A
Cross-Curricular Approach
to Teaching the 1900's
AUTHORS: Mary Kay Zeter and Dianne Stevenson
SUBJECTS: Language Arts and Social Studies
GRADE: 8
ABSTRACT:
This is a cross-curricular approach to the teaching of the 1900's. The unit allows students to consult their parents, grandparents, family friends and relatives, as well as school and community resources. Students may dress up in the fashions of the times, study about famous scientific breakthroughs, learn about the political climate that helped create current opinions and read articles on issues that are relevant to their lives. This project is designed to last approximately six weeks. However, it can easily be adjusted.
OVERALL VALUE:
Often social studies teachers find themselves running out of time at the end of each school year. They never quite find the time to teach that period of history most students and their parents find most interesting. That period is the most recent past, the 1900's. This end-of- the-year unit seeks to answer that need and at the same time integrate language arts skills and techniques.
This unit uses student-directed research. Students, parents, and teachers all learn together about events which are directly affecting their lives today and develop a greater appreciation for the present and the significance it will play in their own futures.
PROCEDURE:
Weeks 1-3: Students are asked to select an American person who has had a major impact on culture in the twentieth century. They are given a list from which they may choose. They are also given the option to select a figure not on the list, but this choice must be approved by the teachers.
Students then read a biography or autobiography of this American. They are given two weeks for reading. Both a written and oral report are required by the language arts teacher and presented to this class. To complete the social studies component of this activity, students are asked to research two additional articles written on the same subject. They are required to submit bibliographies, summaries, and comparisons of all three sources to the social studies teacher.
Student requirements for weeks 1-3 include the following: 3-5 page written report, 3-5 minute oral report, note cards for oral report, bibliography, and cover or title page.
Weeks 4-6 Students are given an interest survey to determine which historical period of the 1900's they wish to research. Based upon their responses, they are then organized into groups of either two or three students.
Students are given suggestions and opportunities in school to locate source material. They are also given a list of criteria of what is required for the project and how they will be judged on their group and on their individual effort.
Students are then given time in both language arts and social studies classes to research their projects. Usually three hours of class time is devoted to this research.
For the finished product, students are required to present the teachers with an outline of the presentation. They must also have a bibliography of at least three references. Encyclopedias do not count as a reference although it is suggested that they use an encyclopedia for a general overview of the period.
Students then present their findings to the class. A multi-media presentation is encouraged. Each group is required to have enough information for a forty minute report. Each student is graded both individually and as a member of his/her group. Thus, each student receives two grades for the project. One grade is based upon individual effort , and the other is based upon group participation. Possible sources of information for weeks 4-6 are videos, tapes, records, library books, newspapers, magazines, Readers' Guide, parents, grandparents, neighbors, and classmates using information attained in weeks 1-3.
Students are given a list of things to consider for their presentation, along with tips for each area. Those areas include introduction, time allocation, sharing between group members, transitions, new information, and conclusion.
Possible areas of interest for the presentations include history, cultural events, social trends, fads, clothing, entertainment, transportation, international scene, the arts, inventions, scientific advances, and more.
Mary Kay Zeter mkzeter@ilstu.edu or Dianne Stevenson dmsteve@.ilstu.edu Metcalf Laboratory School 7000
Illinois State University Normal, IL 61790-7000 ph (309)438-2431 or (309)438-2485 fax
(309) 438-2580
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