, Robert F. Kennedy, and Martin Luther King, Jr. d. Discuss the significance of the
technologies of television and space exploration.


Technology Standard Addressed: 3. Knowledge Constructor

Selected Technology Tool: ReadWriteThink Timeline

URL(s) to support the lesson (if applicable):
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☒ Creating



Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration


☐ Level 5: Expansion ☐ Level 6: Refinement



Universal Design for Learning (UDL):
Engagement: Students will be engaged through the use of creating a timeline on laptops.
Representation: Students will see the information through their research and then see It again through visual
images used in the timeline.
Action and Expression: Students will get to express their knowledge through creating a timeline and
sequencing the events.


Lesson idea implementation:
This project will serve as a summative assessment over the unit that was just completed on significant
people and events in America between 1950 and 1975. The teacher will introduce the project by grouping
students up into pairs and prompting them to reflect on the most significant events that were learned during
this unit. Students will be instructed to use ReadWriteThink Timeline to create a timeline of events from
1950-1975. Students will be allowed to use any resources such as their history journals, notes, textbooks,
online resources, etc. for support if needed. I will close the lesson by inviting volunteers to summarize one of
their significant events to the class and allow them to present their timeline on the document camera.
Student learning will be assessed by the accuracy of sequencing on their timeline. The final product
submission will be used to inform me of the class’ overall understandings of this historic time period. I can
extend student learning by having students choose one of the significant events and have them dive deeper

Spring 2018_SJB
Beyond-the-Basic Productivity Tools (BBPT)
into research for that one topic. I will provide feedback to the class by giving them feedback forward forms on
what they did well and what steps to take forward.

Reflective Practice:
I feel that this activity would impact student learning by requiring them to recall important events and people
of the time period and sequencing the order of these events. Since this serves as a summative assessment, I
would only extend the lesson further by having students choose one of the significant events digging deeper
into research for that one topic.

Spring 2018_SJB

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