uffolk public school’s quest packet & portfolio 2013-2014...

| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 1

Suffolk Public School’s Quest Packet & Portfolio

2013-2014

3rd Nine Weeks Student’s Name: _____________________________________

School: ___________________________________________

Accelerated Course: 6th American History 1865 – Present_________

Core Teacher: __________________________Block: ________

Gifted Resource Teacher: _______________________________

This packet must be submitted at the conclusion of this nine week grading period, along with

evidence of completed work.

Date Submitted: _______________________________________

________________________________________ ____________________________________

Student Signature GRT Signature

This portfolio can be electronically accessed at http://blogs.spsk12.net/spsgifted/. If there are

ever any questions or concerns, please do not hesitate to contact your assigned teacher or Gifted Resource

Teacher (GRT).

GRT (KFMS): Debra Curran Email: [email protected]

GRT (FGMS/JYMS): Linda Ellis Email: [email protected]

GRT (JFKMS/JYMS): Michael McClain Email [email protected]

GRT (JYMS): Linda Perry-Clarke Email: [email protected]

http://blogs.spsk12.net/spsgifted/

mailto:[email protected]





Expectations:

1. All assignments are due on the assigned date. Students are expected to

follow the handbook policy for all assignments.

2. Students will be responsible for seeking out missing work due to

absences.

Welcome to 6th

grade History!

This nine weeks portfolio is to be completed at home. Any other materials

that we work on in class will be given to you at the appropriate time. We

will be working from the following SOLs this upcoming nine weeks when

we come into class:

USII.1a-h The student will demonstrate skills for historical and geographical analysis and responsible

citizenship.

USII.2a-c The student will use maps, globes, photographs, pictures, or tables.

USII.3a-c The student will demonstrate knowledge of the effects of Reconstruction on American life.

USII.4a-e The student will demonstrate knowledge of how life changed after the Civil War.

USII.5a-c The student will demonstrate knowledge of the changing role of the United States from the

late nineteenth century through World War I explain the reasons for and results of the Spanish American

War.

USII.6a-d The student will demonstrate knowledge of the social, economic, and technological changes

of the early twentieth century.


Understanding By Design Unit Plan

Title: United States History 1865-Present Subject/Course: Gifted and Talented U. S. History II

Topic: Influential People

Grade: 6 Designers: Ellis, Perry-Clarke, McClain and Curran

Essential Understanding:

USII.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship,

including the ability to

a) analyze and interpret primary and secondary source documents to increase understanding of events and

life in United States history from 1865 to the present

b) make connections between the past and the present

c) sequence events in United States history from 1865 to the present

d) interpret ideas and events from different historical perspectives

e) evaluate and debate issues orally and in writing

f) analyze and interpret maps that include major physical features

g) use parallels of latitude and meridians of longitude to describe hemispheric location

h) interpret patriotic slogans and excerpts from notable speeches and documents

i) identify the costs and benefits of specific choices made, including the consequences, both intended and

unintended of the decisions and how people and nations responded to positive and negative incentives

USII.2 The student will use maps, globes, photographs, pictures, or tables for

a) explaining how physical features and climate influenced the movement of people westward.

b) explaining relationships among natural resources, transportation, and industrial development after 1865

c) locating the 50 states and the cities most significant to the historical development of the United States

USII.3 The student will demonstrate knowledge of the effects of Reconstruction on American life by

a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States

b) describing the impact of Reconstruction policies on the South and North

c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass

USII.4 The student will demonstrate knowledge of how life changed after the Civil War by

a) identifying the reasons for westward expansion, including its impact on American Indians

b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this

expansion

c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans

and other groups in the post-Reconstruction South

d) explaining the impact of new inventions, the rise of big business, the growth of industry, and life on

American farms.

e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of

organized labor, women’s suffrage, and the temperance movement.

USII.5 The student will demonstrate knowledge of the changing role of the United States from the late nineteenth

century through World War I explain the reasons for and results of the Spanish American War by

a) describe Teddy Roosevelt’s impact on the foreign policy of the United States

b) describing Theodore Roosevelt’s impact on the foreign policy of the United States

c) explaining the reasons for the United States’ involvement in World War I and its international leadership

role at the conclusion of the war.


USII.6 The student will demonstrate knowledge of the social, economic, and technological changes of the early

twentieth century by

a) explaining how developments in factory and labor productivity, transportation (including the use of the

automobile), communication, and rural electrification changed American life and standard of living.

b) describing the social and economic changes that took place, including prohibition and the Great Migration

north and west.

c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke

Ellington, Georgia O’Keeffe, and the Harlem Renaissance.

d) identifying the causes of the Great Depression, its impact on Americans, and the major features of

Franklin D. Roosevelt’s New Deal.

Topic

Influential People in United States History

Activities

1. Tasks I – V

2. Monologue Performance

3. Reflection

Assessments

1. Tasks I – V


3. Reflection

Stage 1 – Desired Results

Established Goals:

Quest Standards: Q1.1 The students will apply problem solving skills (i.e.: identify problems, formulate hypotheses, generate ideas,

employ deductive reasoning, choose and apply solutions) to achieve an outcome or solution to problems.

Q1.2 The students will use critical thinking skills (i.e.: inquiry, abstract logical thinking, inductive reasoning,

critical analysis, and the ability to find and use information) to achieve understanding, evaluate viewpoints, and

solve problems.

Q1.3 The students will be able to use effective communication in processing complex problems.

Q2.1 The students will be able to identify and utilize inductive and deductive thinking processes.

Q2.2 The students will gather and assess relevant information using abstract ideas to interpret the information

effectively.

Q2.3 The students will arrive at well-reasoned conclusions and solutions, testing them against relevant criteria and

standards.

Students will Understand:

1. Technological advances allowed people to live in

more challenging environments.

2. The 13th, 14th, and 15th Amendments to the

Constitution of the United States of America address

the issues of slavery and guarantee equal protection

under the law for all citizens.

3. The Reconstruction policies were harsh and created

Essential Questions:

1. How did people adapt to life in challenging

environments?

2. What are the basic provisions of the 13th, 14th,

and 15th Amendments to the Constitution of

the United States?

3. What were the Reconstruction policies for the

South?


problems in the South.

4. Reconstruction attempted to give meaning to the

freedom that former enslaved African Americans had

achieved.

5. The actions of Abraham Lincoln, Robert E. Lee, and

Frederick Douglass created lasting impacts.

6. New opportunities and technological advances led to

westward migration following the Civil War.

7. Population changes, growth of cities, and new

inventions produced interaction and often conflict

between different cultural groups.

8. Population changes, growth of cities, and new

inventions produced problems in urban areas.

9. Discrimination against African Americans continued

after Reconstruction.

10. “Jim Crow” laws institutionalized a system of legal

segregation.

11. African Americans differed in their responses to

discrimination and “Jim Crow.”

12. Between the Civil War and World War I, the United

States was transformed from an agricultural to an

industrial nation.

13. Inventions had both positive and negative effects on

society.

14. The effects of industrialization led to the rise of

organized labor and important workplace reforms.

15. The United States emerged as a world power as a

result of victory over Spain in the Spanish American

War.

16. Economic interests and public opinion often influence

United States involvement in international affairs.

17. Roosevelt expanded the Monroe Doctrine as a way to

prevent European involvement in the affairs of Latin

American countries

18. The United States’ involvement in World War I

ended a long tradition of avoiding involvement in

European conflicts and set the stage for the United

States to emerge as a global superpower later in the

twentieth century.

19. There were disagreements about the extent to which

the United States should participate in world affairs.

20. Technology extended progress into all areas of

American life, including neglected rural areas.

21. Reforms in the early twentieth century could not

legislate how all people behaved.

22. Economic conditions and violence led to the

migration of people.

23. The 1920s and 1930s were important decades for

American art, literature, and music.

24. The leaders of the Harlem Renaissance drew upon the

4. What were the lasting impacts of the actions of

Abraham Lincoln, Robert E. Lee, and

Frederick Douglass?

5. Why did westward expansion occur after the

Civil War?

6. How did the lives of American Indians change

with western expansion?

7. Why did immigration increase?

8. Why did cities grow and develop?

9. What challenges faced Americans as a result of

these social and technological changes?

10. What is racial segregation?

11. How were African Americans discriminated

against?

12. How did African Americans respond to

discrimination and “Jim Crow”?

13. What inventions created great change and

industrial growth in the United States?

14. What created the rise in big business?

15. What factors caused the growth of industry?

16. How did industrialization and the rise in big

business influence life on American farms?

17. How did the reforms of the Progressive

Movement change the United States?

18. How did workers respond to the negative

effects of industrialization?

19. What were the reasons for the Spanish

American War?

20. What were the results of the Spanish American

War?

21. What were Theodore Roosevelt’s foreign

polices?

22. What was Theodore Roosevelt’s impact on the

foreign policy of the United States?

23. What were the reasons for the United States’

becoming involved in World War I?

24. Who were the Allies?

25. Who were the Central Powers?

26. In what ways did the United States provide

international leadership at the conclusion of the

war?

27. How was social and economic life in the early

twentieth century different from that in the late

nineteenth century?

28. What factors increased factory and labor

productivity?

29. What was prohibition, and how effective was

it?

30. Why did African Americans migrate to

northern cities?


heritage of African American culture to establish

themselves as powerful forces for cultural change.

25. The optimism of the 1920s concealed problems in the

American economic system and attitudes about the

role of government in controlling the economy.

26. The Great Depression had a widespread and severe

impact on American life.

27. Franklin Roosevelt’s New Deal used government

programs to help the nation recover from the

Depression.

31. What were the economic changes during the

early twentieth century?

32. Who were the leaders in art, literature, and

music during the 1920s and 1930s?

33. What were the contributions of these leaders?

34. How did the Harlem Renaissance influence

American life?

35. What were the causes of the Great Depression?

36. How did the Great Depression affect the lives

of Americans?

37. What were the major features of the New Deal?

Students will know….

How influential people in American history helped to

shape our country.

Students will be able to….

1. Identify primary ideas expressed in primary

documents

2. Gather, classify, and interpret information.

3. Draw conclusions and make inferences about data.

4. Explain cause-and-effect relationships.

5. Participate in problem solving

Stage 2 – Assessment Evidence

Performance

1. Tasks I – V


3. Reflection

Stage 3 – Learning Plan

Learning activities:

1. Students will work independently to meet project due dates.

2. Students will research to learn about an influential person in American History.

3. Students will create a 1st person point of view monologue about that person

4. Students will create an I Board.

5. Students will give an oral presentation of their monologue.

6. The teacher will provide a positive learning environment to foster student independent learning.


Who’s Who in History?

Task I – Select a person of interest from the following list:

Chief Joseph

Sitting Bull

Geronimo

Thomas Edison

Guglielmo Marconi

Wilber Wright

Orville Wright

David Sarnoff

Alexander Graham Bell

Fredrick Douglass

Robert E. Lee

Abraham Lincoln

Theodore Roosevelt

Woodrow Wilson

Herbert Hoover

Franklin Roosevelt

John D. Rockefeller

Henry Ford

Andrew Carnegie

Cornelius Vanderbilt

J. P. Morgan

Booker T. Washington

W.E.B. Dubois

Ida B. Wells

Susan B. Anthony

Jane Addams

Eleanor Roosevelt

Elizabeth Cady Stanton Georgia O’Keeffe

Langston Hughes

George Gershwin

Aaron Copland

Duke Ellington

Louis Armstrong

Bessie Smith

F. Scott Fitzgerald

John Steinbeck

Jacob Lawrence


Research Questions

Task II – Research your historical figure and answer the following questions. You must have

at least two books and two websites/databases. Students may use Ebsco and Elibrary from the

Suffolk Public Schools student portal. You will need to create a works cited page for the

resources that you use. 1. What is the name of your historical figure?

2. When and where was he/she born?

3. Were there any events that occurred during his/her childhood that helped to shape his/her outlook on life?

Describe them.

4. What type of education did this historical figure obtain? How did this education impact what he/she did later

in life?

5. Did this person have any other members of their family that influenced them? Explain.

6. Did your person do anything that changed the course of history or influenced it in any way? Describe.

7. What, if any, awards did he/she win?

8. Did your historical figure face any challenges and how did he/she respond to these problems?

9. In what ways was this person’s life remarkable, admirable, or despicable?

10. What human qualities were most influential in the way this person lived and influenced his/her times?

11. How and when did this person die?


12. What interesting items did you learn about this person that you want to share with others?

13. Collect and summarize three important stories about this person’s life and be prepared to tell those stories

as if you were the person speaking naturally about themselves.

Task III – You must create a works cited page for your research.

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Task IV – Historical Figure “I Board” (1st person point of view)

Picture or Illustration

Famous Quote Story Summary

Pictures from different eras of

the historical person’s life

Historical Contributions Facts

Task V – Write a monologue (script) from your historical person’s point of view using your

research. This will be an oral presentation to the class lasting two to three minutes.

Cut out a place for your face.

Facts

Historical

Contributions

Story Summary

Quote(s)

Picture as a child

Picture as an adult

www.scholatic.com

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=W_xZkI61HamQcM&tbnid=LPNrv5MQUSOEfM:&ved=0CAUQjRw&url=http://www.cnn.com/2012/02/10/opinion/bauerlein-love-letters/&ei=m5XeUqbPMcviyAHNlYCoAg&bvm=bv.59568121,d.aWc&psig=AFQjCNEypCYJ_46qzIcmeHuqm9UC2MqtAQ&ust=1390405346048788


Reflection Rubric

Name ____________________________________________________________Date __________________________ Block _________

Select a lesson that was presented to you when the Gifted Resource Teacher was in your class this quarter. Construct a personal narrative (at least 1 page) in which you fully

develop your voice addressing the main topic/s covered from the lesson. [1] Include the important elements of the lesson and how it connects to your life [2] what aspects of this

lesson were particularly positive or negative to your own personal academic development and learning style (Metacognition), [3] what would you do to improve the lesson if you

were given the opportunity to present the lesson yourself (If you wouldn’t change the lesson, you must fully justify why). You will be scored based on the following RUBRIC:

CRITERIA UNDERSTANDING PERSONAL RESPONSE CRITICAL RESPONSE PRESENTATION 100 Points

Total

EXCEEDS THE

STANDARD

25 points

I recall the important

elements of the lesson in

order, with details. My

response has a sense of

story.

I made connections from my life

to the lesson. I made

connections to my own personal

academic development and

learning style. I give details to

explain my connections.

I tell what I think about

the lesson. I support it

with details from the

lesson or my life.

Presentation is neat,

orderly, and has no usage

and mechanics errors.

MEETS THE

STANDARD

22 points

I recall the important

elements of the lesson in

order. My response has a

sense of story.


or to my own personal

academic development and

learning style to the lesson. I

give few details to explain my

connections.


the lesson. I support it

with details from the

lesson.

Presentation is neat,

orderly, and has few usage

and mechanics errors.

NEARLY MEETS

THE STANDARD

19 points

I recall some important

elements of the lesson. The

elements are not in order

and/or complete.


or to my own personal academic

development and learning style

to the lesson. I lack details to

explain my connections.


the lesson, but I don't use

details from class.

Presentation is sloppy, has

little sense of order, and

has several usage and

mechanics errors.

LITTLE

EVIDENCE OF

THE STANDARD

17 points

I recall elements of the

lesson. They may not be

important or complete.

I tell events from the lesson

and/or my life, but they are not

connected.

I tell about the lesson

without telling what I

think.

Presentation is sloppy, no

sense of order, and has

many usage and

mechanics errors.

TEACHER COMMENTS : Total Score:


Name ____________________________________________________________Date __________________________ Block _________

Student Portfolio Rubric

Each assignment must be submitted on the assigned due date for this nine week grading period to demonstrate student academic

growth and development. Students are responsible for completing the following activities:

Portfolio Submissions

Teacher Monitoring

dates

Grade (100 point total)

Daily Grade

Reflection – Portfolio Piece # 1

Lesson Topic: __________________________________________

Written or typed- 1 page reflection from 3rd quarter Quest lesson (see rubric on page 11)

Reflection _______

Test Grade

Name of person you will research _________________________

Portfolio Project to include the following:

Research Questions

Works Cited

I Board

Monologue and oral presentation

_________________

__________________

__________________

__________________

Total Score: Total Score:

uffolk public school’s quest packet & portfolio 2013-2014...

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