Transportation: A Student's Historical Explanation
Created By: Michael Marassa, Edison Middle School (Champaign, IL)
Grade Level: 7th-8th
Content Area: Language Arts/Social Studies
Database Integration: Students will research
the TDC database,
find a local examples of transportation, and explain the picture and
its relevance and purpose to our community.
Standard
Achieved
|
Activity
that Meets this Standard
|
| State
Goal 16: Understand events, trends, individuals and movements
shaping the history of the U.S. and other nations. |
Research on
the TDC database
exposes students to historical modes of transportation and of development
in the U.S. in comparison to current types. Student Presentations
will provide in depth analysis of material researched during speech. |
| State
Goal 18: Understand Social Systems, with an emphasis on the U.S. |
Content presented
during individual speech. |
| State
Goal 4: Listen and Speak effectively in a variety of situations. |
Strength of
oral presentation (vocabulary, message to audience, eye contact) |
Materials:
- Computer Access to the TDC database
- Note Cards
- Overhead Projector or Video Projector
- Transparencies (if necessary)
- Copy of Rubric for Students
Procedures:
- Brainstorm with students
modern forms of transportation
- Discuss historical
history only using student's current foundational knowledge. Take
each of the following items and analyze student's background for
each:
- a. Airplane
- b. Automobile
- c. Railroad
- Use this
information as informal assessment of student ability
- Explain assignment
- student is to research TDC database
using keyword transportation and select an artifact regarding
local transportation. The artifact can be an advertisement, an
example of transportation, etc.
- Teacher selects an
example of an artifact and models assigment.
- a. Show class artifacts, either on an overhead or via video projector
- b. Explain artifact and its relevance to transportation for that time
- point out details on the artifact
- c. Explain what other forms of transportation were available at this
time and why this example is used - what was it's general purpose
- d. Based upon this purpose, why current forms of transportation serve
that purpose now. If mode is different, what caused this change?
- e. Extra credit can be earned for extended research on artifact -
cost, manufacture, and similar artifacts found on other web sources
besides DSD.
- Explain
rubic to students. They will be graded on a 1-4 scale (Exceeds,
Meets, Approaching, or Does Not Meet Standard) for each of the
following categories:
- a. Accuracy of Information
- b. Explanation of Details on Artifact
- c. Comparison to Current Use
- d. Voice - clarity and confidence
Assessment:
Students will be presenting their artifacts individually to the class.
Students will be graded using the rubric outlined above - a total of 16
points.
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