Overview:

I. Mock Inauguration

Research the inauguration process to determine its purpose

Plan ceremony, create decorations, collect donations from local vendors, create and write invitations, prepare costumes and speeches, set parade route and schedule, determine inaugural ball location and event, and designate participants (president, chief justice, vice president, spouses, flag bearers, former president and spouse)

Execute the mock inauguration speeches, parade, and inaugural ball

II. Architecture

Research using internet and books of the inaugural sites, buildings, and monuments on the mall, the route from the Capitol to the White House on Pennsylvania Avenue

Form interest groups

Plan building materials and construct models

III. Multimedia Group

Divide into interest groups, board game, digital video and digital camera, Hyperstudio presentations of inauguration related topics

Research information about Hyperstudio topics, make a slide show presentation

Document the mock inauguration with the digital camera and the digital video camera

Create a board game that tests other students knowledge of the inauguration

Rationale: This event is something historical happening in these children's lives. It's a very prevalent current event. It will involve students being responsible for their

learning, it would enable the children to be a participant in adult conversation, it will

involve collaborative learning and it will challenge. It will also be an opportunity for

the classroom teachers to relearn the inaugural procedure. Technology is an

important component to this study because we are not able to attend the inauguration in Washington D.C. Our newly learned understanding of the event

will help enhance our appreciation of what we see in the media about this historic day.

IV. Goals - Content, Cognitive and Social

1. New skills, knowledge, and attitudes

Group interaction, group dynamics

Various modes of technology

Communication, both written and oral

Research methods

Utilizing community resources

Problem solving

2. State standards

Goal 1A. Apply word analysis and vocabulary skills to comprehend selections

Goal 1B. Apply reading strategies to improve understanding and fluency

Goal 1C. Comprehend a broad range of reading materials

Goal 3A. Use correct grammar, spelling, punctuation, capitalization, and structure

Goal 3B. Compose well organized and coherent writing for specific purposes and audiences

Goal 3C. Communicate ideas in writing to accomplish a variety of purposes

Goal 4A. Listen effectively in formal and informal situations

Goal 4B. Speak effectively using language appropriate to the situation and audience

Goal 5A. Locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas

Goal 5B. Analyze and evaluate information acquired from various sources

Goal 5C. Apply acquired information, concepts, and ideas to communicate in a variety of formats

Goal 14A. Understand and explain basic principles of the United States government

Goal 14C. Understand election processes and responsibilities of citizens

Goal 14D. Understand the roles and influences of individuals and interest groups in the political systems of IL, U.S., and other nations (as they relate to the inaugural activities)

Goal 14F. Understand the development of the U.S. political ideas and traditions

Goal 16B. Understand the development of significance political events

V. Learning Activities

Writing and editing skills

Technology skills

Interviewing skills

Listening and speaking skills

Developing a rubric

Presentation skills

Research Skills

Team Collaboration

Problem Solving

VI. Student Assessment

Generated students' rubric for team work and project

Used technology in the final product

Discussed what worked well and what needed to improved

VII. Resources

Staff

Mentors

Community members and services (Police, Vendors, Assistant Superintendant, Parent visitors)

Technology (HyperStudio, digital video camera, digital camera, television, telephone, videotapes, Inspiration software)

How will the rooms be arranged? Where will equipment and materials be located to promote maximum use? Where will students need to work and how can they be accommodated? How will students with special needs be helped?

There were three homerooms. Mike's room was base for the mock inauguration group. It consisted of students from all three classrooms. Susan's room was base for the multimedia group. Students who signed up for that interest group worked with both technology facilitators, Jan and Celina. Ann Louise's room was base for the architecture group. In each homeroom, the students were broken down into smaller interest groups. Students worked in all areas of the building to capture the work in progress. The materials and equipment were kept in the homerooms. The ESL teacher and aide assisted if necessary.

VIII. Unit Evaluation

1. What was effective?

Children got to work with students of other ages.

Since it was a current event, it was easy to gather information.

The election was a slightly controversial event so it was talked about a lot in the media and at home.

Students worked in their interest groups, making it easy to engage them.

Students now have good background knowledge about the events, the people who participated, and the geography of Washington D.C.

Students had fun learning about current events.

Most students effectively met state goals as listed in IV Part 2.

2. What wasn't effective?

We should have used volunteers to help direct student groups.

Because of the logistics of three classes working together there were scheduling constraints. It was difficult to find time for the three teachers to get together as well.

Timing of the parade was miscalculated therefore, we had no spectators.

3. What will we do differently next time?

More communication about what other student groups are accomplishing.

Meet more frequently in a shorter overall time span.

Aside from the rubric and teacher monitoring, there should have been more individual accountability.

Work alone as a class or with one other class. (Possibly two teachers plan together and operate the project separately.

Time and conduct dress rehearsal.

Use volunteers to help with the student groups.

We would either use two classes, or two to three teachers plan the same project together and conduct them with their individual class.