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| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 1
Suffolk Public School’s Quest Packet & Portfolio
2013-2014
3rd Nine Weeks Student’s Name: _____________________________________
School: ___________________________________________
Accelerated Course: 6th American History 1865 – Present_________
Core Teacher: __________________________Block: ________
Gifted Resource Teacher: _______________________________
This packet must be submitted at the conclusion of this nine week grading period, along with
evidence of completed work.
Date Submitted: _______________________________________
________________________________________ ____________________________________
Student Signature GRT Signature
This portfolio can be electronically accessed at http://blogs.spsk12.net/spsgifted/. If there are
ever any questions or concerns, please do not hesitate to contact your assigned teacher or Gifted Resource
Teacher (GRT).
GRT (KFMS): Debra Curran Email: [email protected]
GRT (FGMS/JYMS): Linda Ellis Email: [email protected]
GRT (JFKMS/JYMS): Michael McClain Email [email protected]
GRT (JYMS): Linda Perry-Clarke Email: [email protected]
| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 2
Expectations:
1. All assignments are due on the assigned date. Students are expected to
follow the handbook policy for all assignments.
2. Students will be responsible for seeking out missing work due to
absences.
Welcome to 6th
grade History!
This nine weeks portfolio is to be completed at home. Any other materials
that we work on in class will be given to you at the appropriate time. We
will be working from the following SOLs this upcoming nine weeks when
we come into class:
USII.1a-h The student will demonstrate skills for historical and geographical analysis and responsible
citizenship.
USII.2a-c The student will use maps, globes, photographs, pictures, or tables.
USII.3a-c The student will demonstrate knowledge of the effects of Reconstruction on American life.
USII.4a-e The student will demonstrate knowledge of how life changed after the Civil War.
USII.5a-c The student will demonstrate knowledge of the changing role of the United States from the
late nineteenth century through World War I explain the reasons for and results of the Spanish American
War.
USII.6a-d The student will demonstrate knowledge of the social, economic, and technological changes
of the early twentieth century.
| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 3
Understanding By Design Unit Plan
Title: United States History 1865-Present Subject/Course: Gifted and Talented U. S. History II
Topic: Influential People
Grade: 6 Designers: Ellis, Perry-Clarke, McClain and Curran
Essential Understanding:
USII.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship,
including the ability to
a) analyze and interpret primary and secondary source documents to increase understanding of events and
life in United States history from 1865 to the present
b) make connections between the past and the present
c) sequence events in United States history from 1865 to the present
d) interpret ideas and events from different historical perspectives
e) evaluate and debate issues orally and in writing
f) analyze and interpret maps that include major physical features
g) use parallels of latitude and meridians of longitude to describe hemispheric location
h) interpret patriotic slogans and excerpts from notable speeches and documents
i) identify the costs and benefits of specific choices made, including the consequences, both intended and
unintended of the decisions and how people and nations responded to positive and negative incentives
USII.2 The student will use maps, globes, photographs, pictures, or tables for
a) explaining how physical features and climate influenced the movement of people westward.
b) explaining relationships among natural resources, transportation, and industrial development after 1865
c) locating the 50 states and the cities most significant to the historical development of the United States
USII.3 The student will demonstrate knowledge of the effects of Reconstruction on American life by
a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States
b) describing the impact of Reconstruction policies on the South and North
c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass
USII.4 The student will demonstrate knowledge of how life changed after the Civil War by
a) identifying the reasons for westward expansion, including its impact on American Indians
b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this
expansion
c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans
and other groups in the post-Reconstruction South
d) explaining the impact of new inventions, the rise of big business, the growth of industry, and life on
American farms.
e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of
organized labor, women’s suffrage, and the temperance movement.
USII.5 The student will demonstrate knowledge of the changing role of the United States from the late nineteenth
century through World War I explain the reasons for and results of the Spanish American War by
a) describe Teddy Roosevelt’s impact on the foreign policy of the United States
b) describing Theodore Roosevelt’s impact on the foreign policy of the United States
c) explaining the reasons for the United States’ involvement in World War I and its international leadership
role at the conclusion of the war.
| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 4
USII.6 The student will demonstrate knowledge of the social, economic, and technological changes of the early
twentieth century by
a) explaining how developments in factory and labor productivity, transportation (including the use of the
automobile), communication, and rural electrification changed American life and standard of living.
b) describing the social and economic changes that took place, including prohibition and the Great Migration
north and west.
c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke
Ellington, Georgia O’Keeffe, and the Harlem Renaissance.
d) identifying the causes of the Great Depression, its impact on Americans, and the major features of
Franklin D. Roosevelt’s New Deal.
Topic
Influential People in United States History
Activities
1. Tasks I – V
2. Monologue Performance
3. Reflection
Assessments
1. Tasks I – V
2. Monologue Performance
3. Reflection
Stage 1 – Desired Results
Established Goals:
Quest Standards: Q1.1 The students will apply problem solving skills (i.e.: identify problems, formulate hypotheses, generate ideas,
employ deductive reasoning, choose and apply solutions) to achieve an outcome or solution to problems.
Q1.2 The students will use critical thinking skills (i.e.: inquiry, abstract logical thinking, inductive reasoning,
critical analysis, and the ability to find and use information) to achieve understanding, evaluate viewpoints, and
solve problems.
Q1.3 The students will be able to use effective communication in processing complex problems.
Q2.1 The students will be able to identify and utilize inductive and deductive thinking processes.
Q2.2 The students will gather and assess relevant information using abstract ideas to interpret the information
effectively.
Q2.3 The students will arrive at well-reasoned conclusions and solutions, testing them against relevant criteria and
standards.
Students will Understand:
1. Technological advances allowed people to live in
more challenging environments.
2. The 13th, 14th, and 15th Amendments to the
Constitution of the United States of America address
the issues of slavery and guarantee equal protection
under the law for all citizens.
3. The Reconstruction policies were harsh and created
Essential Questions:
1. How did people adapt to life in challenging
environments?
2. What are the basic provisions of the 13th, 14th,
and 15th Amendments to the Constitution of
the United States?
3. What were the Reconstruction policies for the
South?
| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 5
problems in the South.
4. Reconstruction attempted to give meaning to the
freedom that former enslaved African Americans had
achieved.
5. The actions of Abraham Lincoln, Robert E. Lee, and
Frederick Douglass created lasting impacts.
6. New opportunities and technological advances led to
westward migration following the Civil War.
7. Population changes, growth of cities, and new
inventions produced interaction and often conflict
between different cultural groups.
8. Population changes, growth of cities, and new
inventions produced problems in urban areas.
9. Discrimination against African Americans continued
after Reconstruction.
10. “Jim Crow” laws institutionalized a system of legal
segregation.
11. African Americans differed in their responses to
discrimination and “Jim Crow.”
12. Between the Civil War and World War I, the United
States was transformed from an agricultural to an
industrial nation.
13. Inventions had both positive and negative effects on
society.
14. The effects of industrialization led to the rise of
organized labor and important workplace reforms.
15. The United States emerged as a world power as a
result of victory over Spain in the Spanish American
War.
16. Economic interests and public opinion often influence
United States involvement in international affairs.
17. Roosevelt expanded the Monroe Doctrine as a way to
prevent European involvement in the affairs of Latin
American countries
18. The United States’ involvement in World War I
ended a long tradition of avoiding involvement in
European conflicts and set the stage for the United
States to emerge as a global superpower later in the
twentieth century.
19. There were disagreements about the extent to which
the United States should participate in world affairs.
20. Technology extended progress into all areas of
American life, including neglected rural areas.
21. Reforms in the early twentieth century could not
legislate how all people behaved.
22. Economic conditions and violence led to the
migration of people.
23. The 1920s and 1930s were important decades for
American art, literature, and music.
24. The leaders of the Harlem Renaissance drew upon the
4. What were the lasting impacts of the actions of
Abraham Lincoln, Robert E. Lee, and
Frederick Douglass?
5. Why did westward expansion occur after the
Civil War?
6. How did the lives of American Indians change
with western expansion?
7. Why did immigration increase?
8. Why did cities grow and develop?
9. What challenges faced Americans as a result of
these social and technological changes?
10. What is racial segregation?
11. How were African Americans discriminated
against?
12. How did African Americans respond to
discrimination and “Jim Crow”?
13. What inventions created great change and
industrial growth in the United States?
14. What created the rise in big business?
15. What factors caused the growth of industry?
16. How did industrialization and the rise in big
business influence life on American farms?
17. How did the reforms of the Progressive
Movement change the United States?
18. How did workers respond to the negative
effects of industrialization?
19. What were the reasons for the Spanish
American War?
20. What were the results of the Spanish American
War?
21. What were Theodore Roosevelt’s foreign
polices?
22. What was Theodore Roosevelt’s impact on the
foreign policy of the United States?
23. What were the reasons for the United States’
becoming involved in World War I?
24. Who were the Allies?
25. Who were the Central Powers?
26. In what ways did the United States provide
international leadership at the conclusion of the
war?
27. How was social and economic life in the early
twentieth century different from that in the late
nineteenth century?
28. What factors increased factory and labor
productivity?
29. What was prohibition, and how effective was
it?
30. Why did African Americans migrate to
northern cities?
| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 6
heritage of African American culture to establish
themselves as powerful forces for cultural change.
25. The optimism of the 1920s concealed problems in the
American economic system and attitudes about the
role of government in controlling the economy.
26. The Great Depression had a widespread and severe
impact on American life.
27. Franklin Roosevelt’s New Deal used government
programs to help the nation recover from the
Depression.
31. What were the economic changes during the
early twentieth century?
32. Who were the leaders in art, literature, and
music during the 1920s and 1930s?
33. What were the contributions of these leaders?
34. How did the Harlem Renaissance influence
American life?
35. What were the causes of the Great Depression?
36. How did the Great Depression affect the lives
of Americans?
37. What were the major features of the New Deal?
Students will know….
How influential people in American history helped to
shape our country.
Students will be able to….
1. Identify primary ideas expressed in primary
documents
2. Gather, classify, and interpret information.
3. Draw conclusions and make inferences about data.
4. Explain cause-and-effect relationships.
5. Participate in problem solving
Stage 2 – Assessment Evidence
Performance
1. Tasks I – V
2. Monologue Performance
3. Reflection
Stage 3 – Learning Plan
Learning activities:
1. Students will work independently to meet project due dates.
2. Students will research to learn about an influential person in American History.
3. Students will create a 1st person point of view monologue about that person
4. Students will create an I Board.
5. Students will give an oral presentation of their monologue.
6. The teacher will provide a positive learning environment to foster student independent learning.
| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 7
Who’s Who in History?
Task I – Select a person of interest from the following list:
Chief Joseph
Sitting Bull
Geronimo
Thomas Edison
Guglielmo Marconi
Wilber Wright
Orville Wright
David Sarnoff
Alexander Graham Bell
Fredrick Douglass
Robert E. Lee
Abraham Lincoln
Theodore Roosevelt
Woodrow Wilson
Herbert Hoover
Franklin Roosevelt
John D. Rockefeller
Henry Ford
Andrew Carnegie
Cornelius Vanderbilt
J. P. Morgan
Booker T. Washington
W.E.B. Dubois
Ida B. Wells
Susan B. Anthony
Jane Addams
Eleanor Roosevelt
Elizabeth Cady Stanton Georgia O’Keeffe
Langston Hughes
George Gershwin
Aaron Copland
Duke Ellington
Louis Armstrong
Bessie Smith
F. Scott Fitzgerald
John Steinbeck
Jacob Lawrence
| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 8
Research Questions
Task II – Research your historical figure and answer the following questions. You must have
at least two books and two websites/databases. Students may use Ebsco and Elibrary from the
Suffolk Public Schools student portal. You will need to create a works cited page for the
resources that you use. 1. What is the name of your historical figure?
2. When and where was he/she born?
3. Were there any events that occurred during his/her childhood that helped to shape his/her outlook on life?
Describe them.
4. What type of education did this historical figure obtain? How did this education impact what he/she did later
in life?
5. Did this person have any other members of their family that influenced them? Explain.
6. Did your person do anything that changed the course of history or influenced it in any way? Describe.
7. What, if any, awards did he/she win?
8. Did your historical figure face any challenges and how did he/she respond to these problems?
9. In what ways was this person’s life remarkable, admirable, or despicable?
10. What human qualities were most influential in the way this person lived and influenced his/her times?
11. How and when did this person die?
| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 9
12. What interesting items did you learn about this person that you want to share with others?
13. Collect and summarize three important stories about this person’s life and be prepared to tell those stories
as if you were the person speaking naturally about themselves.
Task III – You must create a works cited page for your research.
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| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 10
Task IV – Historical Figure “I Board” (1st person point of view)
Picture or Illustration
Famous Quote Story Summary
Pictures from different eras of
the historical person’s life
Historical Contributions Facts
Task V – Write a monologue (script) from your historical person’s point of view using your
research. This will be an oral presentation to the class lasting two to three minutes.
Cut out a place for your face.
Facts
Historical
Contributions
Story Summary
Quote(s)
Picture as a child
Picture as an adult
www.scholatic.com
| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 11
Reflection Rubric
Name ____________________________________________________________Date __________________________ Block _________
Select a lesson that was presented to you when the Gifted Resource Teacher was in your class this quarter. Construct a personal narrative (at least 1 page) in which you fully
develop your voice addressing the main topic/s covered from the lesson. [1] Include the important elements of the lesson and how it connects to your life [2] what aspects of this
lesson were particularly positive or negative to your own personal academic development and learning style (Metacognition), [3] what would you do to improve the lesson if you
were given the opportunity to present the lesson yourself (If you wouldn’t change the lesson, you must fully justify why). You will be scored based on the following RUBRIC:
CRITERIA UNDERSTANDING PERSONAL RESPONSE CRITICAL RESPONSE PRESENTATION 100 Points
Total
EXCEEDS THE
STANDARD
25 points
I recall the important
elements of the lesson in
order, with details. My
response has a sense of
story.
I made connections from my life
to the lesson. I made
connections to my own personal
academic development and
learning style. I give details to
explain my connections.
I tell what I think about
the lesson. I support it
with details from the
lesson or my life.
Presentation is neat,
orderly, and has no usage
and mechanics errors.
MEETS THE
STANDARD
22 points
I recall the important
elements of the lesson in
order. My response has a
sense of story.
I made connections from my life
or to my own personal
academic development and
learning style to the lesson. I
give few details to explain my
connections.
I tell what I think about
the lesson. I support it
with details from the
lesson.
Presentation is neat,
orderly, and has few usage
and mechanics errors.
NEARLY MEETS
THE STANDARD
19 points
I recall some important
elements of the lesson. The
elements are not in order
and/or complete.
I made connections from my life
or to my own personal academic
development and learning style
to the lesson. I lack details to
explain my connections.
I tell what I think about
the lesson, but I don't use
details from class.
Presentation is sloppy, has
little sense of order, and
has several usage and
mechanics errors.
LITTLE
EVIDENCE OF
THE STANDARD
17 points
I recall elements of the
lesson. They may not be
important or complete.
I tell events from the lesson
and/or my life, but they are not
connected.
I tell about the lesson
without telling what I
think.
Presentation is sloppy, no
sense of order, and has
many usage and
mechanics errors.
TEACHER COMMENTS : Total Score:
| Designed by Linda Ellis, Linda Perry -Clarke, Michael McClain and Debra Curran - Gifted Resource Teachers 12
Name ____________________________________________________________Date __________________________ Block _________
Student Portfolio Rubric
Each assignment must be submitted on the assigned due date for this nine week grading period to demonstrate student academic
growth and development. Students are responsible for completing the following activities:
Portfolio Submissions
Teacher Monitoring
dates
Grade (100 point total)
Daily Grade
Reflection – Portfolio Piece # 1
Lesson Topic: __________________________________________
Written or typed- 1 page reflection from 3rd quarter Quest lesson (see rubric on page 11)
Reflection _______
Test Grade
Name of person you will research _________________________
Portfolio Project to include the following:
Research Questions
Works Cited
I Board
Monologue and oral presentation
_________________
__________________
__________________
__________________
Total Score: Total Score: