Collaborative Assignment

Collaborative Assignment
Emily Wallace
SCHL 5200
Summer 2015

Collaborative Assignment

Knocking Down Fences & Historical Figure

Study: A Civil Rights Unit
Table of Contents
1.
2.
3.
4.
5.
6.

Narrative
Standards
Timeline/Lesson Plans
Planning Template
Rubric
Resources

1. Narrative
This collaborative lesson plan will provide supplemental
information to third grade students learning about the civil rights
movement. It will take place in the media center and be taught by their

Collaborative Assignment

classroom and myself, the teacher librarian. Together with the third
grade teacher, I will use this unit to help students gain an
understanding of how the fight for equal rights expands far further
than what they might think. As they learn about Martin Luther King Jr., I
will supplement their learning with five lessons and activities over
several weeks.
Starting with the Knocking Down Fences curriculum (2010),
the classroom teacher will teach the class about segregation. Then
together we will collaborate to supplement and broaden the students
understanding of race and civil rights. By starting with the Knocking
Down Fences curriculum, students will gain an understanding of
segregation. They will focus on photographs from the time and connect
them to historical fiction. While their teacher develops that part of the
lesson, I will be sharing nonfiction texts, so that they can have a broad
understanding of the topic from multiple perspectives. I will use library
materials to support the classroom teachers lesson plans while also
expanding understanding of the topics her or she is teaching.
For their unit project, students will be put into small groups of
three to four students and choose a name from a list of important civil
rights leaders throughout history, both before and after Martin Luther
King Jr. Only one group can select each person. Over the course of the
month they will research their subject using nonfiction texts and
resources to collect facts, write a poem, and ultimately create a
presentation on their figure to present to their classmates.
I have broken my collaboration into five lessons, as a miniunit within the civil rights until taught to third graders. I will
supplement their classroom lessons with nonfiction read-a-louds,
nonfiction resources, and mini projects that will lead to a final
presentation. All of this will be done keeping the following standards in
mind.

2. Standards
AASL Standards for the 21st Century Learner:
1.1.4 Find, evaluate, and select appropriate sources to answer
questions
1.1.6 Read, view, and listen for information presented in any format in
order to make inferences and gather meaning
1.1.8 Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2.3 Demonstrate creatively by using multiple resources and formats
1.3.5 Use information technology responsibly.

Collaborative Assignment

2.1.2 Organize knowledge so that it is useful

3.1.4 Use technology and other information tools to organize and
display knowledge and understanding in ways that others can view,
use, and assess
ISTE Standards for students:
-

Creativity and innovation: Students demonstrate creative

thinking, construct knowledge, and develop innovating products
and processes using technology.
Communication and collaboration: Students use digital media
and environments to communicate and work collaboratively,
including at a distance, to support individual learning and
contribute to the learning of others.
Research and information fluency: Students apply digital tools to
gather, evaluate, and use information.
Critical thinking: Students use critical thinking skills to play and
conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources.
Technology operations and concepts: Students demonstrate a
sound understanding of technology concepts, systems, and
operations.

ISTE Standards for teachers:

-

Design and develop digital age learning experiences and

assessments
Model digital age work and learning
Promote and model responsible digital citizenship and
responsibility

Objectives:
It is expected that students will become experts on one important
figure from civil rights history. They should be able to organize and
present knowledge using technology, collaborate with their group to do
so, and present their information clearly and professionally. They will
also understand primary and secondary sources. Our goal is for
students to understand that there are important figures in civil rights
history that often go unnamed. Further objectives are detailed in the
planning template.

Collaborative Assignment

3. Timeline
Day 1
Begin by asking students what they know about the civil rights
movement. Brainstorm words that come to mind when thinking about
civil rights. Using a projector screen and laptop, create a word map as
students are sharing their thoughts. This map can be made on
wordle.net and can be displayed in their classroom once completed.

Continue the lesson with a nonfiction read-a-loud, Sit-In: How

Four Friends Stood Up by Sitting Down by Andrea Davis Pinkney. This is
the true story of four college students who staged a peaceful protest at
a whites only lunch counter. These four men followed the words of
Dr. Martin Luther King Jr. and are a great example of the countless
individuals whose names are so often forgotten. This will be a great
way to introduce the project of researching an important figure in
African American history. Students should be aware that this
movement began long before Dr. King and continues long after. It is a
fight that has been fought by numerous people, and this project is to
highlight them.

Collaborative Assignment

Next explain the projects goals, to research and highlight an

important figure in African American history. Go through the list
together, briefly, before splitting students into groups of three or four,
keeping in mind that they will be working together for five lessons.
Students should have the rest of the time to research the individuals
on their list and choose one to study.
Lastly, model an MLA citation for the students bibliographies,
using the read-a-loud as example. Use easybib.com to walk students
through the process of creating a citation. They will be using this to
cite their resources for their project.
Day 2
Today students will get back into their groups and begin their
first mini-project on their historical figure. Show students an example
of a completed fact sheet, using Martin Luther King Jr. as an example.
Students can access the template on the classs webpage. Together in
their group they should fill out the fact sheet digitally using their
nonfiction texts. This fact sheet will include a bibliography that should
be completed by the students as they document sources. They will
then store their sheet on the classs Google Drive for all students to
see. Creating MLA citations can be modeled again if students are
unclear. This activity should be completed by the end of the day or
completed on their own time.
Day 3
On day 3 students will be shown a bio poem and asked to create
one about their figure. Once again the template will be on the classs
webpage, and they should submit their poem to the Google Doc. They
will begin by reviewing the facts about their historical figure and
continuing to look through the nonfiction texts. They should also
continue adding to their bibliography. By the end of the period,
students should have their facts and their poems uploaded. If they are
finished they can begin day 4s activity of creating an overview of their
figure using PowerPoint in Google Docs.
Day 4
On day 4 students will combine their information into a
PowerPoint to be shared with the class. Students will do this by using
Google Docs. Each student in the group will choose a different task,
which will determine which slides he or she will be responsible for.
Students will collaborate by working on this document simultaneously
during class before submitting it to the class webpage. Once again an

Collaborative Assignment

example using Martin Luther King Jr. should be used as a model. The
following roles should be given to each group. If there are only three
students in a group, the fourth role (interesting facts) should be given
to a higher performing student or fast-working student. Students
should be grouped appropriately so that higher performing students
are in the groups of three. Unfinished presentations may be completed
in extra class time or as homework.

Student Roles
Background Info (2 slides)
- Title slide with name and photo
- Lifespan of figure
- Background info, where they lived,
family, etc.

Community (2 slides)
- How did they help their
community
- Did their work take place
before, during, or after
segregation?
- Poem included (copy & paste)
- Include photo(s)

Legacy (3 slides)
- How did they impact the future?
- Meaningful quote with picture(s)

Interesting Facts, optional (1-2

slides)
- List important or interesting
facts to help us understand
this historical figure
- Include photo(s)

Day 5
On the fifth and final day, students should be completely finished
with their projects. All documents should be uploaded, including their
final presentation. Students will then share their projects with their
classmates. Each student should present his or her slides, practicing
presentation skills and answering questions from their peers.
Students grades will be a reflection of their individual effort as well as
their teamwork.

Collaborative Assignment

4. Planning Template
Name: Knocking Down Fences and Researching Important Figures
Subject/Grade: History, 3rd grade
Length of Lesson: 3 weeks
What other curricular areas will the unit cover?

Poetry, creative thinking, research and planning, team work

Stage 1 Desired Results

Established Goals:
-

Collecting accurate information

Using technology to access and share
information
Using technology to collaborate
Writing poem to demonstrate
understanding
Use of Web 2.0 Tool, Google Docs
Use of MLA bibliography using Easy Bib
Students will present information to
their class in appropriate manner
Know the different between primary
and secondary sources

Students will know

-

about their historical figure of choice

the difference between historical fiction
and nonfiction and why they are both
important
how to share information digitally
how to collect and organize
information

Students will understand...

-

how to share information digitally, both

as a presentation and as collaboration
how their important figure fits into civil
rights history

ISTE/AASL standards:

Listed in narrative

Essential Questions:
-

What legacy did your figure

leave behind?
How did they improve their
community?
Why is it important to use
historical fiction and
nonfiction together?

Students will be able to

-

explain how their important

figure fits into history
initiate conversation about
their figure

Stage 2 Assessment Evidence

What will you accept as evidence that shows the students understand the concepts?

Attach assessment rubric

Collaborative Assignment
Performance Tasks:
-

Information gathered on fact sheet

Bio poem about figure
Digital presentation

9
Other Evidence:
-

Classroom discussions
Understanding during
presentation
Verbal answering of
questions

Stage 3 Learning Plan

Learning Activities (Teacher
Learning Activities
Librarian is Responsible for):
(Teacher is Responsible
for):

Organizing research and leading nonfiction

research

Leading historical fiction

readings and discussions

Discussion types of sources and

vocabulary

Modeling mini-projects

Teaching collaborative Web 2.0 tools

Tracking student progress on research

project

Fiction read-a-louds and

discussions

Expanding civil rights period in the eyes of

students and introducing new important
figures

Discussions about segregation

Segregation activities

Leading small groups in their projects

Providing photo evidence of time

period

Accommodations/Differentiations

A range of book levels will be offered

Students will be working in groups and
grouped with their success in mind.
Students needing extra assistance will
be with students who are able to help
them, and tasks in the group will be
distributed evenly

5. Final Presentation Rubric

Materials/Resources:

Computers or laptops for every

student (media center)

Examples of projects

Predetermined texts (in

resources section)

Projector

Collaborative Assignment

Excellent 10
Project
/10
Effort
/10
Teamwork
/10
Presentatio
n
/10

You completed
your project and
did more than
required
You went above
and beyond to
complete your
work during
class time with
all required parts

10

Very Good - Developing 5 Needs work 08

4
Your project
had all required
parts turned in
on time

Parts of your
project were
missing

Much of your
project was left
unfinished

You completed
all of your work
on time

You only did the

bare minimum
and did not use
class time to the
best of your
ability

You did not

complete your
work and used
class time
inappropriately

You didnt
communicate
with your team
and let things go
unfinished

You did not work

with your team or
complete your
required tasks

Your presentation
was not
complete

You did not finish

or present your
project

You solved
problems and
worked well with
your teammates
You spoke loudly
with confidence
and answered all
questions
correctly

You got your

work finished
but didnt
collaborate as
much as
possible
You presented
your
presentation
but could have
shared more
information

6. Resources
Historical Figure List
Crispus Attucks The first causality of the American Revolution and
a symbol of the anti-slavery movement
Harriet Tubman A former slave and hero of the Underground
Railroad, where she rescued over 70 families from slavery
Malcolm X Minister and human rights activist

Collaborative Assignment

11

Frederick Douglass A former slave who became a leader of the

anti-slavery movement
Ruby Bridges American activist and first black child to attend an allwhite elementary school
Jesse Owens A track and field athlete and four-time American gold
medalist
Sojourner Truth Escaped from slavery and won the first case
against a white slave-owner
Jackie Robinson The first black man to play Major League Baseball
Rosa Parks The mother of the freedom movement, Rosa Parks
refused to give up her seat for a white man on a bus and started an
influential protest to help end segregation
Little Rock Nine A group of students enrolled in Little Rock Central
High School who were denied entrance to the school based on their
race

Fact Sheet Template

Name of historical figure:
Lifespan:
Background information:
Where were they born?
Where did they live?
Who was in their family?
What was their job?
Additional facts
Role in civil rights:
Who did they help?

Collaborative Assignment

How did they impact their community?

Interesting quote:
Interesting facts:
1.
2.
3.

Bio Poem Layout

First Name
Four adjectives about person
Brother/Sister or Son/Daughter of
Lover of (3 people, places, or things)
Who feels_____
Who gives _______
Who hopes for _________
Who would like to see ________
Last Name

Bio Poem Example

12

Martin Luther
Pastor, Leader, Dreamer, Activist
Son of Alberta Williams and Martin Luther King, Sr.
Lover of justice, civil disobedience, and Coretta Scott
King
Who feels hope for the future
Who hopes for a better world for his children
Who would like to see equal rights for all
King, Jr.
Nonfiction References for Students
Bauer, M. (2010). My First Biography: Harriet Tubman. Scholastic.
Beckner, C. (2015). 100 African Americans Who Shaped American
History. Bluewood Books.
Bridges, R. (2010). Ruby Bridges Goes to School: My True Story.
Cartwheel Books.
Buckley, J. (2015). Who Was Jesse Owens? Grosset & Dunlap.
Coles, R. (2010). The Story of Ruby Bridges: Special Anniversary.
Scholastic.
Freedman, R. (2012). Abraham Lincoln & Frederick Douglass: The Story
Behind an American Friendship. New York. Houghton Mifflin
Harcourt Publishing.
Herman, G. (2010). Who Was Jackie Robinson? Grosset & Dunlap.
Hudson, W. (2013). A Book of Black Heroes from A to Z: An Introduction
to Important Black Achievers for Young Readers. Just Us Books.

Jeffrey, G. (2012). The Little Rock Nine and the Fight for Equal Rights
Education. Gareth Stevens Publishing.
Jones Prince, A. (2014). Who Was Frederick Douglass? Grosset & Dulap.
Krumm, B. (2014). The Little Rock Nine: A Primary Source Exploration
of the Battle of School Integration (We Shall Overcome).
Capstone Press.
Meltzer, B. (2015). I Am Jackie Robinson. Dial Books.
Meltzer, B. (2014). I Am Rosa Parks. Dial Books.
Pinkney, A. (2012). Hand in Hand: Ten Black Men Who Changed
America. Disney-Hyperion.
Pinkney, A. (2013). Let it Shine: Stories of Black Women Freedom
Fighters. HMH Books for Young Readers.
Pinkney, A. (2010). Sit-In: How Four Friends Stood Up by Sitting Down.
Brown Books for Young Readers.
Pinkney, A. (2009). Sojourner Truths Step-Stomp Stride. Jump at the
Sun.
Robinson, S. (2013). Jackie Robinson: American Hero. Scholastic.
Sanders, N. (2007). A Kids Guide to African American History: More
than 70 Activities. Chicago Review Press.
Shabazz, I. (2014). Malcolm Little: The Boy Who Grew Up to Become
Malcolm X. Atheneum Books.
Smith, C. (2015). 28 Days: Moments in Black History that Changed the
World. New York. Roaring Brook Press.
Smith, M. (2015). The Amazing Story of Jesse Owens for Children!: The
Lightning Fast Runner Who Destroyed Hitlers Dream & Won a
Victory for Freedom and Democracy.
Turner, A. (2015). My Name is Truth: The Life of Sojourner Truth.
HarperCollins.
Weiss, L. (2014). Crispus Attucks and the Boston Massacre. Print Books.
Zeldis McDonough, Y. (2010). Who Was Rosa Parks? Grosset & Dunlap.

References
Feinberg, J. (2014). Wordle. Retrieved from http://www.wordle.net
Mann, M. (2010). Knocking Down Fences: A Civil Rights Unit for Third
Graders. AHTC Summer Institute. Retrieved from
http://www.usd116.org/profdev/ahtc/lessons/Mann10/Mann10.pdf
Nobel Prize (2014). Martin Luther King Jr. Retrieved from
http://www.nobelprize.org/nobel_prizes/peace/laureates/1964/kin
g-bio.html