United States Patriotic Symbols—Documents of Freedom

Subject Area: Language Arts

Grade Level(s): 5

Duration of Activity: Five, 50-minute class periods

Description of Activity:

Before starting this activity, read the book Samuel’s Choice by Richard J. Berleth (ISBN 0807572187, June 1990). Students will use teacher-bookmarked Web sites to research four documents that have been instrumental in the development of our nation’s freedom. In cooperative research groups, the students will create Microsoft PowerPoint presentations on one of the documents as assigned by the teacher. The students will then use Microsoft PowerPoint as a tool to share the information that they have gathered with students in other groups.

Objectives:

• The students will use the computer to visit bookmarked sites on the World Wide Web. [See Using Favorites/Bookmarks in the K-12 Classroom.]
• The students will create Microsoft PowerPoint presentations in groups assigned by the teacher.
• The students will present their presentations to another group of students.

Materials/Equipment:

• Computers with World Wide Web access
• Floppy disks (one per student)
• Microsoft PowerPoint software
• Copies of Samuel’s Choice by Richard Berleth
• Handout 1: Documents of Freedom PowerPoint Template
• Handout 2: PowerPoint Presentation Rubric
• Handout 3: Documents of Freedom Quiz

Prerequisites (skills or background needed):

• Basic Microsoft PowerPoint skills are needed before students can create their slide shows.
• Students must be able to locate and open bookmarked Web sites.

Procedure:

Teacher Component: The teacher will

1. read the book Samuel’s Choice along with the students and discuss the battles and events of the Revolutionary War that are mentioned in the book.
2. discuss how Samuel’s courage is rewarded and how this relates to the concept of freedom.
3. divide the students into four research groups, assigning each group one of the four documents of freedom to research:
• Mayflower Compact
• Declaration of Independence
• U. S. Constitution
• Bill of Rights
4. print a copies of Handout 1: Documents of Freedom PowerPoint Template to assist the students in finding the information needed for each presentation. Print the presentation in notes view. This will allow the students plenty of room to takes notes from their Web research.
5. instruct the students about how to find the bookmarked sites on the World Wide Web. [See Using Favorites/Bookmarks in the K-12 Classroom.]
6. observe and assist students while completing their PowerPoint presentations. Suggest any revisions that should be made.
7. use Handout 2: PowerPoint Presentation Rubric to assess the presentation.
8. have each student save the group’s PowerPoint presentations to floppy disks that can be taken with the students for the next step of this lesson.
9. assign students to sharing groups so that one student from each of the four document groups come together. In this way the new groups will have four students representing each of the document research groups. In other words, in each group, there should be one student who researched the Mayflower Compact, one who researched the Declaration of Independence, one who researched the U.S. Constitution, and one who researched the Bill of Rights.
10. give the newly arranged groups access to computers and have each student share what he or she learned about the assigned document with the other students in the group by sharing the PowerPoint presentations.
11. administer Handout 3: Documents of Freedom Quiz.

Student Activities: The students will

1. read and discuss the book Samuel’s Choice, paying particular attention to the concept of freedom as it is presented in the book.
2. work with teacher-assigned groups to research one of the four documents of freedom:
• Mayflower Compact
• Declaration of Independence
• U. S. Constitution
• Bill of Rights
3. open the bookmarked Web site on the document assigned to the group by the teacher.
4. use the hard copies of Handout 1: Documents of Freedom PowerPoint Template to record pertinent information on the assigned document.
5. prepare Microsoft PowerPoint presentations on the computer using Handout 1: Documents of Freedom PowerPoint Template.
6. Save the group’s presentation to floppy disks.
7. move to sharing groups assigned by the teacher.
8. share information gathered during research by presenting and discussing each group’s Microsoft PowerPoint presentation.
9. complete Handout 3: Documents of Freedom Quiz.

Accommodations (Special Needs):

• A Lion to Guard Us by Clyde Robert Bulla (ISBN 06900409070, March 1981) or other appropriate novel may be substituted for Samuel’s Choice.
• If students choose to do so, they may record their notes using electronic copies of Handout 1.

Extension Activities:

• Students will share their PowerPoint presentations with other social studies classes.
• Student research groups will write and perform skits about the assigned document. The skits can be videotaped and copies sent home for parents to view.
• Students can create reproduction of the historical documents using word-processing software, scanners, and photo-editing software.

Integration:

• Language Arts
• Social Studies
• Technology

Assessments:

• Teacher will assess students through observation and interaction with students during computer activities.
• Handout 2: PowerPoint Presentation Rubric
• Handout 3: Documents of Freedom Quiz

URL’s:

• Documents of Freedom

http://www.ushistory.org/documents/
• The Mayflower Compact

http://www.ushistory.org/documents/mayflower.htm
• The Declaration of Independence

http://www.ushistory.org/documents/declaration.htm
• Constitution of the United States

http://www.ushistory.org/documents/constitution.htm
• Bill of Rights and Later Amendments

http://www.ushistory.org/documents/amendments.htm

Curriculum Frameworks:

Mississippi

Fifth Grade

2. Speak coherently and listen effectively to exchange ideas and opinions for a variety of purposes and audiences. (S, L)

3. Complete projects and tasks in an organized and coherent manner. (R, W, S, L, V)

5. Develop self-monitoring skills to work independently and cooperatively. (R, W, S, L, V)

6. Participate cooperatively while engaging in small group activities to analyze and interpret information, to make decisions, to solve problems, and to produce a given product.

13. Use language to record observations, to clarify thoughts, to synthesize information, and to analyze and evaluate language in order to facilitate continuous learning. (R, W, S, L, V)

NETS Performance Indicators of Grade Level 3-5 / NETS Standards:

1. Use keyboards and other common input and output devices(including adaptive devices when necessary) efficiently and effectively. (1)

5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners)for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

TerraNova:

02 Basic Understanding (Level 10-21/22)

Demonstrate understanding of the literal meaning of a passage through identifying stated information, indicating a sequence of events, and defining grade-level vocabulary.

Write responses to questions requiring literal information from passages and documents.

05 Identify Reading Strategies (Level 11-21/22)

Demonstrate awareness of techniques that enhance comprehension, such as using existing knowledge, summarizing content, comparing information across texts, using graphics and text structure, and formulating questions that deepen understanding.

Write responses that interpret and extend the use of information from documents and forms, and that demonstrate knowledge and use of strategies.

Link and Feedback to Author(s):

Jan Easley, Houlka Attendance Center, Houlka, MS
janeasley@hotmail.com