About This Lesson
Learning Goals/Objectives
STUDENTS WILL BE ABLE TO:
- Conduct an oral history interview
- Develop oral history skills, including creating questions and note-taking
- Understand the importance of primary sources
Materials/Additional Resources
- Whiteboard or chart paper and markers.
- Global Human Journey
- Human Migration
- Before Columbus: How Africans Brought Civilization to America
- The forgotten rebellion of the Black Seminole Nation
Common Core Standards & NGSSS Music Standards
Common Core Standards
RI.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
RI.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
RI.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
NGSSS Music Standards
MU.3.H.1.1 Compare indigenous instruments of specified cultures
MU.3.H.1.3 Identify timbre(s) in music from a variety of cultures.
MU.4.H.1.1 Examine and describe a cultural tradition, other than one's own, learned through its musical style and/or use of authentic instruments.
MU.4.H.1.3 Identify pieces of music that originated from cultures other than one's own.
MU.5.H.1.1 Identify the purposes for which music is used within various cultures.
MU.5.H.1.3 Compare stylistic and musical features in works originating from different cultures.
MU.68.H.1.1 Describe the functions of music from various cultures and time periods.
MU.68.H.1.3 Describe how American music has been influenced by other cultures.
Social Studies Standards
SS.4.A.6.2 Summarize contributions immigrant groups made to Florida.
SS.4.A.8.2 Describe how and why immigration impacts Florida today.
SS.5.A.1.1 Use primary and secondary sources to understand history.
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.
SS.6.E.1.1 Identify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth.
SS.6.G.2.1 Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world.
SS.6.G.2.2 Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions created by civilizations.
ESOL/ESE STRATEGIES
Steps
Step 1:
Explain to students that everyone living in the United States has an immigrant past, even our Indigenous populations. Define Indigenous for your students: Healthlines.com definition :“‘Indigenous’ describes any group of people native to a specific region. In other words, people who have lived there before colonists or settlers arrived, defined new borders, and began to occupy the land. ”Remind your students of the Native tribes on the map they saw in their JazzSLAM presentation. Share that these people were forced to migrate off their North American land onto reservations. Explain that millions of people, such as enslaved individuals, came here unwillingly. However, many others were drawn by the promise of opportunity.
Step 2:
Define the word immigration for your students. Ask your students why they think the United States is called a nation of immigrants. Write their answers on the board or using chart paper. Where possible, provide personal stories, and invite students to share their own examples, ideas, and/or questions about immigration.
Step 3:
Explain to students that you’ll be seeking information about their families. Ask them to choose a family member, family friend, or neighbor to learn more about.
Step 4:
Ask your students to brainstorm key questions they would want to learn more about, like the year they came to the United States, where they came from, and why they came to the United States. Write key questions shared on the whiteboard. Sample questions include, but are not limited to:
- When did you move to the United States?
- Why did you come to the United States?
- What did you like best about your former country?
- What do you like best about the United States?
- What was your favorite meal from your former country?
- What was your favorite thing to do in your former country?
- What is your favorite song or dance from your former country?
Step 5:
Have students ask their family member or friend to teach them a song or dance from that country to share with their classmates.
Step 6:
Provide ample time (3-5 days) to allow students to interview their family members. If they don’t have anyone to ask in their family, suggest they ask neighbors or family friends who may have recently moved.
Lesson 2-Primary Sources
Step 1:
After students have had time to gather information from their family members, family friends, and/or neighbors, have students “pair share”.
Step 2:
Ask students if they see any similarities. Ask your students if they see any differences.
Step 3:
Provide your students with the definition of oral history and explain that they’ve just done an informal interview.
Step 4:
Explain to your students that primary sources are the type of information that they just took in during the interview process. Primary sources are original documents and objects that were created at the time under student. Primary sources are different from secondary sources, which are accounts of events created by someone else without first-hand experience. Provide your own examples of primary sources.
Rubric/Instrument for Assessment
4 Points(Advanced) :
A score of four is a response in which the student demonstrates a thorough understanding of the concepts and/or procedures embodied in the task. The student has responded correctly to the task, used sound procedures, and provided clear and complete explanations and interpretations.
3 Points(Proficient)1:
A score of three is a response in which the student demonstrates an understanding of the concepts and/or procedures embodied in the task. The students’ response to the task is essentially correct with the procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect inattentive execution of procedures or indications of some misunderstanding of the underlying concepts and/or procedures.
2 Points(Basic):
A score of two indicates that the student has demonstrated only a partial understanding of the concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the students’ work lacks an essential understanding of the underlying concepts.
1 Point(Emerging):
A score of one indicates that the student has demonstrated a very limited understanding of the concepts and/or procedures embodied in the task. The students’ response is incomplete and exhibits many flaws. Although the students’ response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or in complete. The response exhibits many flaws or may be incomplete.
0 Points:
A score of zero indicates that the student has provided a completely incorrect or non-interpretable response or no response at all.
