4th Grade Social Studies

Unit 4: The New Nation

Theme: Local History and Government
(February – Mid- March)

Project Base Learning Unit: Time Warp Photos

(March 7th-14th)

Ms. Nickole Patti

EdSe 604 OQ
Final Project
Spring 2011
Dear covering teacher,

Welcome to 4th grade Social Studies! Thank you for filling in for me during my absence.
You never know when an emergency is going to pop up.

I think that you will find this unit plan helpful while covering my class. We have just
finish learning the content area of Unit 4. You are just in time for the fun part, a PBL
that I really think you will enjoy teaching, as much as my students will enjoy working on.

I broke down each of the 6 days for you. I have left you hard copies of all supporting
material (pictures, KWL chart, rubric, sample product) that you will need in order to run
this unit. You will also find a USB flash drive in the top left draw of my desk that holds
copies of all of this material.

In addition to this, you will find a PowerPoint presentation that will explain the project to
the class. I allotted 15 minutes in the beginning of Day 1 for you to present this material.
Copies have been made for each student, so after you present it to them via PP, hand
them each a copy. Copies of the rubric are included in each packet.

Thanks again!

Best,

Ms. Nickole Patti

Title of Unit: The New Nation
Curricular Theme: Local History and Government

Objectives of the unit:

1. Know what it means to be free
2. Understand the challenge of independence
3. Understand the idea/ideals about freedom
4. Understand the development of the constitution

Standards (As per New York City K-8 SS Scope and Sequence p. 13):
SOCIAL STUDIES
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in the history of the United
States and New York
Key Idea 1.1:
1. The study of New York State and United States history requires an analysis of
the development of American culture, its diversity and multicultural context, and
the ways people are unified by many values, practices, and traditions.
Student Performance Indicators:
1.1a: know the roots of American culture, its development from
many different traditions, and the ways many people from a
variety of groups and backgrounds
played a role in creating it
1.1b: understand the basic ideals of American democracy as
explained in the Declaration of Independence and the Constitution
and other important documents
1.1c: explain those values, practices, and traditions that unite all
Americans
Key Idea 1.3:
3. The study about the major social, political, economic, cultural, and religious
developments in New York State and United States history involves learning
about the important roles and contributions of individuals and groups.
Student Performance Indicators:
1.3c: identify individuals who have helped to strengthen
democracy in the United States and throughout the world
Key Idea 1.4:
4. The skills of historical analysis include the ability to: explain the significance
of historical evidence, weigh the importance, reliability, and validity of evidence,
understand the concept of multiple causation, and understand the importance of
changing and competing interpretations of different historical developments.
Student Performance Indicators:
 1.4a: consider different interpretations of key events and/or issues
in history and understand the differences in these accounts
1.4b: explore different experiences, beliefs, motives, and traditions
of people living in their neighborhoods, communities, and state
1.4c: view historic events through the eyes of those who were
there, as shown in their art, writings, music, and artifacts
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the
geography of the independent world in which we live- local, national, and global-
including the distribution of people, places, and environments over the Earth’s surface.
Key Idea 3.2:
2. Geography requires the development and application of the skills of asking and
answering geographic questions, analyzing theories of geography, and acquiring
and organizing geographic information.
Student Performance Indicators:
3.2a: ask geographic questions about where places are located;
why they are located where they are; what is important about their
locations; and how their locations
are related to the location of other people and places
3.2b: gather and organize geographic information from a variety of
sources and display it in a number of ways
3.2c: analyze geographic information by making relationships,
interpreting trends and relationships, and analyzing geographic
data
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the
necessity for establishing governments, the governmental system of the Unites States and
other nations, the Unites States Constitution, the basic civic values of American
constitutional democracy, and the roles, rights, and responsibilities of citizenship,
including avenues of participation
Key Idea 5.1:
1. The study of civics, citizenship, and government involves learning about
political systems; the purposes of government and civic life; and the differing
assumptions held by people across time and place regarding power, authority,
governance, and law.
Student Performance Indicators:
5.1c: describe the basic purposes of government and the
importance of civic life
Key Idea 5.2:
2. The state and federal governments established by the Constitutions of the
United States and the State of New York embody basic civic values (such as
justice, honesty, self-discipline, due process, equality, majority rule with respect
for minority rights, and respect for self, others, and property), principles, and
practices and establish a system of shared and limited government.
Student Performance Indicators:
 5.2a: explain how the Constitutions of New York State and the
United States and the Bill of Rights are the basis for democratic
values in the United States
5.2b: understand the basic civil values that are the foundation of
American constitutional democracy
5.2c: know what the United States Constitution is and why it is
important
5.2d: understand that the United States Constitution and the
Constitution of the State of New York are written plans for
organizing the functions of government
5.2e: understand the structure of New York State and local
governments, including executive, legislative and judicial branches

Key Idea 5.3:

3. Central to civics and citizenship is an understanding of the roles of the citizen
within American constitutional democracy and the scope of a citizen’s rights and
responsibilities.
Student Performance Indicators:
5.3a: understand that citizenship includes an awareness of the
holidays, celebrations, and symbols of our nation

NETS•S
Standard 1: Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
d. Identify trends and forecast possibilities

Standard 2: Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others. Students:
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
d. Contribute to project teams to produce original works or solve problems

Standard 3: Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
d. Process data and report results
Standard 4: Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
Students:
a. Identify and define authentic problems and significant questions for
investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions

Standard 5: Digital Citizenship

Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior. Students:
a. Advocate and practice safe, legal, and responsible use of information and
technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning

Standard 6: Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and
operations. Students:
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Transfer current knowledge to learning of new technologies

Rationale:
Social Studies
The Challenge of Independence:
Role of New York in the development of the new nation 1.1a, 3.2a, 3.2b, 3.2c
Ideas/Ideals About Freedom:
Foundations for a new government/ideals of American democracy (Mayflower
Compact, Declaration of Independence, the United States and New York State
Constitutions) 1.1b, 1.3c, 1.4a, 1.4b, 1.4c, 5.2a, 5.2b, 5.2c, 5.2d
The Development of the Constitution:
The Constitution as a framework 1.1b, 5.2a, 5.2c
The Bill of Rights and individual liberties 1.1b, 5.2a
Impact of Peter Zenger decision 1.3c, 1.4a, 1.4b, 1.4c
Lack of inclusiveness (Africans, women, the poor) 1.1a, 1.4b, 2.4a
Key individuals/groups from New York who helped strengthen democracy in the
U.S. 1.3c, 5.2e
Individuals and groups protected by rights and freedom 1.1a, 1.4b, 2.4a, 5.1c
Individuals and groups not protected by rights and freedoms 1.1a, 1.4b, 2.4a, 5.1c
Values, practices, and traditions that unite all Americans 1.1a, 1.1c, 5.3a
NETS•S
By working in groups to take photos, students are working collaboratively. They are
solving problems that arise. Responsibility is being allocated. They are using learned
information and applying it to a new project. They are using technology to take pictures
then using appropriate applications to warp their photos to another era.

Content:
4th Grade textbook
Mayflower Compact:
http://www.mayflowerhistory.com/PrimarySources/MayflowerCompact.php
http://www.apples4theteacher.com/holidays/thanksgiving/the-mayflower-compact.html
Declaration on Independence:
http://www.ushistory.org/declaration/document/
http://www.thefreemanonline.org/wp-content/uploads/2010/07/declaration-of-
independence.jpg
http://www.google.com/imgres?
imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=h
ttp://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufK
CKX-e1-
pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1
&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq
%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX
%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCA
United States Constitution
http://www.usconstitution.net/const.pdf
http://www.usconstitution.net/constkids4.html
New York State Constitution
http://www.nhinet.org/ccs/docs/ny-1777.htm
http://www.dos.state.ny.us/info/constitution.htm
Bill of Rights
http://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htm
http://www.buzzle.com/articles/bill-of-rights-for-kids.html
Peter Zenger Trials
http://law2.umkc.edu/faculty/projects/ftrials/zenger/zenger.html

In addition to our 4th grade textbook, the links above are examples of web documents I
will present to my students over the course of the unit. Either full documents or excerpts
will be used. I found both original documents and student friendly versions to help with
translations. I also included photos to better help my students visualize what the setting
looked like.

Student Preparation:
Prior to the presentation of this unit, students should know the meanings of
independence, rights, ideals, and ideas. Prior to teaching, I was curios to understand
what my students believed these concepts to mean on an individual level, family level,
and community level. Using guided questions, I brought their definitions/meanings to a
broader universal level.
In addition to this the first two columns (what I know and what I want to know) of a
KWL Chart had been filed out by each student. The final column (what I learned) was
filed out along the way.
Prior to this 3 day lesson, all of the material under CONTENT has been covered.
Students have all had experience using digital cameras at home and/or at school.
*See sample KWL Chart

Motivation:
Students will be engaged by the amount of outside material I will bring to the class. I
will use their textbook as a framework but elaborate concepts by tapping into their world
by using technology. Research will be conducted using the internet. I will use
cooperative teaching techniques so students can work in groups. This unit will be fun
and captivating because students can be photographers and dress their parts.
Students will be reinforced for appropriate attending and working together in groups.
Reinforcement includes treats or a few minutes of free time.

Procedure/Implementation:
A. In this unit, students will work individually and collaboratively to create time warp
photos of themselves from another era.
B. Details of sessions:

Day 1 Research and Preparation (55-60 minutes)

A. (15 minutes)
Present PowerPoint presentation to class while they are seated at their desks.
To spark a whole class discussion, pass around the 18thc pictures (i.e. women’s rights,
African American rights, individuals signing of Declaration of Independence) and ask:
- What does this picture say to you?
- What time period is it from?
- How do the characteristics and look of the pictures differ from those of today?
Give out project handout, which has a rubric attached.

B. (5-8 minutes)
Transition to computer lab.
Instruct students to log into individual computers and open www.google.com.
Repeat directions.

C. (25 minutes)
Instruct students to each locate and print 2 pictures from the 18th c that reflect civil
liberties, rights, and/or ideas.
Give time check after 15 minutes.
Repeat directions to print 2 pictures.

D. (5-8 minutes)
Instruct students to print photos.
Transition to classroom and hang pictures up on the bulletin board/wall.

E. (5 minutes)
Advise students that they will be broken into groups and posing for pictures that reflect
the pictures they printed out. Remind them to either dress appropriately or bring the
clothes/props with them to reflect the essence they are duplicating.

Day 2 Making Original Photographs (55-60 minutes)

A. (5-10 minutes)
Introduction of today’s project elements. Each group will be given a digital camera and
be required to:
- Be in an individual picture
- Take an individual picture of another member of the group
- Take a group picture of the group
- Be in all but one group picture (exception is the photo he/she is taking of group)
Instruct students to rotate camera usage based on the first letter of their first names, in
descending order, to take an individual picture of the person with the following
descending letter.
Give example: Annie will use the camera to take a picture of Dan, Dan will use
the camera to take a picture of Frank.

Instruct students to rotate in reverse order to take group photos.

Give example: Zack will take the first group picture, Mark will take the next.
Advise groups to take practice shots to better familiarize themselves with the functions of
the camera.
Break class into 6 groups of 4.
Assign groups areas of the classroom to work in.
Repeat directions

B. (5 minutes)
Put props on.

C. (15-18 minutes)
Instruct students to begin taking individual pictures.
Rotate from group to group making sure everyone is on task.
Remind student to work in quiet voices.
Give time check after 10 minutes.

D. (15-18 minutes)
Instruct students to begin taking group pictures.
Rotate from group to group making sure everyone is on task.
Remind student to work in quiet voices.
Give time check after 10 minutes.

E. (5-7 minutes)
Instruct students to put props away and save all pictures to the folder with your group
name until next session.

Day 3 Processing Images (60 minutes)

A. (10-15 minutes)
Introduction of today’s project elements. Students will work individually or in pairs to
process their photos.
Instruct students to pick one group photo (that they are in) and an individual photo and
turn it into a photo from the 18thc civil rights era.
Only 2 pictures required per person or per group.
Call randomly on a student to repeat the directions.
Reference “Resources to consider” on the handout that was distributed day 1.
Resources to consider using:
- MS PowerPoint
- MS PAINT
- Paintbrush
- Picasa (on desktop)

B. (5-8 minutes)
Transition to computer lab and instruct students to log in.

C. (35 minutes)
Instruct students to begin processing image.
Give time check after 15 minutes
Rotate around computer lab
Give time check after another 15 minutes

D. (5-8 minutes)
Instruct students to save work and log out.
Transition to classroom.

Day 4 Finish Processing Images and Begin Music Search (60 minutes)
A. (5 minutes)
Introduction of today’s project elements. Students will continue to work on their time
warp photos and begin to search the web for music they feel suits their historical photos.
Advise students that this music will play in the background when they present their
photos to the class.
Music can be a song or a sound clip.

B. (5-8 minutes)
Transition to computer lab.
Instruct students to log in.

C. (40 minutes)
Work on time warp photo.
Rotate around computer lab.
Give time check after 20 minutes.
Reinforce attending.

D. (10 minutes)
Instruct students to save photos and begin an internet search for music that they feel
reflects the mood of your photo.

E. (5-8 minutes)
Instruct students to save work and log out.
Transition to classroom.

Day 5 Finish Music Search and Finalize Project (60 minutes)

A. (5 minutes)
Introduction of today’s project elements. Students will continue to search the web for
music they feel suits their historical photos. Student will make any last minute changes
to their time warp photo.
Advise students that projects will be finalized today.

B. (5-8 minutes)
Transition to computer lab.
Instruct students to log in.

C. (25 minutes)
Finish music search
Rotate around computer lab
Give time check after 15 minutes
Instruct students to save work.

D. (15 minutes)
Instruct students to make any last minute changes to time warp photo.
Save completed time warp photo to your individual folder.

E. (5-8 minutes)
Advise students to log out.
Transition to classroom.

F. (5 minutes)
Explain to students that their time warp photos and music will be presented during next
class.
Each student/pair will have approximately 3-5 minutes to show their time warp photo,
explain it, and play their music.

Day 6 Presentation Day (60 minutes)

A. (5 minutes)
Introduction of today’s project elements. Students/pairs will have approximately 3-5
minutes to show their work.
Advise students that presentation order will be chosen at random.

B. (5-8 minutes)
Transition to computer lab.
Advise students to face chairs to front of room.
Log in to class folder, choose student, open their files on white board in front of room.
Let first student/pair begin.

C. (40-45 minutes)
Presentations

D (5-8 minutes)
Transition back to classroom.
Materials and Resources:
Chalkboard, computers, notebooks, digital cameras, printers, photo/image processing
software, internet, PowerPoint, paintbrush, picasa, MS Paint.
Websites include:
http://712educators.about.com/od/lessonsss/a/photos_lesson.htm

Technology:
Students will be presented with project via PowerPoint. All products will be saved on
computer. Research will be conduced online. Technology skills addressed are web
research/image mining, digital photography and image processing. Technology
resources needed are digital cameras, printers and photo/image processing software.

Student Product/Performance:
Students will create Time Warp Photo Portraits. This project employs technology to
create an original image, to process it as a word of art using standard photo-editing
effects, and to create a customized effect of aging, making it look like an antique photo.
*See sample product

Assessment:
Students will be rated: excellent, proficient, partially proficient, or not sufficiently
proficient or incomplete based on project components. Components are: completion of
project, research and preparation, theme and concept learning, technical proficiency,
technology use and creativity-expression.
*See sample rubric

Modifications/accommodations:
The great thing about accommodations are that they can be very minor but very
impactful for the both the general ed population and special ed population. Students
learn differently so material will be presented in various ways. Material will be
presented by PowerPoint and through handouts. Text will be written in a clear font.
Directions will be given, and then repeated. Time checks will be given to keep students
on task. Individualized motivation systems (check notes) will be in place for students
with disabilities to reinforce appropriate attending and social interactions.