BC: The End Below is a painting created by George Caleb Bingham. Many believe Bingham was the greatest American-born artist. Bingham was increasingly singled out as The Missouri Artist and he could in fact be considered the states first artist.
FC: Missourians That Made an Impact: Individuals from Missouri who have made contributions to our state and national heritage. Mr. Salanky's 4th grade Social Studies Project
1: Missouri: The Show Me State Let the welfare of the people be the supreme law
3: Harry S Truman (president) (Born 1884; 1972) - Truman, born in Lamar, served as 33rd president of the United States, from 1945 to 1952. His birthplace, in Lamar, is now a state historical site. Truman is remembered as the man from Independence [Missouri]. Truman also ended WWII and witnessed the creation of the United Nations, hoping to preserve peace. His boyhood home, the summer White House, the Truman library and Museum, and his gravesite are all in Missouri.
4: Mark Twain
5: Samuel Clemens (author) (Born 1835; died 1910) - Growing up in Hannibal, Clemens watched riverboats on the Mississippi. From riverboat language he took a name- Mark Twain- that would become famous worldwide for his books involving characters like Huckleberry Finn and Tom Sawyer. One of Americas greatest writers, Mark Twain is remembered today at his boyhood home in Hannibal and at his nearby birthplace in Florida, Missouri.
7: George Washington Carver (scientist) (Born 1864; died 1943) - Carver was born a slave near Diamond; he overcame many problems to become one of Americas greatest scientists. He is best remembered for his research on better soil for farmers. Much of Carver's fame is based on his research into and promotion of alternative crops to cotton, such as peanuts and sweet potatoes. He wanted poor farmers to grow alternative crops both as a source of their own food and as a source of other products to improve their quality of life. The most popular of his 44 practical bulletins for farmers contained 105 food recipes that used peanuts. He also created or disseminated about 100 products made from peanuts that were useful for the house and farm, including cosmetics, dyes, paints, plastics, gasoline, and nitroglycerin.
8: Laura Ingalls Wilder
9: (Author) (Born 1867; died 1957) - Wilder was famous for writing books such as: Little House on the Prairie and seven other Little House books. Wilder was born in Wisconsin, but she was living in Mansfield when she began her writing career in 1932. All her books were written at Rocky Ridge Farm in Mansfield, where she lived until her death. | The Little House series is based on decades-old memories of Laura Ingalls Wilder's childhood in the Midwest region of the United States during the late 19th century. The books have remained continuously in print since their initial publication by Harper & Brothers, and are considered classics of American children's literature. Several of them were named Newbery Honor books.
10: Joseph Pulitzer (newspaperman) (Born 1847; died 1911) - Pulitzer made his way from his birthplace in Mako, Hungary to St. Louis in 1865, a city he called home for almost 20 years. In 1869 he was elected to the Missouri Legislature. In 1878 Pulitzer bought the newspaper the St. Louis Dispatch and merged it with the St. Louis Post and created | St. Louis's leading newspaper known today as the St. Louis Post-Dispatch. He covered shocking stories to sell newspapers this approach was nicknamed yellow journalism. He also bought the New York World and became know as a publisher around the world. The Pulitzer Prize Award is named after him. This award is an important award for journalists.
13: James Langston Hughes (musician) (Born 1902; died 1967) - Hughes was born in Joplin, Missouri. Hughes was an author, anthologist, librettist, songwriter, columnist, founder of theaters and jazz founding father. His African heritage inspired his work. Hughes received the Anisfeld-Wolf Award in 1953 for the years best book on race relations, the Spingarn Medal in 1960 and was elected to the National Institution of Arts and Letters in 1961.
14: Jesse James (outlaw) (Born 1847; died 1882) - James was a famous outlaw in Missouri and the western Border States. He was born at Kearney. His childhood home and gravesite are there. The best-known site associated with Missouri's most famous citizen is his St. Joseph home where he was shot and killed. The small frame home is on the grounds of Patee House Museum in St. Joseph.
17: William Clark (explorer) (Born 1770; died 1838) - As part of the famous duo, Lewis and Clark, Clark is best known for his part in the exciting expedition he and Meriwether Lewis led westward to the Pacific | Clark returned with information about the western region of the United States. In 1806, Clark began a long and successful Missouri career when he was appointed the principal U.S. Indian agent for tribes in the territory. From 1813 to 1820, he served as governor of Missouri. In 1822, he moved to St. Louis as U.S. Superintendent of Indian Affairs, a post he held until his death.
18: Lesson Plan to coincide with unit over Missouri history on next page.
19: MixBook Lesson Plan SECTION ONE Author: Jon Salanky Email Address: firstname.lastname@example.org Semester Created: Fall 2009 LESSON OVERVIEW Title: Missourians that made an impact Brief Description: Individuals from Missouri who have made contributions to the state and national heritage ESSENTIAL QUESTIONS/GENERALIZATIONS: The student understands that throughout history there have been many Missourians that have made an important impact on society and the culture of Missouri and the United States. ENGAGING QUESTION/SCENARIO: During the time our class has spent studying the history of Missouri we have learned about presidents, senators, congressmen, pioneers, outlaws, artists, and authors. Now that you have all this knowledge you are going to become an author and create your very own book that details information about famous Missourians that you believe are important. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math ___ Science _X_ Reading _X_ Writing _X_ Social Studies/History ___ Foreign Language _X_ Art ___ Music ___ PE _X_ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 _X_ Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION Students will create a mixbook presentation that will focus on individuals in Missouri’s history that have made an impact on Missouri and/or the United States. Presentations will briefly summarize the impact made by the individual. Students will participate in activities that will enhances their group work ability, ability to summarize, ability to research, and ability to present information orally. GLE #1: The student will be able to identify Missourians who have made contributions to the state and national heritage after and give a brief description of each person’s accomplishments that is accurate and without error, after studying Missouri history. (Social Studies, Missouri/United States/World History, Strand 3a Knowledge of continuity and change in the history of Missouri and the United States, Concept B, 4th grade) (Performance Standards: SS3,1.10, 1.6) GLE #2: After completion of online tutorial, the student will be able to create a “Missouri Mixbook” that uses resources found on the internet/text/library with little to no error. (Social Studies, Knowledge of the use of tools of social science inquiry, Concept A 4th grade) (Performance Standards: SS7, 1.5, 1.4, 1.10) STUDENT ASSESSMENT: Constructed response explaining why they chose to include particular people involved in Missouri’s history. Checklists which give students a guideline of what information they will need to include in their project. Observations, while students are creating, that checks to make sure students are on task and are correctly following instructions. Written description of each Missourian that details their contributions to the state and country’s history placed in “Show-Me Stars” portfolio. PERFORMANCE ASSESSMENT CRITERIA : Link to scoring rubric COLLABORATION: The Instructional Technology Specialist could be used to help children become comfortable with the Mixbook project. The reading/writing specialist could be used to help children compose and edit their short biographies of each Missourian. The art teacher could be used to help the students create clipart that could be used in their project. The ELL specialist could be used to assist any learners that may have difficulty translating given information or interpreting the ideas of English Language Learners. LESSON IMPLEMENTATION Length of Unit (hours, days): 5 days totaling 4.5 -5.5 hours; 60-75 min each day. Prerequisite Skills: Students must be able to use computer to create project and be knowledgeable about proper editing skills needed to create Mixbook. Students must be able to summarize important aspects about the given subjects. Students must have some knowledge on the concepts of a portfolio. Students must demonstrate appropriate group behavior. ACCOMMODATION OPTIONS ELL/IEP Students: ELL students may need assistance from ELL specialist and may benefit from including famous people from their own culture. IEP students may need simpler guidelines for creating their project. The field dependent learner will listen as the teacher explains the entire process that each group must follow. The field independent learner will have materials available which explain what each person should be doing in a step-by-step process. Because some students come from low socio-economic backgrounds all materials needed to complete the assignment will be provided. Finally, because some students come from homes which may not have a parent or adult available to assist the student, there will be an adequate amount of time for the student to complete the assignment during class. MANAGEMENT/ORGANIZATION TIPS This project should coincide with the Missouri history unit. It should be used as a summative assessment or performance-based task. Teachers should emphasize specific individuals in Missouri’s history that are considered important or relevant according to state standards. Hot topic handouts or informational handouts may be used if the teacher believes students need more direct guidance. MATERIALS AND RESOURCES REQUIRED FOR UNIT Textbook and/or other informational resources Show-Me Stars folder (personal student portfolio of informational handouts collected over time during the Missouri history unit) Selected informational handouts Computer w/ Internet access Writing utensils Paper TECHNOLOGY Web-based resources (name and link) Mixbook - http://www.mixbook.com/ Informational resources are plentiful but should always be approved by the teacher before being used by students here are a few good examples: The State Historical Society of Missouri - http://shs.umsystem.edu/index.shtml Missouri house of Representatives - http://www.house.mo.gov/famous.aspx Office of the Secretary of State - http://www.sos.mo.gov/kids/history/famousmissourians.asp Wikipedia - http://en.wikipedia.org/wiki/List_of_people_from_Missouri ** Many school districts in the state of Missouri have created websites that detail famous Missourian’s contributions to the state. This offers the teacher and students an opportunity to partner with another school to complete this lesson and share ideas. UNIT PLAN FLOW CHART/TIMELINE Pre-Planning: During the time spent covering Missouri’s history students should be collecting information pertaining to individuals who have made an impact on society. This information can be in the form of handouts or notes taken by the students during the unit. The classroom teacher should emphasize particular individuals during the unit as a way to guide and inform students about who they should include in their “Show-Me Stars” portfolio. Students will need to know exactly how many examples the teacher expects the students to include in their portfolios and what type of information should also be included. Students should also know they will be given a grade based partially on their “Show-Me Stars” portfolio. Day 1: Introduction and Grouping (30-45 min) 1. After students have been informed that they are going to be authors of a book about famous Missourians, the classroom teacher will begin to explain the project they are going to complete. The explanation should include, but is not limited to, which information is relevant, the amount of time that will be needed to complete the project, sources of information, and teacher expectations. 2.The classroom teacher will show an example of a previously created mixbook so students can gain a simple understanding of what they will be creating. The teacher should point out that they are responsible for selecting not only the individuals covered in their mixbook, but also the pictures, themes, fonts, and format. This is truly a creation all their own! 3.The teacher will inform students that their “Show-Me Stars” portfolio should be used as a major reference while creating their mixbook. It’s for this reason the teacher has emphasized the importance of maintaining an up-to-date “Show-Me Stars” portfolio. 4.The classroom teacher will then handout and go over, with the class, the scoring guide that will be used to assess the newly created mixbooks. Students should be invited to ask as many questions as possible about the details of the scoring guide so that they know exactly what is expected of each student. 5.The teacher should go over the amount of time the students have to complete this project and inform the students that it’s crucial not to fall behind. They are going to need as much time as possible to create their mixbook. 6.Place students in groups of 4 based on cognitive/physical abilities. It’s helpful to group struggling students or special needs students with higher cognitive functioning students or class leaders. The goal is to have each group matched up as evenly as possible. 7.Give students enough time (15-20 min) to discuss and decide which individuals from Missouri’s history they wish to include in their project. During this time the teacher should walk around the room and make suggestions about which individuals should be included to groups that are having difficulties getting started. 8.Inform students that tomorrow they will begin researching their chosen individuals. Day 2: Research (60 -75 min) 1.Students will be taken to school library and/or computer resource room to begin researching the individuals they have selected to include in their project. (If there are any groups that have not come to a final decision about the individuals their mixbook will cover, they will be given 5-10 min to decide while others begin researching) 2.Teacher must inform each group that they MUST have any new informational sources, those not discussed during unit or distributed by teacher, reviewed and accepted by the classroom teacher. If not, students may be using information that is untrue or invalid. 3.Teacher may supply students with a list of Internet resources that have already been deemed acceptable. 4.The teacher should remind each group that it’s important to review and consider the scoring guide while they are researching. This way groups are gathering appropriate information of which they will be graded. 5. While students are working in their groups researching their chosen individuals, the teacher should be walking around the room asking guided questions to each group about the reasons why each group selected their particular individuals. Students should be asked questions like, “Why did you select this person? What is their importance to Missouri or United States history? What information do you think needs to be included with this person?” 6.As time comes to an end, students should save any information they have collected to a flash drive or print the information and place it in their “Show-Me Stars” portfolio. Day 3: Final Research & Initial Creation (60 -75 min) 1.Students will, once again, be taken to the school library and/or computer resource room to continue working in groups on their mixbook project. 2.Some students may be done with all research. In which case, they should be instructed to begin the mixbook tutorial. 3.Groups who still need time to research will be instructed to complete their remaining research quickly so they have enough time to create their mixbook. Today is the last day for research so students shouldn’t spend entire hour researching. They need to move on to the mixbook creating phase as quickly as possible. 4.Once students have finished the online tutorial, they may begin creating their mixbook. Teacher should be walking around the room to assist any group that needs guidance. 5.Students should be instructed to be as creative as possible. They shouldn’t settle for the first picture they find on the Internet. Be sure that students know their creation will be used as a learning tool for others. Therefore, it’s important to produce their best work. 6.While students are creating, the teacher should once again review the scoring guide to emphasize what the students should include in their mixbook. One method of doing this is to ask each group questions that guide performance, such as, “What do we know needs to be included? How many pieces of information need to be included on this individual? What pictures would make sense to use for this individual?” 7.At the end of the hour/session, be sure that each group has saved their progress and inform them that tomorrow will be the last day for creating their mixbook the final day is for presentations. (It’s a good idea to remind the students of the project’s timeline throughout the project’s process so they have an idea of where they should be) Day 4: Final Creation (60-75 min) 1.Students will, once again, be taken to the school library and/or computer resource room to continue working in groups on their mixbook project. 2. This day should be used to tie up any loose ends that groups may have remaining with their mixbook in order to complete the assignment. With proper planning students should be nearly finished with the project. Those groups that are behind will need assistance from the teacher. 3.Once a group has finished their mixbook they will need to have it reviewed and accepted by the classroom teacher. Once accepted, groups should decide how they are going to present their mixbook to the class the following day. 4.Any group that is completely finished with their project should be instructed to help other groups finish what they have remaining or sit quietly until it’s time to return to class. 5.Students will need to save everything they have been working on and be prepared to present their mixbook the following day. Day 5: Presentations (60-75 min) 1. During the day of presentations, the teacher may want to allow students to bring in food/drink as a reward or celebration towards the completion of the mixbook project. This is completely optional and is based on the student’s ability to handle the situation appropriately. It is a good way to assure positive behavior in the library/computer resource room, “If everyone demonstrates appropriate behavior during this time, we’ll have a little party during group presentations.” 2.Each group will present their mixbook creation to the entire class. Each member of the group should be included in this presentation in some way. Students should be sure to point out why they included their selected individuals. 3.Students not presenting their mixbook at the time should demonstrate appropriate audience behavior. Students should also be reminded they are being graded on how well they behave during presentations 4.Groups will give time at the end of the presentation to ask if there are any questions. If the group has trouble answering these questions, the class as a while will discuss what they think believe is the correct response. 5.Once every group has presented, the teacher should lead a class discussion about the presentations. “What similarities and differences did we notice in the presentations? Were there one or two individuals that seemed to be in every presentation? Why do think that happened? How could we make our mixbooks better? What was learned from this project?”