1. Follow the Drinking Gourd Showcase
Cookie Wright
Spring 2009

2. Instructional Design Standards and objectives 21st century skills
The Curriculum-Framing Questions (CFQs)
Project approaches
Differentiation

3. Standards and Objectives
Social Studies
VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians.
USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans. .

4. Standards and Objectives
English
4.1 The student will use effective oral communication skills in a variety of settings.
5.3 The student will make planned oral presentations.

5. Standards and Objectives
Virginia Technology Standards
C/T The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.
C/T The student will use technology to locate, evaluate, and collect information from a variety of sources.
C/T The student will use technology resources for solving problems and making informed decisions.
C/T The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

6. National Technology Standards
NT.K-12.3 TECHNOLOGY PRODUCTIVITY TOOLS
Students use technology tools to enhance learning, increase productivity, and promote creativity.
NT.K-12.4 TECHNOLOGY COMMUNICATION TOOLS
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
NT.K-12.6 TECHNOLOGY PROBLEM- SOLVING AND DECISION-MAKING TOOLS
Students use technology resources for solving problems and making informed decisions.

7. 21st Century Skills
In my unit, these skills are addressed in a variety of ways.
Creativity-students will create, as their final product, a play showcasing information acquired as they completed activities.
Critical thinking-throughout the unit, students will be asked to make decisions and justify them

8. 21st century skills cont.
Communication & collaboration-a class wiki will be created and each team will have its own page. After each activity, team members will record information on their page for all members to offer reactions.

9. 21st century skills cont.
Working well with others-each team member will create a character for her play and write dialogue on the team page. Each team member can read and critique each other’s character, offering suggestions. Then the entire team will work together to form the characters and dialogue into a cohesive play.

10. 21st century skills cont.
Monitoring progress-included in the folder given to each student at the beginning of the unit will be a checklist with all required elements of the unit. Students will write the date that each element is done as a way of ensuring completion and monitoring their progress during the unit.

11. Curriculum-Framing Questions (CFQs)
Essential Question What is the price of freedom?
Unit Questions If you were enslaved, what would you be willing to give up to gain your freedom? Were the risks involved in escaping worth it?
Content Questions What was life like for a slave? Why were slaves so anxious to escape? Who were some of the people who helped slaves escape?

12. Incorporating CFQs
Students will investigate the lives of slaves and the Underground Railroad to address the Unit Questions.
After completing the unit, students will be able to address the Content Questions, which ask them to put themselves into the roles of slaves and express feelings and impressions.
At the end of the unit, in an oral discussion, the Essential Question-What is the price of freedom?-will wind up the unit.

13. Project Approaches
Students will be asked to compile all that they have learned about slavery and the Underground Railroad into a play in which their characters will relay, through dialogue, information learned.

14. How I addressed student differences
Accommodations for SPED and ESL students include the use of resource personnel, assigning buddies, and allowing them to use scripts during presentations.
Gifted students are given opportunities to extend their learning and make additional presentations of their choice to classmates.

15. Technology Integration
How technology integration supports content learning
How technology integration supports 21st century skills
How technology integration meets student and classroom needs

16. How technology integration supports content learning
Students will view video segments from videostreaming, do a web activity, and collaborate on a wiki to create a product that indicates attainment of standards.

17. How technology integration supports 21st century skills
Students will collaborate with team members on a wiki throughout the unit.
They will use the wiki to create an original play.
A web activity requires them to think critically and make decisions.

18. How technology integration meets student and classroom needs
Individually viewing video segments and a web activity enables students to move at their own pace, to rewind or go back as necessary. These activities can be done in the lab with the class or in the resource room with help. They can be accessed as many times as necessary.
cont.

19. How technology integration meets student and classroom needs cont.
Writing on a wiki gives the quieter student the same voice as the more talkative student.
Gifted students are provided with additional websites and opportunities to extend their learning.

20. Assessment Strategies
How my assessment strategies address standards and objectives
How my assessment strategies are student centered
How my assessment strategies are varied and ongoing

21. How my assessment strategies address standards and objectives
Students will complete assignments that indicate an understanding of the standards.
Students will write original plays that will include information that reflects the listed standards.

22. How my assessment strategies are student centered
Students are responsible for creating an original play as a collaborative effort on a wiki with dialogue, costumes, props, and stage directions using information gleaned from unit activities.

23. How my assessment strategies are varied and ongoing
Students will be given a folder at the beginning of the unit containing all the materials needed. There are different types of assessments, including KWLs, a T-chart, graphic organizers, checklists, reflections, and a rubric. These assessments occur all during the activities. In addition, students will write on their team’s wiki after each activity.