Interpreting Diaries of the American South

By Rhonda Sneeden

Students will read diaries of individuals who lived in the American South from 1865-1917. After reading these diaries the students will use a visual means of displaying their interpretation. Visual presentations will be one of the following: shadow box, poster, PowerPoint using drawings done by the student, brochure, or presenting an item that would have been used during the time that their diary was written.

Learning outcomes

Students will:

  • describe life in the American South using the time period of the diary entry that they chose.
  • apply information learned in a visual product.
  • read their chosen diary entry and using a rubric develop a product that will demonstrate their interpretation of life during that specific time period.
  • write a diary entry of their own describing the process of this project including the value of learning about this time period and the impact on life today.

Teacher planning

Time required for lesson

5 Days

Materials/resources

  • Pen and regular notebook paper for each student
  • Materials for visual product (depends on individual students)
  • Teacher should provide students with the information to access the NCEcho website and instructions on finding the diaries that will be used for this lesson.
  • Teacher should provide a rubric for students to follow in preparing their products.

Technology resources

  • Color monitor with access to the Internet for each student.
  • LCD projector for those students doing a powerpoint presentation.
  • Printer

Pre-activities

  • Teacher will read the book The Diary of Anne Frank.
  • Students choosing a multimedia presentation should have had training on using PowerPoint software and equipment.
  • Teacher will model effective Internet use so students will have clear understanding of how to navigate the NCECHO and the Google search engine.

Activities

Day 1

  1. Teacher will read exerpts from the book The Diary of Anne Frank. Students will discuss the diary entries that were read. Discussion will center on what it would have been like to be in her situation and also what impact this event had on today’s history.
  2. Students will write a diary entry detailing feelings about todays lesson and what questions they have for completing this project. Students will be given a rubric to follow for the activity.

Day 2

  1. Students will ask questions that they had written in the previous day’s diary entry that they had not already found an answer for or any other questions that they thought of after yesterday’s lesson.
  2. Students will log on to the computer and begin exploring the NCECHO website and locate First Person Narratives on the Documenting the American South website.
  3. Students will read several of these diary entries and choose one to present visually their interpretation of this time period or event to the class.
  4. Students will save this diary entry in their file folder. (From browser menue select File- Save or copy text and paste into a document.) Students will also print their diary entry to use for reference while not on the computer.
  5. Students will use the NCECHO site and the search engine, Google to further define the time period or event that they have chosen. Information can be typed in a document and saved in their file.
  6. Students will write a diary entry detailing the day’s lesson and information that they have gained. They will also list successes and concerns for their project.

Day 3

  1. Teacher will answer any questions.
  2. Students will begin designing the visual product that they will present to the class. Students will acquire supplies needed for their project and spend 2 hours inclass working on project.
  3. Students will write diary entry listing today’s progress towards completion of their project. Students will list questions or concerns that they feel need answering before completing this project.

Day 4

  1. Teacher will answer questions and offer suggestions to those not progressing in a timely manner.
  2. Students will finalize their visual product.
  3. Students will be assigned to peer review each other’s product and offer suggestions for change. Every student will be an advisor for someone ele. Students then have the option of making changes or leave it as it is.
  4. Diary entry for the day will include today’s activities and concerns about presenting the next day.

Day 5

  1. Teacher will answer questions and then give the procedure for the students to present their products.
  2. Students will present their product and complete final diary entry detailing what they learned, what they enjoyed, what impact would this project have on them, what changes would they make in the overall project, and their feelings on diary writing.
  3. Students will be given a diary for their personal use to begin journaling their own life.

Assessment

Suggestions for Grading: You may design a rubric based upon this grading scale: 

    High to low5  4  3  2  1 Content                Presentation  Research  Time Mgmt.  Teamwork  Total 25 points = 10022-24     = 9019-21     = 8016-18     = 7013-15     = 60Anything below 12 = 50

Use the attached Numeric Rubric or Descriptive Rubric if you prefer.

Supplemental information

Descriptive Rubric made using the free online rubric tool Rubistar available at http://rubistar.4teachers.org/index.shtml

Attachments:

Related websites

Documenting the American South
First-Person Narratives of the American South
http://docsouth.unc.edu/fpn/texts.html

NCEcho
http://www.ncecho.org

Google Search Engine
http://www.google.com

Comments

This lesson was written while overlooking the Atlantic Ocean during an NCCAT seminar titled North Carolina Echos: Exploring Cultural Heritage online. The purpose of this seminar was to acquaint participants with the NCECHO website as well as to encourage teachers to use the LEARN NC website to facilitate instructions as well as to share lesson plans with others.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 6

  • Goal 2: The learner will explore and analyze information from a variety of sources.
    • Objective 2.01: Explore informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understand of what is read, heard, and/or viewed.
      • studying the characteristics of informational works.
      • restating and summarizing information.
      • determining the importance and accuracy of information.
      • making connections between works, self and related topics/information.
      • comparing and/or contrasting information.
      • drawing inferences and/or conclusions.
      • generating questions.
    • Objective 2.02: Use multiple sources of print and non-print information in developing informational materials such as brochures, newsletters, and infomercials by:
      • exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM).
      • distinguishing between primary and secondary sources.
      • analyzing the effects of the presentation and/or accuracy of information.

Grade 7

  • Goal 2: The learner will synthesize and use information from a variety of sources.
    • Objective 2.01: Respond to informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • analyzing the characteristics of informational works.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences and/or conclusions.
      • generating questions.
    • Objective 2.02: Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters and informercials) through:
      • identifying and using appropriate primary and secondary sources.
      • comparing, contrasting, and evaluating information from different sources about the same topic.
      • evaluating information for extraneous details, inconsistencies, relevant facts, and organization.