Jamie Balayti Name: Influential Individuals/ Mini-Biographies of the Midwest Date: February 8th and 9th, 2012 Grade/Subject:

Fourth/Social Studies Time: Two Half-Hour Lessons (2:30-3:00)

Observation 1

Student Objectives: Students will identify an individual that has influenced the Midwest region. Students will collaborate in small groups to identify significant contributions by an individual, using text and online resources. Illinois State Standards: 14.D.2 Explain ways that individuals and groups influence and shape public policy 16.B. 1b Identify key individuals, groups, issues and events celebrated with local, state or national holidays 16.A.1b Ask historical questions and seek out answers from historical sources District Standard: SS04B03- Explain contributions of influential individuals to the development of the region from past to present

Materials/Resources/Technology: -The Midwest by Martha Sias Purcell -Set of state books from school library (12 Midwest States) -Printouts of 8 Biographies of Influential Individuals of the Midwest -SMART board/laptop/LCD projector/ Wi-Fi Connection -Classroom PC/internet connection -construction paper for mounting photos -class set of research guides/presentation expectations -an index card per student -copies of worksheet, page 61 in activity book the Railroad for extension Prior to lesson: Divide students into 7 groups of 3 and 1 group of 4, or draw sticks and assign names to a certain individual whom they will research and present. Write the following eight names on pieces of paper to be drawn at random and assigned to each group. Introduction (5 minutes) Review what we know about the Midwest by referring to the K-W-L chart and the states/capitals test taken previously.

5 minutes

Hook: There is much more to a region, or any place, than just the geography (maps, states, and capitals). Although the land is an important

Jamie Balayti

Observation 1 characteristic, people make the region what it is. People make a place what it is by exposing their culture, their talents, and their lifestyles. The Midwest would not be the Heartland without the farmers, the inventorsessentially, the everyday people, that did extraordinary things. Many of you mentioned your interest in the famous people from the Midwest when we made the K-W-L chart. Today we will get to search through books, use the Internet, and read articles to present a mini-biography on an individual that has made the Heartland what it is today. Expectations: To students: You will be working in groups of three; one group will have four people. Why do we work in groups? Well, two brains are better than one and three brains are better than two. When we are working in groups, we are expected to share our ideas and respect the ideas of others. Each group member will be responsible for participating in the research, writing information on their note-card, and speaking during their mini-biography presentation. Each of you is expected to work as a member of a team. Procedures: Read aloud from page 33 of The Midwest. Simply introduce the famous faces by reading the introductory paragraph and the names of the famous faces listed. Explain that you have selected eight individuals that have made a major impact on our region, and even our country. Each group will be assigned one person. They will have access to the state books, biographies printed on handouts, and [limited] internet sources on PC and Smartboard. List the following individuals and their general influence: 1. Wright brothers, Air travel/leisure/transport 2. Abe Lincoln, Save the Union 3. Henry Ford, Assembly line-> Industrial Revolution/ Affordable cars 4. George Washington Carver, Crop Rotation 5. Samuel Clemens a.k.a Mark Twain, Awareness of Mississippi River Transprtation System 6. Malcom X, Civil Rights 7. Amelia Earhart, Womens Rights 8. John Deere, Steel plow/Industrial farming Explain the method of research; use books to complete as much as you can of the research guide. Then, turn to the wikipedia biography printout. Once you have completed your search, use the smartboard to view and select a photo that you will use in your presentation to the class. Draw sticks to divide students into groups. Assign each group to a place in the room. Circulate while students search. Be sure to keep a close eye on the Smartboard and web searching on classroom PC. Use the questions below to inspire critical thought within group discussion. Be prepared to give extra support to group with Corey and/or Tamia, to maintain on-task behavior. Use critical thinking questions to intrigue group members and get Corey/Tamia interested in research. Make sure to

15 minutes

Jamie Balayti

Observation 1 repeat objective and give each group member a task to complete. Isaish may need help translating thoughts to written words. For his group, it is okay if they read off of two different index cards, rather than each person having one. Still, every member of the group must equally participate in their oral presentation. For groups who finish early: Complete the Railroad worksheet, which introduces new ideas about the Midwest and its free enterprise.

Critical Thinking Questions: What would the Midwest, or the country, be like if _____ had not _____? How would people eat if industrialized farming did not exist? How would your life be different? How does the assembly line affect your everyday life? Do the people in the Midwest rely on Abe Lincolns influence? How would our region be different if we did not have a national government? Closing (5 minutes): Ask students to close books, gather belongings, and take their seats. Remind them that they will have time tomorrow to wrap up their preparations for their short (3 minute) presentations. Begin a brief discussion based on the following guiding questions: What was our goal for todays Social Studies lesson? [Researching an individual and finding out how they influenced the Midwest region.] What have we learned about the famous faces of the Midwest? Do you think these individuals had an impact on more than the Midwest region, how?

Assessment: Students will be informally assessed based on their responses to critical thinking questions posed during their research time. Formative assessment will take place during the short (3 minute) presentations on Day 2 of this lesson. Additionally, the Outcome Assessment for the unit is a written test, which requires a short response explaining the influence an important individual has had on the Midwest region.