Famous Americans: Meeting Famous Americans through 1st Person Narratives

1
Famous Americans Meeting Famous Americans
through 1st Person Narratives

• Grade 6
• Cindy Halling

2
(No Transcript)
3
GOAL

• To Increase the students knowledge of famous
  Americans in History.

4
State Standard

• History Standard The student uses a working
  knowledge and understanding of significant
  individuals, groups, ideas, events, eras, and
  developments in the History of Kansas,the United
  States, and the world utilizing essential
  analytical and research skills.

5
Benchmark 5

• The student understands the significance of
  individuals and their contributions in history.
• Indicator 1 The student researches the
  contributions made by notable Kansans in history.

6
Activity 1

• Students will choose a famous person from
  American History
• Student will check with teacher to make sure
  there are not duplications of subjects

7
Research

• Students are to find at least three sources for
  their report
• One must be a book
• Two may be from other sources such as the internet

8
Written Report

• Report is to be between one and two pages long
• Must contain information from all sources
• Must be neat in appearance
• May be done on computer or handwritten.
• Spelling and grammar will be considered in the
  final assessment of the report
• Must be written in first person.

9
Timeline

• Time line should include important events from
  the subjects life
• Pictures may be included to make more interesting

10
Project

• Project may be of the students choosing
• Ideas maybe collages with captions,photo albums,
  plays,skits, poetry, films etc.
• Project needs to show an understanding of the
  subject the student chose.

11
DISPLAY BOARD

• Students will make a display board about their
  subject
• Board will include name of subject, report,
  timeline, project if applicable
• Students may add other items to their display if
  they wish

12
SPEECH

• Students will give a speech done in first person
  over the subject that they have chosen
• They will have pertinent facts about their
  subject
• This is a good place to add fun or little known
  facts about their subject (i.e. Albert Einstein
  liked to play with his pet chickens)
• Speech needs to be approximately 3-5 minutes in
  length

13
Living Museum Presentation

• Students will present their project at a Living
  Museum held at the school
• Students will wear a costume that depicts their
  character
• Students will set up their boards next to them
  for guests to look at. Students will explain
  boards to the guests.
• Students will give speech to groups or
  individuals as requested.
• Students will answer questions from the audience
  as needed.

14
Assessment

• Assessment should be given on each part of the
  assignment as finished.
• Points awarded can be at each teachers
  discretion depending on students ability,
  finished product and effort put into it.

15
NOTES

• This project can be done on a local ,state or
  national level.
• I have done Kansas People during January
• Local people of importance can also involve
  interviews with some of our older citizens to
  find out how life was when they were youngsters.
• What is similar and different then and now.
• We made a book of our interviews and added our
  subjects pictures when we used locals.

16
Notes Continued

• We then went to the local rest home to do the
  interviews and again to present our reports and
  gave a book to each resident. Both generations
  enjoyed this!
• Many of my students chose people from their
  ethnic background as subjects. This gave a
  diversified mix not only on time but on ethnicity
  also.

17
Notes Continued

• It is essential that you send home a letter to
  the parents explaining what their child will be
  working at.
• Include in the note that their child will need a
  costume for the final presentation.
• Some parents went all out but many just went to
  good will or salvation and found something we
  could adapt.

18
Adaptations

• I had my ESOL students that had trouble writing
  to tell me about their subject. I helped them
  write a short version for their board.
• They also had the option of making a picture
  timeline. They wrote the date and found an
  appropriate picture. I added details if
  necessary.

19
Adaptations continued

• They were allowed to have someone read the
  information to them if necessary.
• Some of the information was found in Spanish on
  the web or at the library.
• They chose people many times that they already
  knew about or their families told them about
  which made the research easier.

20
adaptations

• I also paired some of the students. This gave
  them instant help many times.

21
Websites that can be of help

• www.americaslibrary.gov/cgi-bin/page.cgi/aa
• gardenofpraise.com/leaders.htm
• www.kidinfo.com/American_History/
  Famous_Historical_People.htm
• en.wikipedia.org/wiki/Notable_Hispanic_Americans

22
Websites

• www.lkwdpl.org/schools/elempath/amerbio
• www.edwardsly.com/biography.html
• www.hispanomundo.com/FamousHispanics.htm
• www.answers.com/topic/list-of-vietnamese-americans
  -

23
Books

• Women of the west- Coronado Museum
• Color Kansas Characters - Coronado Museum
• Teaching in Dodge Citys Mexican Village
• Legendary Outlaws and Lawmen of the Old West-
  Coronado Museum

24
VHS Tape

• Sunflower Showcase Tapes- Coronado Museum