NEWSPAPER PROJECT PLAN
Objectives
STE NETS for Teachers
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtualenvironments
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become activeparticipants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
ISTE NETS for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
d. Process data and report results
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learningd. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
History Standards
The Timeline component of the Ancestry Project partially meets the standards for World History below:
10.5 Students analyze the causes and course of the First World War.
4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
10.6 Students analyze the effects of the First World War.
1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’s rejection of the League of Nations on world politics.
2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
10.8 Students analyze the causes and consequences of World War II.
6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
Time Frame
February 1-May 2, 2014
Early in the 2nd semester we will visit the Library of Congress Chronicling America web site and learn how to conduct searches. Later that semester, students will have assignments to find articles on events we are studying between 1836-1922.
Students will use this site for the newspaper component of the Ancestry Project.
The final newspaper reports are due by Friday, May 2, 2014.
Materials and Resources
Technology Resources
Anticipatory Set
Ask students if they know what was happening in the world on the day they were born. Show about a grandparent or great grandparent? Suggest a few years for them to brainstorm possible events. Explain that the Library of Congress has a free resource where they can read newspapers published between 1836-1922.
Teaching
As noted above, teach the students how to use this site early in the 2nd semester.
Search for the date of an ancestor who was born before 1923 and browse the paper. Look for two national and two world events. These can include one sporting event. Students may also include weather, an ad, or a cartoon.
Students will then use Publisher or Word to create a one or two page newspaper of events from their ancestor’s birthday. They may also include graphics found elsewhere on the web. They may snip one cartoon from a newspaper to include in their publication.
The four articles should be cited in MLA format using the citation builder on World Book Online. They should also write a birth announcement for their ancestor and include it in their publication.
Teaching Modeling
Show students my Walters Newspaper and explain its elements.
Guided Practice
Using the COW or Computer Lab, as noted above under teaching.
Checking for Understanding
Check on students as they look for articles, answering their questions and helping them find appropriate information. Students will turn in a 1st draft for editing before finishing this project.
Closure
Students will show and explain their family newspaper with the entire class.
Students will also write a reflection about what they have learned about their ancestor and their lives during historical events.
Objectives
- Students will use primary documents (newspapers) to better understand historical events in the context of the time.
- Students will better understand how their ancestors may have been affected by these events.
STE NETS for Teachers
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtualenvironments
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become activeparticipants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
ISTE NETS for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
d. Process data and report results
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learningd. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
History Standards
The Timeline component of the Ancestry Project partially meets the standards for World History below:
10.5 Students analyze the causes and course of the First World War.
4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
10.6 Students analyze the effects of the First World War.
1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’s rejection of the League of Nations on world politics.
2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
10.8 Students analyze the causes and consequences of World War II.
6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
Time Frame
February 1-May 2, 2014
Early in the 2nd semester we will visit the Library of Congress Chronicling America web site and learn how to conduct searches. Later that semester, students will have assignments to find articles on events we are studying between 1836-1922.
Students will use this site for the newspaper component of the Ancestry Project.
The final newspaper reports are due by Friday, May 2, 2014.
Materials and Resources
- Microsoft Publisher or Word
- Family information from relatives
- Library of Congress Chronicling America
- Textbook and online history resources
- World Book Online
Technology Resources
- Microsoft Publisher or Word
- Computer lab or COW
Anticipatory Set
Ask students if they know what was happening in the world on the day they were born. Show about a grandparent or great grandparent? Suggest a few years for them to brainstorm possible events. Explain that the Library of Congress has a free resource where they can read newspapers published between 1836-1922.
Teaching
As noted above, teach the students how to use this site early in the 2nd semester.
Search for the date of an ancestor who was born before 1923 and browse the paper. Look for two national and two world events. These can include one sporting event. Students may also include weather, an ad, or a cartoon.
Students will then use Publisher or Word to create a one or two page newspaper of events from their ancestor’s birthday. They may also include graphics found elsewhere on the web. They may snip one cartoon from a newspaper to include in their publication.
The four articles should be cited in MLA format using the citation builder on World Book Online. They should also write a birth announcement for their ancestor and include it in their publication.
Teaching Modeling
Show students my Walters Newspaper and explain its elements.
Guided Practice
Using the COW or Computer Lab, as noted above under teaching.
Checking for Understanding
Check on students as they look for articles, answering their questions and helping them find appropriate information. Students will turn in a 1st draft for editing before finishing this project.
Closure
Students will show and explain their family newspaper with the entire class.
Students will also write a reflection about what they have learned about their ancestor and their lives during historical events.