Mclachlain, DeLair, Barrowcliff
Gender Relations during Segregation/Imperialism (Powerpoint Group Activity)
The Color Purple
High School Level
Overview
This group lesson for an asynchronous/synchronous blended course acquaints students to gender relations in the early 20th century in the American South and West Africa, both settings in the novel “The Color Purple”. Students may need two weeks to web conference, research, prepare, and present this activity, which they can do while they read the novel.
Objectives
Students will:
• Analyze the information they read in The Color Purple.
• Research various aspects of gender relations.
• Read and analyze both primary and secondary sources to learn more about the topic.
• Develop a Powerpoint to present what they’ve learned
Skills Attained
Students will be able to:
• Analyze gender relations in the early to mid-20th century in the United States and Africa.
• Use primary and secondary sources when conducting research.
• Work collaboratively in a group to plan, develop, and orally deliver a research presentation.
• Present information logically and clearly.
• Use the technology of email, web conference, Powerpoint, word processing
Time Required
Approximately two weeks.
Materials Needed
Group topic sheet with instructions/expectations sheets
Rubrics for evaluating presentations ( w/ expectations)
Peer evaluations
Self-assessment
Action plan
Progress report
Internet access
Access to books, journals, periodicals, etc.
PowerPoint® software
Poster board
Colored pencils/markers
The Lesson
Anticipatory Set
Distribute written support materials via the Learning Management System to include:
1. Title sheet with instructions/expectations for each group.
2. Copy of the rubric with information filled in (so that students will know how you are grading them.)
3. A blank copy of each of the following:
• Peer evaluation form
• Progress report form
• Action plan
• Self-assessment
Then, inform students that each group should turn in via the LMS/email one of the following items at the designated time:
• Action plan
• Progress report
Also, tell them that each person should turn in the following items after completing the presentation:
• Peer evaluation
• Self-assessment
Procedures
Step One
1. Divide the class into their research groups and assign topics. (See below)
2. Designate planning time during which students should be organizing their groups and presentations. Review web conference procedures, how to attach documents and other processes that are necessary to correspond with one another. (Provide written instructions and links to tutorials if necessary). Each group should turn in an action plan, making sure every student in the group has at least one designated responsibility, to you before the deadline. If student groups make any changes to their plans, they should record and report them in the final information packet. This activity assumes that students are at least somewhat familiar with the use of Powerpoint. Additional support on the use of this technology may be necessary if students are not familiar with this.
3. Once students have discussed their strategies and turned in an action plan, have them begin their research on their topic using the Internet, books, periodicals, etc. The groups should be corresponding via email, web conference, and IM to share information, images and writing.
4. Remind students to continue reading Chapters 1-47 of The Color Purple.
Step Two
1. Conference with respective groups and review with each one their expectations, making sure the groups understand that ALL members are responsible for their project
Step Three
1. Web conference with each group. Have student groups thoroughly evaluate their progress and report this on the progress report to the teacher. Students also should have their action plans with comments to be sure that they are addressing everything they have planned.
2. Students should submit action plans and progress report via email. Collect and read the reports to evaluate the groups' progress and facilitate their efforts if possible.
3. Send reminder to students to continue reading at Chapters 1-47.
Step Four
1. Send reminder to students of the deadline to do research, artwork, and writing.
Step Five
1. Send link to web conference site for each group presentation.. Have first group of students upload Powerpoint presentation to the virtual classroom.
2. Have the first group give its presentation for 15-20 minutes. Continue with presentations as time allows until all groups have presented. Use additional sessions if necessary.
3. Hold a classroom question-and-answer session after the presentations.
4. Present the group with glow-and-grow feedback.
5. Remind students to continue reading Chapters 1-47
Assessment
You can use a combination of the peer and teacher assessments, already included in the lesson, for this activity.
This lesson was adapted from a classroom activity lesson plan written by Rebecca Hostler, a teacher at Centennial High School in Roswell, Georgia.
________________________________________
Group One
Gender Relations in the American South during the Jim Crow era
The Color Purple Unit
Gender Relations During Segregation/Imperialism Projects and Presentations: Instructions and Expectations
Your group is responsible for a 15-20 minute presentation on the above topic. Expect a question-and-answer session after the presentation. You will have several days to research and plan your presentation. Before you begin your research, please look through the packet on the LMS to familiarize yourself with its contents. You should have one of each of the following things:
• Title sheet with instructions/expectations for each group.
• Copy of the rubric with information filled in (so that you will know your teacher's expectations).
• A blank copy of each of the following:
1. Peer evaluation form
2. Progress report form
3. Action plan
4. Self-assessment
Please fill in the action plan now, as your group must turn one in to the teacher before you may begin your research and development.
Later, your teacher will ask you to assess your progress and re-examine your goals; at that time, your group should turn in one copy of the Progress Report to the teacher.
After your group makes its presentation, every group member must turn in a completed copy of both their peer evaluation and their self-assessment.
You will receive a copy of your completed presentation rubric from the teacher after your presentation.
________________________________________
Group Two
Gender Relations in West Africa during Imperialism
The Color Purple Unit
Gender Relations During Segregation/Imperialism Projects and Presentations: Instructions and Expectations
Your group is responsible for a 15-20 minute presentation on the above topic. Expect a question-and-answer session after the presentation. You will have several days to research and plan your presentation. Before you begin your research, please look through this packet to familiarize yourself with its contents. You should have one of each of the following things:
• Title sheet with instructions/expectations for each group.
• Copy of the rubric with information filled in (so that you will know your teacher's expectations).
• A blank copy of each of the following:
1. Peer evaluation form
2. Progress report form
3. Action plan
4. Self-assessment
Please fill in the action plan now, as your group must turn one in to the teacher before you may begin your research and development.
Later, your teacher will ask you to assess your progress and re-examine your goals; at that time, your group should turn in one copy of the Progress Report to the teacher.
After your group makes its presentation, every group member must turn in a completed copy of both their peer evaluation and their self-assessment.
You will receive a copy of your completed presentation rubric from the teacher after your presentation.
________________________________________
Group Three
Sexual Abuse of African-American women during the Jim Crow era
The Color Purple Unit
Gender Relations During Segregation/Imperialism Projects and Presentations: Instructions and Expectations
Your group is responsible for a 15-20 minute presentation on the above topic. Expect a question-and-answer session after the presentation. You will have several days to research and plan your presentation. Before you begin your research, please look through this packet to familiarize yourself with its contents. You should have one of each of the following things:
• Title sheet with instructions/expectations for each group.
• Copy of the rubric with information filled in (so that you will know your teacher's expectations).
• A blank copy of each of the following:
1. Peer evaluation form
2. Progress report form
3. Action plan
4. Self-assessment
Please fill in the action plan now, as your group must turn one in to the teacher before you may begin your research and development.
Later, your teacher will ask you to assess your progress and re-examine your goals; at that time, your group should turn in one copy of the Progress Report to the teacher.
After your group makes its presentation, every group member must turn in a completed copy of both their peer evaluation and their self-assessment.
You will receive a copy of your completed presentation rubric from the teacher after your presentation.
________________________________________
Gender Relations During Segregation/Imperialism Projects and Presentations
The Color Purple Unit
Presentation Grading Rubric
Delivery Excellent Good Needs Improvement
1 .Speaks clearly and distinctly. Clear and correct speech Slightly unclear speech, volume too low/high Unclear; often cannot be heard
2. Presents information in an interesting and logical sequence. Information interesting, easy to follow Interesting information, unclear format illogical sequence; hard to follow
3. Uses visual media creatively. Variety of relevant visuals; neat Adequate visuals; some effort Minimal effort
4. Listens to questions and responds accurately. Responds to questions accurately Responds to questions, but gives incomplete answers Gives incomplete answers, does not respond to questions
5. Displays a sense of humor Displays appropriate sense of humor Shows some humor Inappropriate or little or no humor
Content
6. Covers the topic in the allotted time. Well Adequately Inadequately
7. Uses details appropriately. Relevant and important information Leaves out some important information Inadequate or irrelevant information
8. Displays knowledge of topic. Subject matter expert- Covers topic in depthh Generally covers subject matter Does not thoroughly cover subject matter
Comments:
Overall rating:
________________________________________
Name: ____________________________
Group # and name: ______________________________
Date: __________________________________________
Action Plan
The Color Purple Unit
Complete the following action plan with your group before you begin your research and development.
Tasks and Stages Who is responsible for this task? Preliminary Date Necessary Materials
Preparation:
Research:
Progress:
Presentation:
________________________________________
Group # and name: ______________________________
Date: __________________________________________
Progress Report
The Color Purple Unit
Complete this report based on your group's action plan and the tasks group members have subsequently completed.
Tasks and Stages Developments Revised Due Date
Preparation:
Research:
Progress:
Presentation:
________________________________________
Group # and name: ______________________________
Date: __________________________________________
Self-Assessment
The Color Purple Unit
Complete the following based on your efforts and responsibility in the Gender Relations presentations.
1. Imagine that someone from another school asked you about your project. How would you describe what you did?
2. What steps did YOU take to get the project done?
3. Do you feel good about the results of your research and presentation? Why or why not?
4. How did you divide the work?
5. Did the group work well together? Discuss in detail.
6. Are there any things that you would do differently if you did the project again? Please explain.
7. What advice would you give to a student planning a project similar to yours?
Collaboration Rubric
________________________________________
Name __________________________________
Beginning
1 Developing
2 Accomplished
3 Exemplary
4 Score
Contribute
Research & Gather Information Does not collect any information that relates to the topic. Collects very little information--some relates to the topic. Collects some basic information--most relates to the topic. Collects a great deal of information--all relates to the topic.
Share Information Does not relay any information to teammates. Relays very little information--some relates to the topic. Relays some basic information--most relates to the topic. Relays a great deal of information--all relates to the topic.
Be Punctual Does not hand in any assignments. Hands in most assignments late. Hands in most assignments on time. Hands in all assignments on time.
Take Responsibility
Fulfill Team Role's Duties Does not perform any duties of assigned team role. Performs very little duties. Performs nearly all duties. Performs all duties of assigned team role.
Participate in Web Conference Does not speak during the Web conference. Either gives too little information or information which is irrelevant to topic. Offers some information--most is relevant. Offers a fair amount of important information--all is relevant.
Share Equally Always relys on others to do the work. Rarely does the assigned work--often needs reminding. Usually does the assigned work--rarely needs reminding. Always does the assigned work without having to be reminded.
Value Others' Viewpoints
Listen to Other Teammates Is always talking--never allows anyone else to speak. Usually doing most of the talking--rarely allows others to speak. Listens, but sometimes talks too much. Listens and speaks a fair amount.
Cooperate with Teammates Usually argues with teammates. Sometimes argues. Rarely argues. Never argues with teammates.
Make Fair Decisions Usually wants to have things their way. Often sides with friends instead of considering all views. Usually considers all views. Always helps team to reach a fair decision.
Total
I apologize for the lack of formatting - especially in the team eval and team log. Neither of our charts would copy into the blog post.