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Teacher: Tanya L. Hallock
School: Platte City Middle School
School Phone Number: (816)858-2036
Date: January 18, 2000

Grade Focus: Seventh Grade Reading/Lang. Arts or History
Time Frame: Four to Five Weeks

CA1: Speaking and writing standard English
CA3: Reading and evaluating nonfiction works and material
CA4: Writing formally
CA5: Comprehending and evaluating the content and artistic aspects of oral and visual presentations
Goal 1 - Gather, analyze and apply information and ideas. 1, 2, 4, and 10
Goal 2 - Communicate effectively within and beyond the classroom: 1 and 2.
Goal 3 - Make decisions and act as responsible members of society: 1 and 3.

Unit Introduction

The end of the century is an optimal time to engage students in learning activities based upon the past. A study of the 1900's provides volumes of information the students can use to practice their research, writing, critical thinking and reading skills. The following unit incorporates student choice at every angle, allowing the students to choose what areas they would like to focus on for their research and the method in which they would like to present their findings. This unit allows students to recognize the diversity which has created our great nation, and the multiple perspectives which make the United States so strong. It helps them to see that hard work leads to success as they study the life and times of famous people. It also allows them to have a little fun along the way, discovering old customs and fads through research and an interactive interview process.
• A field trip to a local museum would be a delightful way to culminate the Century Project. The Truman Library, in Independence, MO will have an exhibit on display this spring focusing on the last 100 years. This exhibit contains many artifacts and displays which relate directly to what the students will learn during their research.

Goals and Objectives

Students will complete the following projects or activities: (Scoring guide included at end of unit).

• Century Shoe Box
• 4 mini-biographies
• One movie review
• One book review
• Cause and Effect chart
• Complete the Fad Handout
• One comparison and contrast essay
• Create a time line with 15 important events from the century
• References listed that were used

By completing these projects, student will meet the following objectives:

1. Use primary and secondary sources and the Internet to find reliable sources about the 20th century. They will learn to research, document and utilize many different reference materials.

2. Study the life and times of important figures in history. They will report on their achievements as well as their pathways to success.

3. Form personal opinions and reflect on written literature. They will critique and report on a movie they have enjoyed.

4. Practice the skill of cause/effect as they apply it to five important events which shaped the 20th century.

5. Practice the skill of fact/opinion while analyzing the fads and fashions which were popular during the 20th century

6. Practice the skill of comparison/contrast and expository writing as they discuss the ways in which life has changed and remained the same over the past century in a brief comparison/contrast essay.

7. Practice creating a timeline to log events they recognize as important in the 20th century.

8. Practice compiling a references page documenting the resources used while working on their project.

9. Learn and practice interviewing skills.

Preparation for Learning Adventure

1. Spend time reviewing basic research skills utilizing both the computer resources and Internet as well as books, reference materials, newspapers, and magazines.

2. Review format for interviewing and practice formulating and asking questions.

3. Go over scoring guide for the project, answer questions and explain expectations.

4. Brainstorm ideas for various sections of the project, and share ideas in class.

Scope of Student Work

The following schedule is a suggested time frame for the activities involved in this unit. More time may be needed for certain segments of the unit, especially those involving extensive research, editing and revising. It may be wise to allow more time than suggested below in order to insure a quality project.

Day 1 & 2 - Spend time reviewing the basics of research. Discuss what the students know about the 20th Century. Go over the project scoring guide. Suggest the students share the project requirements with their parents. Require students to find someone over the age of 65 years to interview.

Day 3 & 4 - Review the guidelines for the short biographies the students will write. Spend time in the library obtaining research for the biographies. Write rough drafts of the biographies.

Day 5 - Peer edit and revise the biographies.

Day 6 - Give class notes and explain the proper format for a critical review. Explain requirements for the book/story and movie review. Allow time to write reviews.

Day 7 - Finish book and movie reviews. Edit and revise the reviews.

Day 8 & 9 - Spend time researching important historical events. Record dates and read details which relate to cause and effect of the events.

Day 10 - Share results of the interview with classmates. Work on cause/effect charts.

Day 11 & 12 - Review basics of essay writing. Spend time working on the comparison/contrast essay using notes from research and interviews. Carefully follow the writing process. Possibly allow students to self-evaluate the essays using the scoring guides.

Day 13 & 14 - Discuss requirements for the timeline. Allow time to work on the timeline. Explain how timelines can be created on the computer and allow for computer usage if possible. Encourage illustrations and creativity on timelines.

Day 15 - Explain the difference between fact and opinion. Give the students time to do fad handout in class.

Day 16 - Help students complete the references page for the project. Allow time to finish decorating box. Brainstorm suggestions for items to place in the box. Explain how note cards should be written to accompany items in the boxes.

Day 17 - Work with the class to help them organize the contents of the box. Help them to fill out the scoring guide to include scores which the teacher may have already given on certain portions or which they may have been allowed to self-evaluate. Have students tally their own scores if possible at this point.

Day 18 & 19 - Students should share their boxes, their contents and what they learned during the project.

Continue to Next Page for Assessment and Resources Used

• Return to Truman Library home page

The Harry S. Truman Library and Museum is one of thirteen Presidential Libraries administered by the National Archives and Records Administration. 500 W. US Hwy. 24. Independence MO 64050 truman.library@nara.gov; Phone: 816-268-8200 or 1-800-833-1225; Fax: 816-268-8295.