Great Minds of the Century

Great Minds of the 20th Century
Objectives & Teacher Instructions

Grade Level:

This unit was originally designed for students in an eighth grade gifted and talented class. It could also be used in grades 9-12 depending on specific curriculum and student abilities. The unit culminates with a "reception" during which students present the results of their research.

Duration: 8 classes, including final "reception"

Objectives:

· Students will gain knowledge of selected influential individuals and movements from the 20th century who have had major impacts on the world at their own time and for posterity.

· Students will explore the relationships between individuals and their contemporaries and their historical/cultural context.

· Students will connect new information with prior historical/cultural knowledge, both from school curriculum and outside.

· Students will develop analytical and evaluative skills by deciding which individuals are MOST important and justifying that decision.

· Students will improve research/technology skills through use of the Internet and traditional research materials.

· Students will exercise creativity and communications skills by portraying their chosen individuals both graphically and dramatically.

Resources/Materials:

· Web address to start: The Time 100 - http://www.pathfinder.com/time/time100/index.html

· Computer lab access for research and word processing for all classes except reception!

· Books/magazines to supplement, and in case of computer "glitches"

· A classroom timeline

· A facility/food/etc. for culminating reception

Class 1:

Opening brainstorm as a class (on the board): Name people you would consider to be great minds of the twentieth century. Be sure to include all fields of interest and areas of expertise (hint: think of multiple intelligences!). Try to come up with at least 35 names.

Categorize the great minds into fields (arts, business, etc). Introduce the web site as a way to find out far more and explain the overview of the unit. Be sure to make any applicable connections to the students' social studies curriculum.

For the remainder of class, let students begin to explore the site to see its organization and read some of the contextual info (what life was like 100 years ago, for example) and some of the people included. No voting on the Time site at this point!!!

Class 2:

Give out handout with questions. Be SURE to point out that answer space is only sufficient for note-taking form, not complete sentences!!! Notes ARE expected to be neat enough for teacher check. The sentences come in the write-up they do later. Students explore site until the last few minutes of class and decide on the individual whom they will portray. Choice must be approved by teacher and should be someone they like or are truly curious about!!! (Don't give out Rosa Parks, as you will be using her for an example later!!). Do not allow duplicates with others in any class. Sheets to be kept in folders.

Class 3:

Start class by going over all questions on the sheet for clarification. Today's goal is completing basic info about their person (questions 1,2,3) and getting an overall background sense.

Class 4:

At the start of class, demonstrate doing such searches using Rosa Parks from the Heroes and Icons list. First point out that critical reading of the Time write-up will yield beginnings. Also note the web links available right there on the Time page. Then go to the NMCR link and show ways to get a "feel" for the time period (in this case, the civil rights movement) which you can use to answer question 4. Then go to a search on MLK, Jr. AND Rosa Parks, since he is mentioned in the Time write-up. This can help with question 6. (Try Metacrawler and search "Rosa Parks" + "Martin Luther King, Jr." This yields several listings. Show how to scan and sift them for possibly helpful stuff). There is a Legacy of Rosa Parks page that comes up which is helpful with question 5, even though this is not what I was looking for...but it helps!). Ask for ideas for how to find answers to 4,5,6,7. Students may have some great ones to try. Don't spend more than half the class on this!!!

After the demonstration, have students continue work on questions dealing with historical context, influences, controversy, how life would be different (numbers 4,5,6,7). These will most likely require more web searching beyond the initial site. Use key words from the site's write-ups to get ideas.

Class 5:

Continue answers to questions through #7. If students FILL their sheet with notes (legible), they may do more of the "fun" stuff on the Time site...100 worst ideas, Phonies and Frauds, etc.

Class 6:

Complete questions 8, 9 and 10 in preparation for the reception. If they FILL the sheet with notes (legible), they may do more of the "fun" stuff on the Time site...100 worst ideas, Phonies and Frauds, etc. Remind students of the reception requirements: timeline done, must be dressed, note sheet must be completed.

Class 7:

Complete question 11 in preparation for the reception. If they FILL the sheet with notes (legible), they may do more of the "fun" stuff on the Time site...100 worst ideas, Phonies and Frauds, etc. Remind students of the reception requirements: timeline done, must be dressed, note sheet must be completed.

Class 8: Great Minds Reception.

Great Minds of the Century - Student Instructions
Great Minds of the Millennium
TeachersFirst Millennium Resources