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Teacher: Amber Healy

SLMS: Marti Smith

Subject/Grade Level: Sixth Grade The Effects of The Cold War Topic: Creating an E-timeline of Events AASL Standards for the 21st Century Learner Students will inquire, think critically, and gain knowledge. Students will draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Students will share knowledge and participate ethically and productively as members of our society. 1.1.2 Uses prior and background knowledge as context for new learning 1.14 Find, evaluate, and select appropriate sources to answer questions. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 2.1.2 Organizes knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new knowledge. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly. Uses technology resources, such as online encyclopedias, online databases, and Web subject directories to locate information. Dispositions 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. Demonstrate personal productivity by completing products to express learning. Follows ethical and legal guidelines in gathering and using information. Uses information technology responsibly. Uses valid information and reasoned conclusions to make ethical decisions. Creates products that apply to authentic, real-world contexts. Seeks appropriate help when needed. Recognizes new knowledge and understandings Assesses the quality and effectiveness of the learning product

Standard 1 Standard 2 Standard 3 Skills




1.3.3 1.3.5 2.3.3 3.3.4 1.4.4 2.4.3 3.4.2



Sixth Grade SS Georgia Performance Standards The student will explain conflict and change in Europe to the 21st century. a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism. b. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers. c. Explain how the collapse of the Soviet Union led to the end of the Cold War and German reunification The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominant forms of democratic governments: parliamentary and presidential. The student will explain the structure of modern European governments. b. Describe the purpose of the European Union and the relationship between member nations.



Scenario: In this unit, sixth grade Social Studies students will use Galileo and other internet resources to find ten important events that occurred as a result of the Cold War. Students will review the inquiry process with the SLMS. The classroom teacher and the SLMS will also review the lesson from the beginning of the year about using the internet appropriately and ethically. The classroom teacher will use the Web 2.0 resource, Time Toast, to create a class account. The SLMS will then demonstrate the tool by creating quick e-timeline using information she acquired from the research portion of the previous days lesson. The classroom teacher will inform the students of the exact requirements of the e-timeline. They classroom teacher has determined, based on previous CRCT scores and from what she has witnessed thus far in her class, that the students need to be introduced to asking relevant questions during the research process. They also need to review some key details to finding relevant sources to gather their information from. With this in mind, the SLMS will teach a lesson on day one and part of day two about using Galileo, online encyclopedias, and other online resources to gather information needed to find information to create

their e-timeline. At the end of the activity, the classroom teacher will embed each e-timeline into the class webpage for student presentations.

Overview: Sixth-grade students will conduct an investigation of the Cold War using online technology. Students will need to present authentic, accurate, and relevant information about ten important events which took place as a result of the Cold War. They will then create an e-timeline to show required information they collected during the research process. The essential questions are: Who was involved in the Cold War?, What was the Cold War?, How did the Cold War change the relations between the Soviet Union and the United States?, What does it mean to use the internet ethically?, and What is the importance of analyzing information for a specific product? Final Product: Students will create an e-timeline using the ten events the discovered during their research of the Cold War. Students will work individually to acquire their information. Students will use Galileo and other web resources to find information about the Cold War and how it affected the relations of different countries. Students will analyze the information they find to explain its relevance to the effects and outcome of the Cold War. Students will then embed their timeline into the class webpage to use during their presentation of the information they discovered during the research process of the activity. Library Lesson: Students will learn how to create better searches by using a pathfinder ( to help guide them to better search results. We will also go over how to do a basic citation for the information they find and use from websites. The students will then pick the ten events that occurred during the Cold War. They will use the website to place those events on an electronic timeline. They will be responsible for locating a picture for each event as well as explaining the importance of the event with regard to the Cold War. I will also guide the students in the act of embedding an objects code into the class wiki page which Mrs. Healy will create for them to use. Assessment: Students will create an electronic timeline. They will be required to include the following on their timeline page: A brief summary of each event, a photograph that relates to the event, and an explanation of why each event was relevant to the Cold War. Students will then embed their timeline into a class wiki created by their teacher. Students will insert a textbox beneath their timeline to document where they located the information they used in their timelines. Assessment: Product: 1) The students will receive and outline/rubric which details the required elements expected on each of their timeline and class wiki page. 2) Students will receive a graphic organizer which they will be able to use to collect the information they collect and where they collect it from. 3) Students will be given the web address and be introduced to the pathfinder for this lesson. They use this as a starting point for their research. 4) Students will be given a helpful hints page to use as they move through their research process.

Process: 1) The teacher will go over the details of both the outline/rubric at the beginning of the activity. They will also give out the helpful hints page and explain how it can be used to make gathering information easier. 2) The students will use the graphic organizer to collect the information they wish to use on their timeline. The teachers will use that to monitor all student progress and participation throughout the research process of the project. They will not be able to move forward with the timeline until the teacher or SLMS approves what they have located. 3) The teacher and SLMS will work together to show the students how to use their wiki page and embed items within it. 4) Students will present final product and information to their classmates at the end of the Unit.

Student self-questioning: 1) Did I contribute to the activity with full effort? Could I have contributed more? 2) Did I cite all of the information I found on the internet correctly? 3) Did I complete all of the information needed as stated in the project outline? 4) Does my final product meet the elements of the exceed category of the rubric? 5) Did I learn something new from this projectfrom both and informational and technological standpoint?

Instructional Plan Students will use the following for the project: Class Wiki Class Pathfinder Handouts

Instruction/Activities Day One and Day Two: Students will briefly review what the Cold War was and when and why it began with the classroom teacher. She will explain what she expects of them on this project. She and the SLMS will go on to explain what a timeline is. The SLMS will move on to explain that the research they gather on their character will come primarily from online resources. The SLMS will give out the handout with the address of the research pathfinder. The SLMS and the students will discuss the importance of finding relevant information on the internet. The students will learn about some important clues they can use to determine if they are gathering information from a reliable webpage. The SLMS will explain the importance of citing information they find on the internet. We will discuss the importance of summarizing and not copying. We will discuss plagiarism and the correct way to cite resources gathered from websites. Students will then be able to work on the research portion of their project for two classes. Day Three and Four: By day Three the students should be concluding their research. The SLMS will briefly show the students how to create a timeline on The SLMS will also model how to embed the timeline and a text box into the class wiki page. Once students have been able to ask questions, they should begin to plan/construct their timelines. Once each student has completed his or her timeline, he or she will embed the timeline into the class wiki page and insert a textbox below the timeline to document the sources they used in their project. The students will

receive directions for creating the timeline in Time Toast and for embedding it into the class wiki page. The teacher and SLMS will observe and monitor students and provide assistance when requested and needed by the students. Day Five: The student will present their timeline to their classmates. Teacher will use a rubric (separate from project rubric) to score their presentation requirement. SLMS will not be involved in this part of the activity.

Reflection: On the first day of our lesson, I introduced the students to the research pathfinder. It was clear to me that they had never had the experience of working with one before. I noticed that they did not recognize the sub-tabs at all (even though I had gone over the parts of the pathfinder initially). It pretty much took me going to each group to physically show them the sub-tabs and explain how to use them. Another thing they had great difficulty with was the documentation of where they were getting their information. They were very confused between the web address and the website name. They had little prior knowledge on located relevant sources of information. They also had difficulty remembering that they had to write the full website address-not just the part that was in bold print. It was clear to me the students had not had much experience at all with citing websites. Once we were able to get everyone on the right track with how to use the pathfinder and how to write down all the information to properly cite the web pages, we did really well. The research process went smoothly, and for the most part, the students did fairly well at summarizing the information they found rather than copying it word for word. On day two and three, the students finished up their research and began working on the timeline. I told them to take the information and examples that I gave them to make sure they enter their information correctly. Students did well with this process, but needed to be reminded that just putting the web address down was not enough. Even though, I work with students on a daily basis, I am still amazed at how much they try to avoid with regard to citing resources. On day four we focused on finishing up the timeline so they could begin embedding it into the class wiki and documenting their sources. I (the SLMS) went over the process of citing their resources again on their wiki page. The students used the remaining time to practice silently for their presentation which would be completed in the classroom on day five of the unit with the classroom teacher. Overall, I feel the lesson was very well developed. I think the students learned a lot about citing resources and using technology to show mastery of a particular skill.

Electronic Timeline Unit

Name:_______________________________________ Character:____________________________ Teachers: Amber Healy (Marti Smith)
CATEGORY Content 4 Covers topic in-depth with details and examples. Subject knowledge is excellent. 3 Includes essential knowledge about the topic. Subject knowledge appears to be good. 2 Includes essential information about the topic but there are 1-2 factual errors. 1 Content is minimal OR there are several factual errors.


All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met. There was no clear or logical organizational structure, just lots of facts.


Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Three or fewer misspellings and/or mechanical errors. Source information collected for all graphics, facts and quotes. Most documented in desired format. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Timeline contains 79 facts with a photo for each fact and explanation of importance.

Content is logically organized for the most part.


No misspellings or grammatical errors.

Four misspellings and/or grammatical errors. Source information collected for graphics, facts and quotes, but not documented in desired format. Delivery not smooth, but able to hold audience attention most of the time.

More than 4 errors in spelling or grammar.


Source information collected for all graphics, facts and quotes. All documented in desired format. Interesting, wellrehearsed with smooth delivery that holds audience attention.

Very little or no source information was collected.

Oral Presentation

Delivery not smooth and audience attention lost.


Time line contains ten facts with a photo for each fact and explanation of importance.

Time contains 10 facts but does not contain appropriate amount of facts and or explanations

Times line contains less than ten facts and does not contain photos or explanations.

Date Created: Mar 08, 2012 05:24 pm (UTC)

Total Score: _____/28

Helpful Hints When you cite a website in APA format you should write the following information in the following order: Basic Format: Author, A. A. (Date of publication). Title of Page/Document. Retrieved from URL (make sure you Italicize the title) n.d= no date available website without an author GVUs 8th WWW user survey. (n.d.). Retrieved from /survey-1997-10/ ***(title of document moves to the front) Web page authored by an organization Greater New Milford (Ct) Area Healthy Community 2000, Task Force on Teen and Adolescent Issues. (n.d.). Who has time for a family meal? You do! Retrieved from

Images: Full Website, Copyright of photo, Owner of photo

Project Requirements A title and name: Ten events that were important to the Cold War Write a summary and explanation of the event and why it was important to the Cold War. Place the events in chronological order on a electronic timeline. Use pathfinder:

Website APA format- Westfield State University (n.d).APA style-how to document information. Retrieved from

Web Research Document (multiple copies made and given to students)

Complete Website Address (found at top of page in white bar)

Website Name

Author/Date (generally located at very bottom of page)

Summarization of content/Info

Complete Website Address (found at top of page in white bar)

Website Name

Author/Date (generally located at very bottom of page)

Summarization of content/Info

Embedding a document into the class wiki site. Find the embed code for the timeline and highlight and copy it. Go to the class wiki page listed on the board. Find the timeline page for your class. Go to edit Go to insert Choose <> HTML/JavaScript Paste the code (a green box will show up on the page) Press Save You should now see your document on the designated page.

Place the cursor on the line beneath your timeline. Begin typing each of your sources. Save.