Lesson Plan
United States Monuments
Problems/Possibilities Jigsaw Puzzle
Shani Boyd, Starry Eigenman, Kami Whitlock
Old method:
Often focusing on The Statue of Liberty, classes would have a brief lesson on the historical significance of monuments and their symbolism to the communities. Applicable projects were creating a replica of an existing model or discovering new models that could be built. Then models were then on display for other classes to view and learn a brief history of.
Overview:
Students will explore the creation and history of United States Monuments through collaborative research and discussion. They will then share an end product with peers and families.
Goals and Major Objectives :
Students will research credible sources while using collaboration to gain knowledge about the United States Monuments. This includes researching online resources (videos, articles, infographics). In completing this assignment, students will obtain an understanding of the history of monuments and statues in the United States. They will develop a strong work ethic in collaborating with peers.
Standards Addressed:
Cite specific textual evidence to support analysis of primary and secondary sources.
Distinguish among fact, opinion, and reasoned judgment in a text.
Phase 1: Research Monuments in Groups
Content Knowledge
. Why was the Monument built?
. What does the Monument represent?
. Historical significance.
. Current significance.
Process Objectives:
.Zoom breakout rooms
.Google draw doc. to create mind map
.Virtual tours (in some cases not all)
.Google site with hook
.Collaborative group norms
Assessment:
.Demonstrating information literacy skills.
.All group members contribute to the mind map and in the research process.
.Understand historical significance and decision process for establishing monuments in the United States.
.Mind map
Phase 2: Monument Comparison
Content Knowledge:
. What commonalities do all the monuments have?
. How do these represent the United States as a whole?
Process Objectives:
.Zoom breakout rooms w/ new groups
.Class wide google doc of group observations
.Apply collaborative group norms
Assessment:
.Demonstrate individual and collaborative judgment for observations listed.
.Successfully and cooperatively work in virtual environment/ remote learning
.Thorough and thoughtful list
The Big Think: Discuss Monuments Today
Content Knowledge:
. What did you learn from this project so far?
. How could you apply what you learned to create your own monument?
. What would be a worthy case to build a monument today? Why?
Process Objectives:
. Active discussion
. Evaluate content in google doc
Assessment:
.Participation in discussion.
.Ideas about a monument student would build with reasoning.
.Demonstrate ability to express ideas and observations in opposition to others. (constructive feedback)
Essential Questions:
At the end of the lesson, students will reflect to create a student written essential question and objective (learning target) based on what they learned through this process.
Ex. What makes a good monument and why? & I CAN explain the historical significance of Mt. Rushmore.
Graphical chart/flow chart:
Think Model #7 Problems/Possibilities Jigsaw Puzzle Model:
United States Monuments Gr. 6-8
Why were national monuments built and what do they represent?
Develop Background Knowledge:
Statue of Liberty Video on homepage. Include instructions of what we are looking for and pose questions.
Research Aspects of Each Monument
Why was the monument built?
What does it represent?
What is the significance of
________________________________
A-WWII
B-MLK
C-Lincoln
D-Mt. Rushmore
E- Three Soldiers
F- Crazy Horse
Jigsaw to Investigate Similarities/Differences
What commonalities do all the monuments have?
How do these represent the United States as a whole?
________________________________
Group 1- ABCDEF
Group 2- ABCDEF
Group 3- ABCDEF
Group 4- ABCDEF
Group 5- ABCDEF
Collaborate to Find a Solution:
*The Big Think*
Debate historical significance vs. current political correctness or cultural sensitivities. How can decisions to create monuments and statues address historical significance and represent the current context. Who should be included in discussions that decide what and where they are created.
Content: Application of knowledge to the current climate.
Process: Active class discussion
The Cotaught Learning Activities for Phase 1 of the unit:
In groups, students will create a mind map using Google Draw in order to collect and organize information on the monument they are creating. This will be done over the course of a Zoom session in breakout rooms. Co-teachers will monitor progress on the mind map in real time. Students will use this mind map while brainstorming in phase 2. Co-teachers will evaluate the mind map to monitor progress and understanding.
The Cotaught Culminating Experience for Phase 2:
For phase 2, students will be put into new groups (jigsaw in breakout rooms on Zoom) to share the information from their research on their assigned monument and compare commonalities between monuments. Students will collaborate on a shared class list through Google Docs. Co-teachers will use this list as a formative assessment to assess student learning.
The Co-Assessed Summative Assessment
Co-teachers will assess student learning based on the application of ideas learned from monuments in history to the student's building plan. Will be looking for current knowledge of social justice situations and community/US history. Must build off ideas learned in phase 1, 2 and big think and have reasons that defend the necessity of the monument.
The Cotaught Big Think:
Students will participate in an active class discussion where they will reflect on what they learned and apply their information to create a plan to build a monument in their community.
Defense:
This lesson plan is constructivist rather than behaviorist in that the students are given a task to educate themselves, collectively reflect on what they’ve learned and form their own opinions. Students utilized library databases and educational 360 videos for initial research. Breakout rooms and Google docs for collaboration. (Instructors Google site)
We have designed this unit to be 100% virtual. We will achieve this through Google Sites, Google Draw, Google Docs, Zoom Main Session, and Zoom Breakout Rooms.
This would also work in a blended setting. Students would still use technology to do research and have the option of making a mind map and shared list online. Mind map and class list could also be done paper and pencil or on an interactive whiteboard depending on needs of the students and teacher. Culminating experience can be flexible (Students could discuss their monuments face to face, through a video recording, or a written defense).
This unit could also be done in a fully face to face format. We recommend that research is done online, however accommodations could be made including handouts and books. The rest of the activities would be done as groups with in person discussions. The culminating activity could be done through a carousel activity where students would discuss their monuments one on one with a timer and rotate.