ss7-3

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 * Curriculum Connections in the Elementary Library **


 * **Unit Title** || **Historical Perspectives & Current Events** ||
 * **Framework Alignment** || Social Sciences 3.0; Grade 7; Quarter 3 ||
 * **Enduring Understanding** || Knowing context deepens our understanding of historical events ||
 * **Essential Questions** || In what ways do multiple perspectives better inform our understanding of history? From whose viewpoint are we seeing or reading or hearing? In what ways do multiple perspectives better inform our understanding of history? ||
 * **Day One Activities** || **Concept:** How has tobacco use been regarded by the general population at different points in history?
 * **Essential Questions** || In what ways do multiple perspectives better inform our understanding of history? From whose viewpoint are we seeing or reading or hearing? In what ways do multiple perspectives better inform our understanding of history? ||
 * **Day One Activities** || **Concept:** How has tobacco use been regarded by the general population at different points in history?
 * **Day One Activities** || **Concept:** How has tobacco use been regarded by the general population at different points in history?
 * **Day One Activities** || **Concept:** How has tobacco use been regarded by the general population at different points in history?


 * CCSS:** RH6-8.1, .2, .4, .6, .7; WHST6-8.7-9


 * Information Literacy Skills:** Use of online databases


 * Technology Skills:** Use of iPad camera to create videos


 * Activity:**
 * 1) Discuss the definition of a subscription online database. Mention that these databases are often used as important research tools. Share that the articles are written by experts and vetted for accuracy.
 * 2) As a class, conduct background research on how tobacco has been used throughout history. Divide the class into three groups, (1) John Rolfe; (2) Colonial Virginia tobacco planters; and (3) a modern-day physician. Share the articles listed below with each group and ask students to determine how tobacco was viewed during that time. Discuss findings as a group and create a simple chart to contrast the various viewpoints.
 * 3) Ask students to do one of the assessment activities listed below to demonstrate understanding of their research.
 * 4) Book Checkout/Recreational Reading

Use the auditory function to listen to online database resources. Use the SAFARI Montage playlist and additional reading to expand research.
 * Personalized Learning:**

__Assessment Option #1__: | Access as a Google Drawing | Get editable version at the Google Template
 * Assessment:**

__Assessment Option #2__: Using an iPad 2 or other video camera, have students create mini-skits. Assign one small group to play the role of John Rolfe or a colonial Virginia farmer who looked at tobacco as a commodity of value with no understanding of the health detriments. Have another group play the role of modern-day doctors explaining the negative effects of tobacco use. Share the video shorts with each other and summarize the importance of understanding the historical context various viewpoints. Get support at Mobilary for the use of iPads in the library.]

Bortman, Eli C. "The Parson's Cause (1754-1783)." American Eras. Ed. Matthew J. Bruccoli and Richard Layman. Detroit: Gale Research, 1997. Student Resource Center - Junior. Gale. CPS Charter schools. 15 Dec. 2012
 * Resources:**

"Rolfe, John (1585-1622)." Encyclopedia of World Biography. Detroit: Gale, 1998. Gale Student Resources In Context. Web. 15 Dec. 2012.

"Tobacco and Nicotine." Teen Health and Wellness. Rosen Publishing Group, Inc., 2012. Web. 15 Dec. 2012


 * Additional Resources**:
 * Print:** Meinking, Mary. Cash crop to cash cow: the history of tobacco and smoking in America. Philadelphia: Mason Crest Pub., 2009. Print.
 * CPS Virtual Library:** History of Tobacco list (view in Internet Explorer or Firefox)

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 * **Day Two Activities** || **Concept:** How were the contributions of African-Americans perceived by various persons during the American Civil War?
 * **Day Two Activities** || **Concept:** How were the contributions of African-Americans perceived by various persons during the American Civil War?


 * CCSS:** RH 6-8.1, .2, .6, .7; WHST6.8.1, .4, .6, .8, .9


 * Information Literacy Skills:** Website evaluation


 * Technology Skills:** Using Google Docs to share writing; using the Screen Chomp app to share pictures and narration.


 * Activity**:
 * 1) Dr. Alexander T. Augusta was a black doctor who served during the American Civil War. He was the highest ranking African-American officer in the Union Army and the first to hold a medical commission. Learn about Dr. Augusta at @http://www.arlingtoncemetery.net/ataugust.htm. Begin by evaluating the website to assess its credibility. Look at the owner of the site and the URL to judge if this is an authoritative site. Then, discuss Dr. Augusta's accomplishments and list some ways that he was apparently treated differently due to his race.
 * 2) Read the article "African Americans in the Civil War: Need to Know". List some contributions of African-Americans during the Civil War. List some of the obstacles they faced due to racism and inequity.
 * 3) Write a fictional journal entry from the perspective of Dr. Augusta that refers to some aspect of his contributions to society during or after his service in the Union Army. In the entry, include a reference to some hardship he may have faced due to the racist beliefs held by others during his lifetime.
 * 4) Book Checkout/Recreational Reading

Allow students to record their voices as an auditory diary as another assessment option.
 * __Personalized Learning__**

__Assessment Option #1:__ Use paper and pen to write a fictional journal entry from the perspective of Dr. Augusta __Assessment Option #2__: Use a Google Doc to write a fictional journal entry. Share with the teacher and classmates, if desired. (Learn how) __Assessment Option #3__**:** Use Screen Chomp iPad app, or a similar app, to have students use pictures and narration to create a fictional video journal entry from the perspective of Dr. Augusta. (Learn how)
 * Assessment**:

"Alexander T. Augusta, Major, United States Army." Arlington National Cemetery Website. Arlington Cemetary, n.d. Web. 16 Dec. 2012. .
 * Resources:**

Pencak, William. "African Americans in the Civil War: Need To Know." //American History //. ABC-CLIO, 2012. Web. 16 Dec. 2012.


 * __Addtional Resources__:**
 * Print:** Tarrant-Reid, Linda. //Discovering Black America: From the Age of Exploration to the Twenty-first Century.// New York: Abrams for Young Readers, 2012. Print.
 * CPS Virtual Library:** African Americans in the Civil War list (view in Internet Explorer or Firefox)

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