PROJECT OVERVIEW
Local Pride: Tully Then and Now
Name of Project:
Subject/Course:
Social Studies
Other subject areas to
be included, if any:
Teacher(s): Erika Baritell, Beth Lancer, Leandra
Reinhard, Chris Scully-Smith
Duration: 6 week
Grade Level: 3rd
ELA
Identifying Standards to be Assessed
Project Idea:
Summary of the issue,
challenge, investigation,
scenario, or problem:
Driving Question:



Philosophical or Debatable
Product-Oriented
Role-Oriented
3rd grade students investigate the history of the Village of Tully. They will generate questions,
utilize experts (ie. town historian), use primary sources, websites to answer questions and
generate additional questions. They will also take a walking tour of the town to decide on the
building/place they will research further. Teachers will decide the TOP 15 places in Tully to offer
students voice and choice as to what they will research. Presentation of research to the Senior
Citizens Luncheon on Tuesday. Timeline will be displayed in a public forum (Post Office, Diner,
historical society etc). The final grade culminating product will be a grade 3 historical book on
Tully’s history to further expand upon the 2 current books in print (1975, 2008). The book will
become part of the school and public library and historical society. (Maybe classroom library
too). Buildings to research: schools Elem/Jr-SR HS, Masonic Temple, St. Leo Church,
Firehouse, Train Station, Scoops N’ More, Shopping Plaza, Laundry Mat, Encore Video, M&T
Bank, Four Corners, Elm Street Diner, Dr. Edinger, Tully Free Library, Post Office, Dentist
Office, Sweet Basil, Municipal Building,
How can we, as local historians create a resource book of the changes that have taken place in
our community?
Guiding Questions:
-Why and how do communities change over time? How do they adapt?
-Why are building built and other torn down?
-What is the history of our community?
-How can we research and present facts learned accurately to a public audience?
-How can we use written and oral stories to further our research?
CCSS to be taught and
assessed:
Informational Reading - Key Ideas and Details:
CCSS.ELA-Literacy.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using
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language that pertains to time, sequence, and cause/effect.
CCSS.ELA-Literacy.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur).
Writing for Information:
CCSS.ELA-Literacy.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.3.2.a
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
CCSS.ELA-Literacy.W.3.2.b
Develop the topic with facts, definitions, and details.
Production and Distribution of Writing:
CCSS.ELA-Literacy.W.3.4
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
(Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
CCSS.ELA-Literacy.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and
collaborate with others.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.3.7
Conduct short research projects that build knowledge about a topic.
CCSS.ELA-Literacy.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into
provided categories.
Speaking & Listening - Comprehension and Collaboration:
CCSS.ELA-Literacy.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about
the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.3.1.b
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
CCSS.ELA-Literacy.SL.3.1.c
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-Literacy.SL.3.1.d
Explain their own ideas and understanding in light of the discussion.
Presentation of Knowledge and Ideas:
CCSS.ELA-Literacy.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
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Additional Standards to
be taught and
assessed:
Standard 1, Key Idea 2 Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United
States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
Performance Indicators--Students will: Elementary

gather and organize information about the traditions transmitted by various groups living in their neighborhood and community

recognize how traditions and practices were passed from one generation to the next

distinguish between near and distant past and interpret simple timelines
Standard 4-Key Ideas 1 2
Economics: use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop
economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other
national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
CCLS: SS
3.1b Globes, maps, photographs, and satellite images contain geographic information. Maps often have a title,
legend or key, compass orientation, author, date, grid, and scale.
representations of the same area and identify differences for at least one of the selected world
communities
3.3 Geographic factors often influence where people settle and form communities. People adapt to and modify
their environment in different ways to meet their needs.
3.3a Geographic factors influence where people settle and their lifestyle. Some factors are more suitable for
settlement while others act as a deterrent.
Grades K‐8 Page 41
features and climate, noting how certain factors are likely to support settlement and larger populations.
e of the people who live
Time, Continuity, and Change
3.4 Each community or culture has a unique history, including heroic figures, traditions, and holidays.
3.4a People in world communities use legends, folktales, oral histories, biographies, and historical narratives to
transmit cultural histories from one generation to the next.
about the important individuals and events of each selected world community.
Identify Learning Targets
and/or ”I can…” statement
I
I
I
I
I
I
can
can
can
can
can
can
identify keywords and details from a text that support the main idea of the text.
ask relevant questions to gather information for my research.
introduce a topic clearly.
group supporting facts together about a topic in an informative/explanatory text.
use text, formatting, illustrations, and multi-media to support my topic.
develop the topic with facts, definitions, details, and quotations.
Academic Vocabulary:
Community, change, timeline, history, historian, economy,
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Relevant, introduce,
21st Century
Competencies to be
taught and assessed:
Collaboration
X
Creativity & Innovation
Communication (Oral Presentations)
X
Other
Critical Thinking
Presentation Audience:
Group:
Major Products
& Performances
Grade Level timeline- As a grade level, students will add their
places (date of change) to a class timeline.
Small LIKE research Groups (3/4) share their individual paragraphs
and picture to create the official page for the book. The use of
critical friend protocol prior to the final draft to add to book
Individual:
Pairs in each class pick one of the 15 choices to research. Using the
“HUGS” graphic organizer to gather information. From the research
individual students write a basic paragraph using peer-critique prior
to their final draft of their research.
Class:
X
School:
X
Community:
X
Experts:
Web:
Other: Senior
Citizens
& public spaces of
book
PROJECT OVERVIEW
Entry event to
launch inquiry,
engage students:
Students in pairs will explore the book The Years Between” to peak their interest in the history of Tully.
(Maybe use the guided discovery format) as they explore the book.
Assessments
Quizzes/Tests
Formative
Assessments
(During
Project)
Journal/Learning Log
X
Preliminary Plans/Outlines/Prototypes
Rough Drafts
X
Practice Presentations
X
Notes: Research Note-taking
X
Checklists
X
Concept Maps: “HUGS Organizer”; Accordion
Organizer for research
X
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Online Tests/Exams
Other:
X
Written Product(s), with rubric:
Summative
Assessments
Individual Paragraphs & group Page for Book
(End of Project)
Oral Presentation, with rubric
Other Product(s) or Performance(s), with rubric:
X
Grade Level Timeline & Grade Level Resource Book
X
Peer Evaluation: 4C’s,
Multiple Choice/Short Answer Test
Self-Evaluation
Essay Test
Other:
X
.
Resources
Needed
On-site people, facilities:
Town historian, Tully historical society bldg
Equipment/Software:
Computer- internet, camera
Materials:
“The Years Between: The Tully Centennial July 4,5, 1975”, Tully historical
site;
Community resources:
Walking tour
Websites:
Reflection
Methods
Journal/Learning Log (Individual)
(Individual,
Group, and/or
Whole Class)
X
Focus Group
Whole-Class Discussion (interesting/favorite
part; most diff. change)
Fishbowl Discussion
Survey
Other:
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PROJECT TEACHING AND LEARNING GUIDE
Project: Tully History
Major Product(s) and
Presentation
Student needs to complete
Class Timeline of
the history of
buildings and land
in the village of
Tully
Knowledge and Skills Needed by Students
Scaffolding / Materials / Lessons to be Provided
to successfully complete culminating products and
performances, and do well on summative assessments
by the project teacher, other teachers, experts,
mentors, community members
Read/Listen for information
Using Text features
Ex. Photos and captions

Citing sources

Written piece of the Timeline (Building and Dates) to
create the Table of Contents of the grade level book
Individual Writing
Research

SS Lesson: Use the Years Between book.
Independently view pages for information and
group discussions on facts found in the text
The Accordion graphic Organizer; Whole and
small instruction
Graphic organizer based on visual
representation of given resources. Ie. two
books, interview
Filling in a template build as a class and grade
level
Research

Peer Critique


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
Group Page for
book
Final Draft

Critical Friends
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK ONE
-Entry Event
-Driving Questio
-Team Develop (team
builders)
Team folders
Team Contracts
PROJECT WEEK TWO
PROJECT WEEK THREE
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Project:
M O N D A Y
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK FOUR
PROJECT WEEK FIVE
PROJECT WEEK SIX
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