4th, 5th Grades  Project 7 weeks

STEAM Through Time: Civil Disobedience Chronicles

Nicole Q
Updated
W.4.2
L.4.1
W.4.2
RI.4.3
W.4.9
+ 42 more
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Purpose

The learning experience aims to engage 4th and 5th-grade students in a deep exploration of America's historical trajectory through the lens of civil disobedience and pivotal events. Students will collaborate to create a visual, interactive exhibition using STEAM principles, connecting California's admission anniversary and the Declaration of Independence. Through real-world interactions with community partners and field trips, students will critically examine the impact of protests and civil disobedience throughout history, fostering empathy and effective communication. This project cultivates critical thinking by encouraging students to analyze diverse perspectives and narratives while co-designing and presenting their findings.

Learning goals

Students will engage in critical thinking and collaborative problem-solving through the examination and presentation of pivotal moments in American history, particularly focusing on civil disobedience. They will develop effective communication skills by presenting their findings in a creative STEAM-based virtual exhibition that integrates historical analysis with technology and art. Students will refine their research abilities by analyzing primary and secondary sources, producing informative texts, and participating in peer feedback sessions to ensure historical accuracy and creativity.

Standards
  • [California] W.4.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • [California] L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • [California] W.4.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • [California] RI.4.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
  • [California] W.4.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • [California] RI.4.6 - Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
  • [California] L.5.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • [California] L.5.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • [California] L.5.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • [California] W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • [California] W.5.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information
  • [California] W.5.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • [California] W.5.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • [California] L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • [California] W.4.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • [California] RI.4.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
  • [California] W.4.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • [California] RI.4.6 - Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
  • [California] L.5.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • [California] L.5.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • [California] L.5.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • [California] W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • [California] W.5.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information
  • [California] W.5.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • [California] W.5.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • [California] 4.MD.B.4 - Make a line plot to display a data set of measurements in fractions of a unit ( 21​ , 41​ , 81​ ). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
  • [California] 5.MD.B.2 - Make a line plot to display a data set of measurements in fractions of a unit ( 21​ , 41​ , 81​ ). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
  • [California] 5.OA.B.3 - Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
  • [California] L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • [California] RI.4.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
  • [California] W.4.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • [California] RI.4.6 - Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
  • [California] L.5.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • [California] L.5.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • [California] L.5.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • [California] W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • [California] W.5.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information
  • [California] W.5.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • [California] W.5.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • [California] 4.MD.B.4 - Make a line plot to display a data set of measurements in fractions of a unit ( 21​ , 41​ , 81​ ). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
  • [California] 5.MD.B.2 - Make a line plot to display a data set of measurements in fractions of a unit ( 21​ , 41​ , 81​ ). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
  • [California] 5.OA.B.3 - Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
  • [California] 1.5.2 - Understand the ways in which American Indians and immigrants have helped define Californian and American culture.
  • [California] 2.1.3 - Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).
Competencies
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.

Products

Over the course of this seven-week project, students will create and curate a collaborative virtual exhibition that showcases STEAM-based projects. Each student will contribute to interactive, visual displays that trace pivotal moments in American history, with a focus on civil disobedience. These projects will incorporate artistic elements, technology, and historical accuracy, enabling learners to communicate their insights in engaging ways. At the culmination of the project, students will present their work at an exhibition night, inviting community members to experience the historical journey through the students' creative lenses.

Launch

Begin the project with an interactive simulation where a fictional "outrageous" school rule is imposed, sparking a student-led initiative to challenge it using civil disobedience. Students will brainstorm creative, non-violent STEAM-based strategies to protest the rule, considering the effectiveness and implications of their actions. This exercise will encourage students to draw connections between historical civil disobedience and contemporary issues, while setting the stage for their broader exploration of American history.

Exhibition

On Exhibition Night, students will transform their classroom into an interactive timeline reflecting pivotal moments in American history through the lens of civil disobedience. Students will display their STEAM-based projects, including digital presentations and art installations, allowing attendees to explore different narratives and insights. By combining technology with creativity, this exhibition will guide visitors through America's journey of protest and progress, fostering an engaging dialogue between students and their community.