1. Topic-
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| How did my family decide to live in Dearborn, MI? |
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2. Content-
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I teach a class in U.S. History in the Dearborn, MI public schools
for mildly cognitive impaired students. The class is a special education
self contained section with students who are on a certificate of completion
(non-diploma track). I am a special education teacher with a state
endorsement in secondary social studies. In past years I have done
a unit of why each family settled in Dearborn MI. Dearborn is a diverse
community which is now made up of a large community of immigrants
from the middle east. There is also an emerging African American presence
as well as the original European descendant population.
Dearborn MI is the headquarters of the Ford Motor Company.
In past years I have sent my students home to discover why their families
settled in Dearborn with help from parents and relatives. Each student
prepared a report based upon their individual ability and the amount
of help they received from parents and relatives. The expected outcome
of the project is that the students will learn that no matter what
culture, religion, or origin they were apart of, all families settled
in Dearborn for one or more of the following reasons - Freedom from
oppression, opportunity to make money, education, and desire to be
with family. In the coming year, I believe that my students can do
a combined virtual tour of their families and why they settled in
Dearborn. To accomplish their goals, students will use their family
archives as well as their cell phone cameras to be creative. |
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3. Goals: Aims/Outcomes-
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1.Learn family history
2.Learn about why each family settled in Dearborn, MI
3.Learn how to make a virtual tour. |
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4. Objectives-
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1.Students will have a better understanding of family history.
2.Students will become familiar with technology to produce a virtual
tour.
3.Students will have an understanding of migration patterns to Dearborn,
MI. |
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5. Materials and Aids-
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| Computer, Clip art, cell phone camera. |
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6. Procedures/Methods-
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A. Introduction-
1.Icebreaker about prior knowledge of family history
2.Discussion of diversity.
3.Explation of general assignment outcome |
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B. Development-
1.Possible sharing of my own family history.
2.Discussion of what questions to ask family
3.Demonstration of how to use the technology of the project. |
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C. Practice-
1.Questionaire for family
2.Examples of expectations
3.Calls home to parents to explain the project in some cases. |
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D. Independent Practice-
1.Family questionnaire and responses.
2.Understanding of responses from relatives
3.Progress on family virtual tour |
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E. Accommodations (Differentiated Instruction)-
1.Students are Cognitively impaired at various levels and in varying
areas.
2.Inspecial education resource room differentiated instruction is
what we do on a daily basis. |
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F. Checking for understanding-
1.With cognitively impaired students we check for understanding
at each step of a project.
2.Review past parts of the project to check for long term and short
term retention. |
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G. Closure-
1.Presentation of reports
2.Presentation of virtual tour |
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7. Evaluation-
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1.Evaluation of each student based upon their individual strengths
and weaknesses.
2.Evaluations based upon differentiated instruction |
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