LESSON
SIX
Lesson Title: The 1986 Cyclone
Unit title: The East St. Louis Community
Grade Level: 9th and 10th Grades
Submitted by: Elena Badjie
Subject: Social Studies
Timeframe: 90 minute block schedule
Materials:
Computer lab
Projector
Screen
Inspirational
software
Teacher Resources:
Classroom Assessments
Microsoft Explorer http://www.siue.edu/~deder/assess/cats/paraph1.html
Library of Congress Learning Page: After Reconstruction - -Problems of African
Americans http://memory.loc.gov/ammem/ndlpedu/lessons/rec/rgpwork.html
RESOURCES:
The
Great Cyclone - Microsoft Internet
Explorer http://www.eslarp.uiuc.edu/ibex/archive/great_cyclone.htm
The
Social Science Goal 17 http://www.isbe.state.il.us/ils/socscience/sog17.html
STATE GOAL 17: Understand world geography
and the effects of geography on society, with an emphasis on the
As a result of their schooling students
will be able to:
A.
Locate, describe
and explain places, regions and features on the Earth.
17.A.3b Explain how to make and use geographic
representations to provide and enhance spatial information including maps,
graphs, charts, models, aerial photographs, satellite images.
STATE GOAL 18: Understand social systems,
with an emphasis on the
Social Science Goal 18 http://www.isbe.state.il.us/ils/socscience/sog18.html
As a result of their schooling students
will be able to:
B. Understand the roles and interactions
of individuals and groups in society.
18.B.5 Use methods of social science inquiry (pose questions,
collect and analyze data, make and support conclusions with evidence, report
findings) to study the development and functions of social systems and report
conclusions to a larger audience.
Cross – Curricular Goals:
STATE
GOAL 5: Use the language arts to acquire, assess and communicate information
http://www.isbe.state.il.us/ils/english/eng5.html
A.
Locate,
organize, and use information from various sources to answer questions, solve
problems and communicate ideas.
5.A.4a
Demonstrate a knowledge of strategies needed to prepare a credible research
report (e.g., notes, planning sheets).
5.A.4b Design and present a project (e.g.,
research report, scientific study, career/higher education opportunities) using
various formats from multiple sources.
B. Analyze and evaluate information acquired from
various sources.
B.4a Choose and evaluate primary and secondary
sources (print and nonprint) for a variety of
purposes.
5.B.4b Use multiple sources and multiple
formats; cite according to standard style manuals.
C. Apply acquired information, concepts and ideas to
communicate in a variety of formats.
5.C.4a
Plan, compose, edit and revise information (e.g., brochures, formal reports,
proposals, research summaries, analyses, editorials, articles, overheads,
multimedia displays) for presentation to an audience.
5.C.4b Produce oral presentations and written
documents using supportive research and incorporating contemporary technology.
Preparations:
1.
Display the maps
from lesson one as a reference.
2.
Write this
historical event on the board to be researched:
“1986 cyclone
3.
Give a copy of
the links listed under “Resources” to each student.
4.
These are
questions that should be answered for each research topic:
a.
When did the event take place?
b.
Who was involved in this event?
c.
Why did this event take place?
d.
How did this event affect
Methods:
1.
Give a test on
the “The East St. Louis Race Riot”.
2.
Each student will
research their question using the websites listed.
3.
Allow 30 minutes
to gather the information.
4.
Save pictures and
information in a word file.
5.
Each student will
give an oral report of their findings.
The other students will individually take notes on the above note sheet
as each person reports.
6.
Record the
information on the following sheet.
The 1986 Cyclone
Use four or more sentences.
|
Where did the event take
place? |
|
|
Who was involved in this
event? |
|
|
Why did this event take
place? |
|
|
How did this event affect |
|
|
How does this event affect me
and my life? |
|
1.
Each group will
give an oral report of their findings the last 30 minutes of class time.
2.
The other groups
will individually take notes on the above note sheet as each group reports.
3.
Announce: Take your notes home to study. You will be given a blank sheet like the ones
on which you collected your information.
Your test will be to fill in information from “The 1986 Cyclone”.
Evaluation/Assessment:
Pass out the following
group evaluation form for each student to fill out 5 minutes before class is
over.
Group Work
Assessment
Classroom
Assessments Microsoft Explorer http://www.siue.edu/~deder/assess/cats/paraph1.html
1. How many of the group members participated actively most
of the time?
|
5 |
4 |
3 |
2 |
1 |
0 |
2. How many of the group members were fully prepared for group work most of the
time?
|
5 |
4 |
3 |
2 |
1 |
0 |
3. Overall, how effectively did your group work together on this assignment?
|
Extremely Well |
Well |
Adequately |
Inadequately |
Poorly |
Not At All |
4. Give one specific example of something you learned from the group that you probably
wouldn't have learned on your own.
5. Give one specific example of something that other group
members learned from you that they probably wouldn't have learned without you.
ORAL PRESENTATION EVALUATION FORM
|
Criteria |
Points |
|
Time (20 points) Was the presentation the required assigned time? |
|
|
Volume (20 points) Did the student's speaking volume enhance or diminish the presentation? |
|
|
Gestures (20 points) Did hand movements enhance or detract from the presentation? |
|
|
|
|
|
Articulation (20 points) Did the student enunciate words or use word crutches "uh" or "you know" that detracted from the presentation? |
|
|
Pronunciation (20 points) Were all words correctly pronounced? |
|
|
|
|
|
|
|
|
|
|
Total number of points out of 100 __________
Comments:
Library of Congress Learning Page: After Reconstruction - -Problems of African Americans http://memory.loc.gov/ammem/ndlpedu/lessons/rec/rgpwork.html
Suggested small group roles and responsibilities.