Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
High School
Grade:
11
Provider:
Pearson
Tags:
Assessment, Grade 11 ELA
License:
Creative Commons Attribution-NonCommercial 4.0
Language:
English

Digital Native Culture

Digital Native Culture

Lesson Overview

In this lesson, students will look at ways an exhibit identifies what's worth preserving from a culture. They will consider what future generations should know about Digital Native culture.

Lesson Preparation

  • Read the lesson and student content.
  • Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
  • On the Library of Congress website ( loc.gov ) find theExploring the Early Americas online exhibit, located under the header "Special Presentations." Share it with your students. If you do not have Internet access in the classroom, you can print and distribute the exhibit.
  • Review Exploring the Early Americas exhibit and select examples to help students see how it attempts to identify what's worth preserving from that time period and culture.
  • Prepare feedback for each student on his or her first annotated article so you can give it to them when you collect their second articles. Center your feedback on how students can understand their research and integrate it into their exhibits.

Section 1: Preserving What?s Important

  • Collect students' second annotated articles. Give students their feedback on the first articles.
  • Demonstrate some key examples of the preservation of culture in this exhibit. You can use the examples you chose or highlight the following examples:
    • ✓ The exhibit identifies the maps of Martin Waldseemüller as particularly extraordinary and important because they capture the sense of how much the world expanded for Europeans once they discovered the continents of the Western Hemisphere.
    • ✓ The exhibit contains multiple artifacts from the pre-contact cultures of Mesoamerica because the creators believe key aspects of these cultures were lost over the course of European occupation.
  • SWD: This online exhibit has a lot of content, and students who have difficulties focusing may benefit from your guidance when it comes to selecting a specific, more limited, area for exploration.

Opening

Your teacher will guide you as you explore the exhibit on the Early Americas and consider the following issues:

  • How does this exhibit attempt to capture a specific time and place in history?
  • How does the exhibit identify the most meaningful aspects of that time and place?

Then, in your museum exhibit team, look further into the exhibit. Do the following.

  • Choose one key example of something the exhibit does to identify what’s important and worth preserving from the early Americas.
  • Be prepared to share your example and ideas in the next section of the lesson.
  • Designate one group member to do the sharing. It should be a member of the group who has not yet performed this duty.

Section 2: Preservation Class Discussion

  • Let students share their examples and then lead a brief discussion in which students speculate on the idea of identifying and sharing what's worth preserving.
  • Judge the time for this part of the activity based on how much you want to save for students to work individually.

Work Time

Share your example with the class along with your understanding of what it does to preserve something important for future generations.

Then participate in a Whole Group Discussion that touches on some of the following issues.

  • What knowledge is preserved for future generations?
  • How does this exhibit identify what’s worth preserving from the specific times and places it deals with?
  • How does the exhibit invite you to question, challenge, or reject the truths you are used to accepting on a daily basis?

Section 3: Work Plan 5

  • Encourage students to use today to take your feedback to examine the way they've integrated their research information into their exhibits.
  • This is also an opportunity to meet directly with students who struggled to annotate effectively and to give them an opportunity to improve and resubmit their first annotated article.
    • SWD: For some students, their verbal expression is stronger than their written expression. They may understand the texts they read but are unable to show their understanding through their annotating efforts. Verbally assess them before asking them to resubmit their first annotated article (if you feel they need to) to see if there is a discrepancy between verbal and written expression.

Work Time

Before you begin work, look at the suggestions from the next task and take 5 minutes to write a plan for what you will do during the work session in this lesson. Review the feedback you got on your first article and consider how you will use it to integrate your research more effectively into your exhibit.

Answer the following questions in writing.

  • Will you work together with other students? Who?
  • What do you plan to accomplish in the work session?
  • How will you use your teacher’s feedback to integrate research more effectively into your exhibit?
  • What artifacts, placards, or storytelling material would benefit from more research?

Open Notebook

When you finish, share your plan with your teacher.

Section 4: Group Exhibit Work

  • If your students have been working effectively thus far, assign them to create additional brand new artifacts and placards in groups of two or three.
  • If your students are still struggling with more basic issues from the Unit Accomplishments, skip the additional artifact and move from group to group during this time to support them.
    • SWD: Make sure to confer with any of your struggling groups who may be behind so that they can catch up to the rest of the class.
  • If you choose not to add an additional artifact at this point, give the students feedback on the first artifact they submitted so they can revise their work.

Work Time

Only three more work sessions remain after today, so plan accordingly. Choose from the following list of tasks.

  • Revisit your first round of research to find ways to better integrate it into your exhibit.
  • Work on improving interactivity and cohesion. Remember that a great exhibit isn’t simply a collection of objects but is instead a story told with them.
  • Your teacher may also ask you to work on a new artifact today. Your subgroup will submit this artifact and its placard in Lesson 25. (If your teacher does not assign an additional artifact, you will revise and resubmit your first artifact and placard.)

Section 5: Exhibit Status Report 5

  • Check these updates to make sure that no students have fallen too far behind in creating their artifacts or exhibits.

Closing

Before the lesson ends, assess your work for the day by answering these questions in writing.

  • With whom did you work?
  • What did you accomplish during the work session?
  • What remains to be done for your exhibit?
  • If applicable, what is the new artifact you’re working on? What role will it play in the story of your exhibit?

Open Notebook

When you finish, share your writing with your teacher.

Section 6: Artifact Development

  • Prompt students to consider the different exhibits they've been studying and to think about the artifacts each exhibit showcased.
    • ELL: Consider identifying aspects of the artifacts for students to revise. Some ELLs may need support with improving the chosen vocabulary or clearing up ambiguities. Help them to see what areas can be improved.

Homework

  • Work on revising your first artifact, developing your second artifact, or developing any other exhibit materials that still need to be created or revised.

You will either resubmit your first artifact or submit your second one in Lesson 25.