TEL Lesson Plan
R.A.F.T.ing the Great Smoky Mountains

Grade Level: 5
Subject: Social Studies
Time Frame: 2 class sessions for reserach. Time for students

Summary

In this lesson students will study the book Autumn Winifred Oliver Does Things Different and create a RAFT on one aspect of the creation of the Great Smoky Mountains National Park.

Databases/Other Resources

Student Edition, Tennessee Encyclopedia of History and Culture, Tennessee Newspaper Collection

Procedures

After reading Autumn Winifred Oliver Does Things Different, research the history of something mentioned in the book. Create a PowerPoint, Keynote, or Google Presentation on your topic.

Steps

Steps for Teacher

Role Audience Format Topic
Franklin D. Roosevelt The American public Fireside Chat Civilian Conservation Corps.
Pop The community around Knoxville, TN Letter to the Editor of the Knoxville News Sentinel The problems with eminent domain in Cades Cove
Anne Davis  Residents in the Smoky Mountain area Speech The establishment of a park in the Smokies
Arno Cammerer John D. Rockefeller Letter requesting funds $5 million for the creation of the Great Smoky Mountains National Park

Steps for Librarian

Create a list of sources for students to use from the selected databases.  The emphasis will not be on students locating items themselves, but reading and taking notes from your pre-selected links.  Lead students through the process of reading the documents and taking notes in an organized format and the importance of keeping track of sources.  Help students fill in the following table.  

 

Questions Information from Sources (put source name in parentheses)
Who Are You?  What were you known for?    
What Were Your Goals?  Why was this important to you?  
What facts, evidence, ideas, and opinions supported your goal?    
Were You Successful?  Did you reach your goal?  Why or why not?    

Steps for Student

Related Activities

Content Standards

Content Standard: 4.0

Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and louboutin schuhe world.

 

Content Standard: 6.0

Personal development and identity are shaped by factors including culture, groups, andinstitutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

Learning Expectations/Grade Level Expectations

Content Standard 4.0

LearningExpectations:

4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.

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Content Standard 6.0

LearningExpectations:

 

6.02. Understand how groups can create change at the local, state, and national level.

 

 

 

Performance Indicators State

Content Standard 4.0 - Level 1

 

Performance Indicators:

5.4.tpi.1 distinguish between the local, state, and federal levels of the legislative,
executive, and judicial branches of the American government.

Students like the cheap air jordan shoes for its fashion and function.

 

Content Stanard 6.0 - Level 1

 

Performance Indicators:

5.6.spi.1. recognize people who contributed to reform in Tennessee and American society

 

5.6.spi.3. recognize situations requiring conflict resolution.

 

5.6.tpi.3. examine patterns of behavior, reflecting values, and attributes that contribute to cross cultural understanding.

 

5.6.tpi.4. explain how individuals, groups, and nations interact through conflict,

cooperation, and interdependence.

 

Assessment

The teacher will assess the students' final products using a Raft Rubric (http://explorepahistory.com/cms/pbfiles/Project1/Scheme40/ExplorePAHistory-a0l5j9-a_466.pdf)  

The librarian will assess students' notes for 

ISTE Computer Literacy and Usage Standards

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. High quality air jordan shoes for Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources andmedia.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

AASL Standards for the 21st Century Learner

1. Inquire, think critically, and gain knowledge.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

3. Share knowledge and participateethically andproductively asmembers of ourdemocratic society.