NCDPI – AIG Instructional Resource: Background Information
Resource Title: Ranking Diverse Historical Figures
Subject Area/Grade Level (s): Social Studies/3
Time Frame 45 minutes
Common Core/Essential Standard Addressed:
3.H.1 Understand how events, individuals and ideas have influenced the history of local and regional communities. (3.H.1)
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. (3.H.1.2)
Additional Standards Addressed:
4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on
specific information in the text.
4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4.W.7)
Brief Description of Lesson/Task/Activity: The teacher will introduce students to websites about famous North Carolinians who have made
contributions in our local communities and regions over time. Higher-level students will work in small groups of 3 students, and they will work
collaboratively in those small groups to pick 10 diverse historical figures of NC who have made contributions. Then they will discuss and
research these individuals to rank them according to amount of impact that their contributions had on our communities and state. Students will
need to justify their rankings which will require critical thinking and collaboration.
Type of Differentiation for AIGs (include all that apply):
Adaptations for AIGs:
Content
x Process
Enrichment
x Extension
x Acceleration
x Product
Explanation of How Resource is Appropriate for AIGs: This task is appropriate for a higher-level student because while the student continues to
work with the Essential Standard for his grade level, he will also use fourth grade objectives for reading informational text and writing. He will
need to think critically as he reasons to analyze information and make decisions about what contributions had the most impact to the
contributions that have had the least impact. He will need to do research on the internet to be able to make these decisions.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
Needed Resources/Materials:
Below are websites which may be helpful:
•
http://www.e-referencedesk.com/resources/state-famous-people/north-carolina.html
•
http://www.secretary.state.nc.us/kidspg/famous.htm
•
http://www2.thingstodo.com/states/NC/famous_people.htm
•
http://www.biography.com/people/groups/famous-born-in-north-carolina/all
•
http://ncpedia.org/biography/notable-north-carolinians
Sources:
•
http://www.e-referencedesk.com/resources/state-famous-people/north-carolina.html
•
http://www.secretary.state.nc.us/kidspg/famous.htm
•
http://www2.thingstodo.com/states/NC/famous_people.htm
•
http://www.biography.com/people/groups/famous-born-in-north-carolina/all
•
http://ncpedia.org/biography/notable-north-carolinians
TEACHER NOTES: The teacher should find internet articles that she will be able to introduce to students. The articles should help students
understand how diverse historical figures have impacted our communities and regions through their contributions (art, science, industry,
literature).
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
NCDPI AIG Curriculum Resource Outline
STAGE ONE: ENGAGE
The teacher can begin the lesson by asking, “Is it the responsibility of every citizen to contribute to his or her community?” Students should
move to one side of room to show whether they agree or disagree. Then group members should have ten minutes to talk among themselves to
explain why they agree or disagree. Next, a spokesperson from each group will explain to the other group why they agree/disagree, and the
opposing group should have time to give their opinions for their stance as well. Other questions to ask as students move to the side of the room
that they believe fits their beliefs/ideas: “Should wealthier people contribute more than poorer people?” “Should men contribute more than
women?” “Should children have to make any contributions?”
The teacher will introduce internet articles to students to get them thinking about the following:
•
Types of contributions that North Carolinians have made to our communities and region
•
Diverse people have made important contributions.
•
These contributions have made an impact on our lives today.
•
The contributions are varied (arts, literature, science, industry).
Questions to ask:
1. Do you know of a North Carolinian who has made contributions to our community? What did they do? How did that affect our community?
Do you think that was a positive or negative influence?
2. Can you think of diverse people who have made contributions? Can you think of varied or diverse contributions (literature,
singer/songwriters, actors, athletes, government officials, entertainers, etc.)?
3. Out of all the people and their contributions that we have listed so far, who do you think made the greatest contribution to our community
or NC?
STAGE TWO: ELABORATE
The whole class will browse internet articles about the impact of contributions made by diverse historical figures in North Carolina. The teacher
will then break students into small groups of 3, and they will work collaboratively in those small groups to pick their “Top 10” diverse historical
figures of NC who have made contributions. Then they will discuss and research these individuals to rank them according to amount of impact
that their contributions had on our communities and state. Students will need to justify their rankings which will require critical thinking and
collaboration. After each group has made their list of “Top 10” and ranked the 10 including justifications for their decisions, all groups will come
together to discuss and see where their thinking was similar/different. If students from groups change their minds after listening to other
groups, lists may be revised. Students may even want to work on a new list of the Top 10 based on combining thoughts from all lists.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
STAGE THREE: EVALUATE
The teacher will assess students for the following:
Did the students in each group research a variety of contributions?
Did the students research diverse historical figures?
Did all students in each small group contribute fully to the discussions?
Did the students respectfully discuss in the small groups as well as the large group?
Were the students open to new ideas rather than just arguing their own opinions?
TEACHER NOTES: The teacher can create a rubric or checklist if she wishes to do so.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project