Social Studies Exploration IV:
America 1920- 1970
8th Grade Decades Research Project
Every 8th grade student in the Syracuse City School District will participate
in a research project in Exploration IV. This project will last approximately
10 weeks and will be broken down into phases. There are numerous minilessons within this project. Every mini-lesson should follow the good
instructional practice of: I Do, We Do, and You Do to scaffold learning.
Teaching Points will be introduced in the beginning of the project and
students will set goals for themselves based on these. Instruction should be
data-driven, based on the pre-assessment survey taken by students at the
beginning of the project, and differentiated based on student needs. A
ticket out the door should also be given daily to assess learning and inform
instruction. The entire Stripling Model of Inquiry process will be followed
and all 8th grade priority benchmark skills in the Empire State Information
Fluency Continuum will be addressed. Students will gain knowledge of U.S.
history, specifically the 1920’s- 1970’s, while simultaneously gaining critical
information literacy skills. The end products will consist of a 5-page
research paper, Web 2.0 presentation, and timeline exhibit display for the
school. There will also be a required Informed Action piece in which
students will utilize this new, gained knowledge and apply it towards
making a positive change for a specific cause or issue. Lastly, students will
reflect on their learning through a post-assessment survey. The information
from the survey will also be used for data collection and analysis by
teaching staff to reflect on individual and overall growth of students as well
as reflection on pedagogical practices and lessons.
Materials Provided:
 List of online resources used in research process (websites, SCSD
databases, etc.)
 List of print supporting resources (historical fiction and non-fiction)
 Lesson plan (unit and daily)
 Graphic organizers
 Note-taking sheets
 Rubrics (Essay, Presentations)
 SMART/ENO Board lessons
 Common Craft videos to support IFC skills
 Ticket out the door ideas
 Citing Sources worksheet
 Point of view checklist
 How to evaluate resource checklist
 Use of Social Studies anchor charts and graphic organizers on:
o “Wonder” with P.O.S.E.R.
o Analyzing Primary Sources (P.O.S.E.R. or Reading Like a
Historian)
o Developing Claims and Counterclaims (Establishing Historical
Significance)
o Analyzing Photographs and Posters (S.O.A.P.)
o Analyzing Secondary Sources (or SPEECH graphic organizer)
Steps:
 Intro project
 Timeline activity for topic assignments and creating some “wonder”
and interest
 Pre-assessment survey (combination of S.S. and IFC) for data
collection and analysis
 Introduce Unit/Project Teaching Points and objectives (combination
of S.S. and IFC)
 Student goal-setting based on Teaching Points (combination of S.S.
and IFC)
 Introduction to the Question of Inquiry (Compelling Question)
 Developing additional questions (making connections and digging
deeper for “wonder” and inquiry) (*Shift 1)
 Introduction to supporting questions
 Revisiting and refining/revising questions
 Finding Sources (using multiple sources and formats, primary and
secondary)
 Evaluating sources (*Shift 2)
 Determining point of view and effect on information
 Note-taking strategies
 Plagiarism, paraphrasing
 Citing sources
 Drawing conclusions/ creating hypothesis
 Using notes as evidence to support hypothesis (*Shift 2)
 Research paper 101
o Scaffolds in place with graphic organizers
o Rubric
o Multiple opportunities for feedback prior to submission
 Peer edit/ giving and receiving meaningful feedback to edit paper for
final copy (*Shift 3)
 Multi-media presentation tools (demo, checklist, rubric,
presentations) (*Shift 3)
 Timeline display (*Shift 3)
 Informed action (*Shift 3)
 Self-reflection and assessment
 Post-assessment survey (combination of S.S. and IFC) for data
collection, analysis and reflection of pedagogical practices (what
mini-lessons went well, where opportunities exist, etc.).
Empire State Information Fluency Continuum (IFC)
8th grade Priority Benchmark Skills:
 Revises the question or problem as needed to arrive at a manageable
topic for inquiry (IFC PB#1)
 Refines questions to guide the search for different types of
information (e.g. overview, big idea, specific detail, cause and effect,
comparison) (IFC PB#2)
 Uses different formats (e.g. books, Websites, subscription databases,
multimedia, graphs, charts, maps and diagrams) as sources of
information (IFC PB#3)
 Recognizes the effect of different perspectives and points of view on
information (IFC PB#4)
 Recognizes that own point of view influences the interpretation of
information (IFC PB#5)
 Draws conclusions based on explicit and implied information (IFC
PB#6)
 Creates products for authentic reasons and audiences (IFC PB#7)
 Identifies own strengths and sets goals for improvement (IFC
PB#8)
Hook into lesson/Phase 1:
 Have chart paper hanging up around the room with the following
letters: A, B, C, D, E, F on the side that students can see
 On the flip side of the chart paper, place a picture from the
coordinating decade that will conjure up “wonder” questions
o A= 1920’s
o B= 1930’s
o C= 1940’s
o D= 1950’s
o E= 1960’s
o F= 1970’s
 Create hashtag phrases related to the time period to peak interest and
assign topics
o You will read the hashtag and if student makes a connection or
the hashtag peaks his/her interest, they will move and stand
next to the letter you assign with that particular hashtag phrase
o Example: #flapper…..stand at the A (first 5 students)
o #…..stand at the A (first 5 students)
o #…..stand at the B (first 5 students)
o #…..stand at the C (first 5 students)
o #…..stand at the D (first 5 students)
o #…..stand at the E (first 5 students)
o #…..stand at the F (first 5 students)
 Inform students that:
o A= 1920’s
o B= 1930’s
o C= 1940’s
o D= 1950’s
o E= 1960’s
o F= 1970’s
 This is the student’s assigned decade to research
 Flip the chart paper to show the picture
 Students will each fill out a P.O.S.E.R. chart in hashtag format
(cannot repeat any the teacher already used) to facilitate critical
thinking, making connections, ownership, interest and inquiry
Phase 2:
 Pre-assessment survey (combination of S.S. and IFC) for data
collection and analysis
 Introduce Teaching Points and objectives (unit) (combination of IFC
and S.S.)
 Students will set goals for the project based on Teaching Points
(combination of IFC and S.S.)
 Students will look at P.O.S.E.R. analysis
 Lesson on creating good questions (open-ended to facilitate good
research)
 Students will be introduced to the Question of Inquiry (Compelling
Question): Is freedom free?
 Students will be given adequate time to create additional supporting,
open-ended and higher level questions for inquiry process
 Students should be advised to make connections to background
knowledge, other content areas, etc.
 Students will be introduced to Supporting Questions to further assist
in the research process
o What trends and events and people shaped the decade you are
researching and how did these events and people define
freedom?
o How did war change people’s views on freedom on you decade
that you are researching?
o How did rivalries among the United States with other nations
impact people in regards to fighting for freedom in the decade
you are researching?
o What was the climate and status of civil rights within your
decade of study?
o How has your decade of study shaped the way you view freedom
today?
o **I would like to re-word these questions so that they are more
student-friendly, if possible**
o SPEECH approach to research: Students should be addressing
the social, political, economic, environmental, cultural, and
historical issues from the decade they are researching
 Lesson on revising questions throughout research process to focus
inquiry (need big picture of decade but with focus on specific
topics/people/issues/etc. within decade)
o Students will need to revisit and revise questions as the
research process develops to devise a focus and manageable
topic for inquiry (IFC PB #1)
o Students will need to revisit and refine questions to guide the
search for different types of information (e.g. overview, big idea,
specific detail, cause and effect, comparison) throughout
research process (IFC PB#2)
Phase 3:
 Lesson on finding sources
o Suggestions on where to go for quality, reliable academic
research
o Introduce and require students use multiple sources and
formats (e.g. books, Websites, subscription databases,
multimedia, graphs, charts, maps, and diagrams) as sources of
information (IFC PB#3)
o Students will also use a combination of primary and secondary
sources
o SCSD Databases
 ABC-CLIO American History
 Britannica Annals of American History
 America the Beautiful
 Britannica School Middle
 Learn 360
 NBC Learn
 Kids Search
 Grolier Multimedia Encyclopedia
o SCSD School Library (print materials)
o Additional Websites- **I will compile this list**
 1920’s 1930’s 1940’s 1950’s 1960’s 1970’s Lesson on evaluating sources
o Review of primary and secondary sources- definition, usages,
etc.
o Review of S.O.A.P. anchor chart
o Instruction on using multiple sources, comparing and
confirming information
o How to determine point of view and perspective (using
checklist) and the effect it has on information (IFC PB#4)
o Understanding and recognizing that own point of view
influences the interpretation of information (IFC PB#5)
o Evaluating Resources
 Purpose
 Authority
 Accuracy
 Relevance
 Currency
 Who owns the site?
 What other websites are linked to and from the site?
 Does a high ranking from Google in a Google search equal
a known quality, academic website?
Phase 4:
 Lesson on note-taking
o Intro various note-taking strategies
o Allow our compelling and supporting questions drive and guide
our notes- looking for “answers” but also a big picture and deep
understanding of the decade to be able to draw conclusions
later on (IFC PB#6)
o Avoiding plagiarism (paraphrasing, summarizing, etc.)
o Tracking and citing sources
o Notes as a collection of relevant evidence to support answer…
 Thinking of potential conclusions and hypothesis
Phase 5:
 Research time! (YOU DO- Authentic assessment)
o Finding and evaluating sources
o Note-taking
o Determining point of view and the effect on information
o Plagiarism and paraphrasing
o Tracking and citing sources
Phase 6:
 Lesson on drawing conclusions (IFC PB#6)
 Lesson on creating hypothesis
Phase 7:
 Organizing and using notes as evidence for hypothesis
Phase 8:
 Creating your research paper
o Putting it ALL together (IFC PB#7)
o Graphic organizers to scaffold this process
o Using a rubric to guide your efforts
Phase 9:
 Peer editing and getting/giving meaningful feedback
 Using feedback for improvements
 Creating and submitting your final copy
Phase 10:
 Creating your Web 2.0 multi-media presentation (IFC PB#7) (demo,
checklist, rubric)
o PhotoPeach
o Popplet
o Prezi
o Etc.
Phase 11:
 Creating a large scale, physical timeline display/exhibit with
information, visuals, etc. to showcase your learning to your school
community (IFC PB#7)
Phase 12: Informed Action:
Students will discover an issue (social, human rights, economic,
environmental, etc.) from his/her assigned decade that, in some way, still
exists today. Students will use the website www.dosomething.org to find a
way to help. All project ideas must be approved by the Social Studies
teacher and/or Library Media Specialist prior to implementation. (IFC
PB#7)
Phase 13:
 Self-reflection (IFC PB #8)
o Something I learned
o Something I do well
o Something I can improve on
o Did I meet or exceed my goals?
 Yes!
 No? What can I do now?
 What are my NEW goals now?
 Post-assessment survey (combination of S.S. and IFC) for data
collection, analysis and reflection of pedagogical practices (what
mini-lessons went well, where do opportunities exist, etc.)