Teacher Lesson Plan Harvey in the Present--Year 2006

Purpose: To enable students to explore their community through the use of primary sources, Internet web sites, and print and nonprint resources. As stated in Illinois State Goal 16: "George Santayana said 'those who cannot remember the past are condemned to repeat it.' In a broader sense, students who can examine and analyze the events of the past have a powerful tool for understanding the events of today and the future. They develop an understanding of how people, nations, actions and interactions have led to today's realities. In the process, they can better define their own roles as participating citizens."

Grade Level: 3-6

Time Required: Total project can last for one to three weeks (depending on depth of project performed and activities chosen.) This exploration of the present will take more than 5 hours if it is done well and will need to be done over time to allow the community partners and organizations to respond.

Objectives: The learner/student will:

1. Compare photographs that depict current views of the community with historical primary source photographs.

2. Work in cooperative groups to discuss, divide tasks, and share information.

3. Create and gather primary sources and digitize them.

4. Research, take notes, synthesize information, and communicate information to their group and to the whole group.

5.Explain what government does at local, state and national levels

6. Utilize technology to research, explore, gather and present information.

7. Identify major social institutions in the community.

8. Explain the difference between past, present and future time; place themselves in time.

9.Describe the ways in which institutions meet the needs of society.

10. Explore the various organizations, agencies, businesses, and individuals that function in a community.

11. Explain how the economy of the students’ local community has changed over time.

12. Describe how the local environment has changed over time.

13. Explore the roles of community helpers.

14.Describe roles and influences of individuals, groups and media in shaping current community public policy.

15. Use print, nonprint, human and technological resources to acquire and use information.

Project Standards:

Illinois Learning Standards
Language Arts	Social Science	Fine Arts	Social-Emotional

and National Educational Technology Standards for Students (NETS)

Integrated Curriculum: Reading, Writing, Speaking, Listening, Social Science, Technology, Art, (Math could easily be added through demographics and historical data collection, map skills, etc.)

Overview of Activity:
Students will enter door to the present. They may seem surpised not to enter the time machine and you might want to facilitate a discussion about why there is no time machine. (They aren't traveling forward or backward in time. This activity takes place in the present.)

Reading through the web page, students are asked to learn much more about life in our community today. There are several items that will impact on their experience. Before beginning, it would be best if groups are chosen so that the students participate in the experience as a group. If students prefer to work individually, that is acceptable. Students should probably work with a different group than they were with for past or future. If this is the first section your students have visited, you might find it necessary to explain to the group that every time they see words in red they should click on them. Red words are hyperlinks.

Activity 1: Compare past photographs with present photos. During the professional development activities, teachers will have taken photographs of today's Harvey that reflect the same areas of the community as the historical photographs.. Students will spend time analyzing and comparing the past and present photographs to determine the changes that have occured in the community. This activity is not described on the student web page and is optional but a good transition to present day Harvey. Download compare and contrast form for analyzing photographs in MS Word version or pdf version. Groups will share their analysis with the whole class. (45-60 minutes)

Activity 2: Read directions on the web site and plan. After the students read the web site, they need to decide which section they will concentrate on and what exactly they plan to explore. Groups could be formed based on the areas of interest after all learners have had time to read and research. For younger students, the whole class could focus on one area and study it together. Read information from links that have been provided. Students will need to take notes about what they learn. (60 minutes or more)

Activity 3: After the students have completed activity 2 and they have formed groups, they will use Inspiration to plan their investigation. Download and print project planning form in MS Word version or pdf version. (30-45 minutes) . Teacher/facilitator will need to be actively involved in this process.

Activity 4: Gather information and resources about the area you are researching via email, telephone interviews, personal interviews, materials, visiting the organizationsor through mail. Students should try to take digital pictures of building or individuals from this area. If there is historically significant information gathered, students should get permission to post on a web site.

Activity 5: Digitize artifacts or create their own products to demonstrate learning. Create a PowerPoint presentation (or web page).

Activity 7: Share PowerPoint presentation (or web page) about learning with classmates, teacher, and parents.. Invite community partners to attend presentation. Presentation will be evaluated through the use of a rubric.

Required Materials:
1 computer with internet access for each group or individual not working in a group
Compare/contrast form and project planning form printed for every member of class
Pencils, pens, and paper to take notes
Materials for any additional optional activities chosen.
Computer Software: MS PowerPoint, Inspiration, KidPix Studio, MS Excel, MS Word, Print Artist, Eudora or Outlook

Evaluation:

Students will be evaluated on their cooperative group work, information gathered, and participation in sharing of experiences.

PowerPoint presentation rubric

Additional Optional Activities:

1. Negative Factors Affecting Our Community
   
2. Demographics and Data Collection
   
3. Digital Storytelling
   
4. View aerial map of Harvey
   
5. Print Artist to create posters or brochures advertising the community with a concentration on your area of study.
   
6. See teacher resources for NETS activities and Illinois Learning Standard Activities.

Additional Activities Developed through Project Professional Development

Activities will be posted as they are planned through professional development.

Lesson Plan for Harvey in the Past
Lesson Plan for Harvey in the Future