ALEX Learning Activity

  

A moment in time

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Joshua Goodwin
Organization:0
  General Activity Information  
Activity ID: 1245
Title:
A moment in time
Digital Tool/Resource:
Timetoast
Web Address – URL:
Overview:

Timetoast is an online tool used to make and share timelines created by individuals. Teachers can use this tool to have students create a timeline of a particular event or span of time.

  Associated Standards and Objectives  
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 4
Alabama Studies
14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy
•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
  • Describe the social, political, and economic impact of the modern Civil Rights Movement on Alabama.
  • Describe the impact of important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
  • Summarize the significance of key events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March.
  • Interpret the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954.
  • Will identify the purpose and goals of education in American society and explain why African Americans chose to challenge segregated education in their quest for equality.
Teacher Vocabulary:
  • analyze
  • interpret
  • discrimination
  • prejudice
  • protest (violent and non-violent)
  • boycott
  • sit-in
  • segregation
  • integration
  • Jim Crow
  • suffrage
  • rights
  • NAACP
Knowledge:
Students know:
  • Many of the key leaders that were vital to the modern Civil Rights movement including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
  • How the Montgomery Bus Boycott and other forms of protest impacted Alabama's economy.
  • How the many forms of non-violent protests were used to help African Americans in Alabama gain equality including the Montgomery Bus Boycott, the Selma-to-Montgomery March, and children's marches.
  • African Americans in Alabama were often the victims of violence while trying to gain equality (Sixteenth Street Church bombing, Freedom Riders bus bombing).
Skills:
Students are able to:
  • Recognize important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy.
  • Describe events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March.
  • Interpret primary sources such as the Civil Rights Act of 1964, the Voting Rights Act of 1965, Brown versus Board of Education Supreme Court case of 1954, and Letters from the Birmingham Jail.
  • Use vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights.
Understanding:
Students understand that:
  • Many individuals and events had a social, political, and economic impact on the people of Alabama during the modern Civil Rights Movement. There were many benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown v. Board (1954).
  • The doctrine of separate but equal called for specific things.
  • These events also had a significant impact on the nation.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.4.14- Identify the purpose of the Civil Rights Movement; recognize important issues, leaders, and results of the movement.
SS.AAS.4.14a -Identify vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use basic features of digital tools to communciate key ideas and details in a way that informs and/or persuades.
Teacher Vocabulary:
  • digital tools
  • communicate
  • key ideas
  • informs
  • persuades
Knowledge:
Students know:
  • digital tools are available that enable them to inform others.
  • digital tools are available that enable them to persuade others.
Skills:
Students are able to:
  • use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade.
Understanding:
Students understand that:
  • digital tools can be used to communicate by informing and/or persuade others.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.
Teacher Vocabulary:
  • synthesize
  • relevant
  • timeline
  • flowcart
  • infographic
Knowledge:
Students know:
  • information from multiple sources can be combined or synthesized.
  • there are multiple was to combine information to communicate with others.
Skills:
Students are able to:
  • synthesize information from multilple sources in a variety of ways to make it more useful such as a flowchart, timeline, infographic, multimedia etc.
Understanding:
Students understand that:
  • information is obtained from multiple sources to better make sense of information.
  • information can be presented in different ways to make it more useful.
Learning Objectives:

Students will be able to research events along a given period.

Students will be able to organize events from a given time frame into a timeline

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

The students will research the civil rights movement and choose one major figure from the time to create a timeline. The timeline will include biographical information about the person they choose. Timeline should consist of at least ten events with a picture and at least one paragraph about each event. Each student should then present their timelines to the class and compare where each timeline intersects with another.

When creating timelines from the same timeframe teachers should ensure that each student has a different person as the focus of their timeline.

Assessment Strategies:

Teacher should use a rubric to clearly express his or her expectations with the timeline.


Advanced Preparation:

The teacher should create a timeline of their own to demonstrate to the student the expectations for the assignment. Timelines should be used in conjunction with a unit focused on a specific period of time.Allow students to explore the internet for examples of different timelines for ideas.

Variation Tips (optional):

Timelines can be used to illustrate any period of time for example, students can create a timeline of the lifecycle of plants or animals.

 

Notes or Recommendations (optional):

The most important thing to remember about using timelines is to be creative and allow the students to use their imagination when doing this project.

  Keywords and Search Tags  
Keywords and Search Tags: