The lesson plan follows the inquiry arc as outlined in the College, Career, Civic Life (C3) Framework for Social Studies State Standards and are common core aligned (Washington State standards) to challenge students in essential reading, writing, speaking and listening skills. These plans are poised to engage students before, during, and after visiting the Korea 65 project and exhibit (either in person or online).
- EQ: How can remember the “Forgotten War” and the people that served in it?
- EQ: How can we choose and present stories and information in a way that people will remember it?
At the end of this lesson students will:
- Plan, create, and present a product that helps make the experience of groups of people involved with the Korean War unforgettable.
- Summarize and compare various products of groups.
- Assignment and Rubrics
- Note Catcher for presentations
Common Core Reading:
- CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Common Core Writing:
- CCSS.ELA-LITERACY.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Common Core Speaking and Listening:
- CCSS.ELA-LITERACY.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts and issues, building on others' ideas and expressing their own clearly.
State Social Studies Standards:
- History- Understands that there are multiple perspectives and interpretations of historical events.
Entry task: Review learning
- Students should get out their field notes from the visit to the exhibit and review the notes they took. They should choose four things from their notes to share with peers:
- Which essential/supporting questions did they find good information about?
- Which two individual profiles from the exhibit had the strongest relationship with the lens they chose? Explain.
- What questions do they still have?
- Which three profiles are you most interested in reading about in more depth and what do you hope to learn from them?
- Students or teacher should form mixed groups of four and those groups should share a.-d. above with one another. Students should then offer feedback/ideas they think of to help each other out.
Research, product creation and presentation:
The research extension and presentation of product portions of this lesson could be designed in a number of ways. Teachers will need to decide how best to structure student creation of their products. A suggested assignment and rubrics are included, but teachers should adjust based on the educational needs of their students.
Option #1 - Accommodation for younger students or for shortened time - A Focus on excerpted and scaffolded readings.
Option #2 - Core Assignment (aimed at middle school students)
- Teacher will need to decide how much time students will get to produce their products and include a clear indicator for students so they can make a plan for each day of work available.
- Hand out and go over the Assignment and Rubrics
- Teachers could read through it directly or have students read it and then take questions.
- Or, Teachers could have students read through and then participate in a Socratic seminar with a focus on the question:
- What is our task, how are we graded, and how will we accomplish it?
- Student groups should develop a plan of action using the handout below.
- Each day of work, the teacher should check with student groups at the start of class to ask daily goals and at the end of class to check progress and next steps. Teacher should be a resource and support throughout the work time.
- A potential timeline could be:
- 2 days information gathering (Use full length profiles*)
- 2 days product creation (Use rubrics to self-assess)
- 1-3 days of presentations (Use peer note catcher and rubrics)
*Please note that the full profile about Evans includes inappropriate language, including one reference to a racial slur about Koreans (use teacher discretion regarding this).
Option #3 - Extension for highly capable or older students - Research Beyond Profiles
- Using suggested resources, students should take an extra day to research beyond the profiles to answer any unanswered questions.
- All presentation options should require non-presenting students to take notes from other displays about what is most memorable (least forgettable).
- Presentations could be delivered to the whole class one at a time (multiple days).
- Or, the teacher could set up small groups with four different lenses to take turns presenting to one another (one day).
- Or, the teacher could make the assignment digital and groups could share presentations with one another and spend time perusing each other’s presentations individually (one day).
- Or, the teacher could assign the presentations to happen ‘science fair’ style and group members can take turns explaining their display while the other visits the other displays (one day).
- Using details noted from peer presentations, seminar on the question:
- What elements of peer presentations will do the most to make the forgotten war unforgettable?
- Field Notes
- Plan of Action
- Daily progress check ins
- Completed presentation
- Peer presentation notes and discussion