SUBJECT: History

GRADE: Fourth

TECHNOLOGY: Word Processing, Clip Art, Spreadsheets,

BY: Kevin Fahy, Amanda Ingram, Jessica Early, Adia McDuffey

 

Virginia's Historical Figures

 

Target Grade/Subject

This is a history activity for 8 to 10 year-olds in the fourth grade. At this level, most students are working to write full paragraphs. They have also started to learn about Virginia's history. This activity will cover the ability to write full paragraphs on significant historical figures in Virginia history. They will also then have the opportunity to work on computers individually and in groups. At this level, students are able to use word processing and spreadsheets. Developmentally, students in the fourth grade are in Piaget's Concrete Operational Stage, in which they can think logically about concrete objects. This lesson contributes to this field in that they will be able to look up and list definite facts about specified people in Virginia History. In Erikson's theory, these students are in the industry vs. inferiority stage; this assignment contributes to that by students displaying, not only a mastery of knowledge of historical figures, but of computer skills as well. Hopefully this will continue to help them develop a sense of competence and purpose. This specific lesson would be of interest to them because they have the chance to share their knowledge via a computer source. It will also help them on the SOL history section.

Objectives

SOL: History 4.3

This lesson will take about 3-4 days to complete. First, students will research one prominent historical figure in Virginia History from the following list: John Henry, George Washington, George Wythe, James Madison, James Monroe, and Thomas Jefferson. Then each student will write, then type, three paragraphs (3-5 sentences long) in Microsoft Word (MS Word) on their chosen person, examining that person's background, motivations, and contributions to Virginia's history. After typing, they will pick one piece of relevant clip art from MS Word to decorate their paragraph and print it. They will then compare, in groups by famous figure, and highlight five important characteristics of that person to add to the class's spreadsheet in MS Excel.

Materials

For this activity, students need computers with MS Word for word processing, clip art, and spreadsheets. They will also need history reference books for researching. See example of Virginia Figures spreadsheet. 

 

Lesson Description

  • Assign each student one of the following significant historical figures: John Henry, George Washington, George Wythe, James Madison, James Monroe, and Thomas Jefferson. NOTE: You need about 4-5 students per historical figure.
  • Assist them with researching background, motivations, and contributions on their person with textbooks, references, and suggested library books
  • Provide class time for researching and writing rough draft of paragraphs.
  • Provide computer time for each student to complete his/her paragraphs and pick out ONE relevant clip art from MS Word
  • Assist them with typing and other programming requirements (i.e. finding clip art, printing)
  • Print individual's paragraphs
  • Group students under like significant figures
  • Encourage them to agree on five important facts about that person
  • Set up a class spreadsheet: significant figures as rows and Background, Motivation, Contributions as columns (See example)
  • Send the groups, one at a time, to add their information to the spreadsheet while having silent reading time or moving on to the next activity with the rest of the class
  • Assist with typing and formatting, when necessary
  • Print and display completed spreadsheets

 

Evaluation Procedures

Students will receive two grades on this activity: individual work and group work. With their individual paragraphs, students will be evaluated on the relevance of their paragraphs and ONE piece of clip art to their historical figure. They will also be graded on whether they wrote a full paragraph (3-5 sentences, 5-7 words per sentence), grammar content and whether their information is correct.

In groups, they will be evaluated on how well they stay on task and contribute to the list of FIVE facts. They will also be graded on the information they add to the class spreadsheet, whether that information is correct, and whether they write it in complete sentences.

 

Rubric

Does Not Meet Expectations

Meets Expectations

Exceeds Expectations

 

Student assessment

10 pts: 3-5 sentences

10 pts: 5-7 words per sentence

10 pts: grammar

10 pts: accurate information

10 pts: relevant clip art

Group assessment

10 pts: Correct information

10 pts: Completed row

20 pts: Group cooperation

10 pts: Stay on task