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Subject

Social Studies

Assessment

• The students will assess their own work by completing the self evaluation form.
• The students will assess the work of their peers by completing peer evaluations.
• The teacher will assess the students using a rubric for the project and presentation.
• The SLMS will assess the students by critiquing the website evaluations.

Project Rubric

Self/Peer Evaluation

Learning Context/ Introduction

In this unit, students learn about the Mexican holiday Day of the Dead, or Dia de los Muertos. Students will build a knowledge base on the holiday and apply that knowledge to create a project. They will use their project to explain one aspect of the holiday to their classmates.

Objectives

1. The students will collect and examine information about a previously chosen aspect of Day of the Dead, using the “Big Six” research method.
2. The students will practice evaluating information effectively by completing a webpage analysis.
3. The students will create final projects that reflect an in-depth understanding of their chosen aspect of Day of the Dead.
4. The students will create a presentation to teach the class about their chosen aspect.
5. The students will complete a self-evaluation, as well as evaluations of their classmates products/presentations

Big Six Worksheet

Website Evaluation

Duration

This unit is designed for four 80 minute class periods, plus additional time as needed for students to complete projects at home.

Essential Question

What is Day of the Dead and why is it such an important celebration for the Mexican culture?

Instructional/Environment Modifications

Room rearrangement or adaptive technologies may be implemented as necessary.

Procedure

Day 1 (80 min.)

Anticipatory Set (15 min.):

The teacher(s) will have the students brainstorm about aspects of a holiday and record this list on a piece of chart paper. These aspects might include, but are not limited to: food, art, music, dance/movement, traditions/rituals, costumes/clothing, stories/folklore, history, language, and religion.

This brainstorming is done to connect to students’ pre-existing schema, so that they will connect what they learn about Day of the Dead to what they already know. It also solidifies the concept of connections between cultures; people throughout the world use common themes to carry out celebrations.

Middle (45 min.):

• (5 min.) The teacher(s) will read a short story about the holiday to introduce Day of the Dead.
• (10 min.) The teacher(s) will explain the task: students will be assigned to groups. Each group will pick one aspect of a holiday from the previously brainstormed list. They will research that aspect and use their information to create a project. Along with that project, they will create a presentation to teach the class about their chosen aspect.
• (10 min.) The teacher(s) will display the lists of previously chosen groups on the overhead. Students will be instructed to meet with their groups, decide on an area to research, and then inform the teacher(s) of their decision. Topics will be handed out on a first come, first served basis.
• (5 min) The teacher will offer the following projects as suggestions, but will be open to ideas that groups may have come up with through the research process. Projects may include an altar to honor someone, write/illustrate a picture book ,storytelling, prepare food, a PowerPoint presentation, a poster, create an art piece, create a music/dance piece, or make a costume
• (10 min)The teacher will also share the evaluation rubric and self-evaluation form with the students, so that they are aware of the expectations of the project.
• (5 min) The teacher(s) will pass out copies of the Big Six Research model, which students have used in previous assignments. The teacher(s) will give a brief review of how to fill out this model.

Conclusion (20 min.):

• The students will fill in the first three steps of the Big Six organizer: Task Definition, Information-Seeking Strategies, and Location and Accession of Information.
• The teacher(s) will collect the Big Six organizers to return in future classes.

Day 2 (80 min.)

Anticipatory Set (15 min.):

• The school library media specialist (SLMS) will guide a brief discussion on the students' prior knowledge of website evaluation. The SLMS will use an LCD projector to examine a website with the students. The SLMS will pass out the website evaluation form to the students, and then lead the students in a guided discussion on how to analyze the information provided by the website.
• The SLMS will also pass out a form on which to record sources and remind students to properly credit sources as they proceed with their research.
• The teacher(s) will return the Big Six organizers the students previously worked on.

Middle (55 min.):

• Students will use library media center resources to carry out the fourth step of the Big Six Organizer, Use of Information.
• Teacher(s) and SLMS will monitor and assist students throughout the research process to insure key aspects of the holiday are reflected in the presentations.

Conclusion (10 min.):

• The teacher will gather the groups together and remind them that there will be no further class time for research. Any additional research must be gathered independently.
• The teacher will give the students the rest of the class time to prepare for the synthesis of their project, which will begin the next class period.

Day 3 (80 min.)

Anticipatory Set (10 min.):

The teacher will inform the students that they have the rest of the class period and 20 minutes of the following class period to use their information to create a project and presentation that will teach their class about their chosen aspect of Day of the Dead. Any additional time they need to complete their projects will have to be done outside of class time.

Middle (65 min.):

• The students will use the remaining class time to complete the fifth step of the Big Six process, the Synthesis of gathered information.
• The teacher(s) will monitor and assist the students.

Conclusion (5 min.):

The students will use the last minutes of the class period to make any plans for work to be done at home, materials to be brought into school, etc., so that they will be able to complete the project within the first 15 minutes of class on Day 4.

Day 4 (80 min.)

Anticipatory Set (20 min.):

• (5 min.) The teacher will remind the class that at the end of the 20 minute work period, they will need to have 1 completed website evaluation, 1 project, 1 presentation, 1 completed Big Six organizer, and a self-evaluation for each group member.
• (15 min.) The students will complete the synthesis portion of their project, practice their presentation, make sure that they have all the required parts, and do individual self-evaluations.
• Middle (50 min.):
• Each group will present their project to the class, teaching about their chosen aspect of Day of the Dead.

While other groups are presenting, the rest of the class will evaluate their presentations.

Conclusion (10 min.):

The students and teachers will wind up their project by snacking on chips and salsa and complimenting each other on jobs well done.

Reflections and Feedback

Assessment of the success of this unit will be determined in four areas

1. Observing the research process and evaluating the use of the Big Six method.
2. Reviewing the final rubric results in conjunction with the students' self and peer evaluations.
3. Discuss with students strengths and weaknesses of the unit.
4. Assessing the validity of the student web page evaluations.

Student Work

• A completed project and presentation on their chosen topic
• A completed website evaluation form
• A completed self evaluation form
• A completed peer group evaluation form

Related Resource

See link below for additional resources.

Resources (books, videos, websites)

Website(s)

The Arizona Republic Newspaper's Day of the Dead Site
The Day of the Dead at Mexico Connect
Palomar College Library's Day of the Dead Site
Inside Mexico Celebrates the Day of the Dead
Big 6 Information Literacy Skills

Information Literacy Standards

Standard One
The information literate student determines the nature and extent of the information needed.

Standard Two
The information literate student accesses needed information effectively and efficiently.

Standard Three
The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

Standard Four
The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

Information Literacy Standards

Authors

Andrea Koch, Susan Reuter, and Kate Boggs
DLIS Graduate Students University at Buffalo

Related Academic Standards

New York State

SS.5.5.a.1 Students will explore key cultural characteristics such as the languages and religions and contributions of the United States, Canada, Mexico, and one Caribbean or one South American country.

SS.5.5.a.2 Students will compare and contrast key cultural characteristics and the contributions associated with the United States with those associated with Canada, Mexico, and a country in either the Caribbean or South America.

LOTE.ML.2.1.A.A Students can use some key cultural traits of the societies in which the target language is spoken.

SS.C.2.1A Students define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.

SS.C.2.1B Students understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time.