Professional Documents
Culture Documents
Division of Education
The students will read the “discrimination” tab on the instructor created website and
knew about Levittown, followed by each stating three facts that they learned. The
students will then go to the “activities” page and follow the directions on the top of the
page .There the students will do a Flip Grid where they will achieve a 3 out of 4 on the
Historical Role Play: African American Solider Discrimination teacher created rubric.
NYS Common Core or Next Generation & ISTE NETS STANDARDS AND
INDICATORS
8.8a After World War II, the United States experienced various shifts in population and
Indicator: This will be evident when students examine the effects of sub-urbanization,
including urban decay, suburban growth, and the diminished availability of farmland both
Indicator: This will be evident when the students participate in the Google Classroom
ISTE STANDARDS:
achieving and demonstrating competency in their learning goals, informed by the learning
sciences.
1c-Students use technology to seek feedback that informs and improves their practice and
to construct knowledge, produce creative artifacts and make meaningful learning experiences for
3c-Students curate information from digital resources using a variety of tools and methods to
for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate
to their goals.
6d-Students publish or present content that customizes the message and medium for their
intended audiences.
INSTRUCTIONAL RESOURCES
Smart Board
Internet
Flip Grid
Rubistar rubric
Before the students go to the discussion page on their own, the teacher will walk them through
the “Levittown Resources”, where the students will view pictures, documents, and videos of
DEVELOPMENTAL PROCEDURES
1. The students will observe the videos, pictures, and documents about the building of
Levittown. (What do we notice from these pictures? What did Levittown used to be
2. The students will then retrieve their assigned laptops to explore the website on their
own. (Students, go ahead and get your assigned laptops, please if there is something
3. The students will then have five minutes to explore the website freely. (Boys and girls
go ahead and explore the website, look at the activities! DON'T start anything just yet,
4. The students will be instructed to then go to the “Discrimination” page, where they will
read all the information on the page and contribute to the class discussion on Google
page. You will then read the question on the left of the page and answer it on the Google
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Classroom page. Are there any questions? Is anyone having any trouble navigating the
website?)
5. The students will then go to the activities page and read the article about a World War II
veteran being denied access to buy a home because he is of African American decent.
(How would you feel if you were him? Remember you just returned home from fighting
6. The students will do an “Act It Out” based on if they were the solider that was denied
Modeling
Indicator: This will be evident when the teacher models how to get to the website for the
students.
Cooperative Learning
Indicator: This will be evident when the students participate together in the interactive
ADAPTATIONS (Exceptionality*)
For a child who is visually impaired, the teacher will have a brail copy of the articles on
the page that way the student can participate with the class. The student will also have a
transcriber so that they can participate in the Google Classroom discussion page.
A student with difficulty typing due to a physical condition will have a microphone
attached to his computer where that student will be able to use a word dictation software
Kinesthetic Learning:
These students will be able to type on the keyboard as well as being able to get up and move
Auditory Learners:
These student will be able to hear the videos about the building of Levittown that can be found
Visual Learners:
These students will be able to see the website, articles, photos, and videos about the building of
Levittown.
The students will watch a video from the link below on Levittown and a lifelong resident describing what
it was like to live in Levittown in the very beginning. The students will type 200 word response to the
https://www.pbs.org/video/10-changed-america-towns-web-exclusive-levittown-ny/
INDEPENDENT PRACTICE
The students will make their own Kahoot! quiz consisting of ten questions that they learned from
ACADEMIC ENRICHMENT
opportunity to write a two page paper about how they felt regarding the article of the African
Academic Enrichment
For the students who did succeed, they will then do some of their own research about Levittown
and see what other towns he helped inspired to be built and where they are located They will use
Microsoft Word formats to create a newspaper from the time period of when Levittown was
being built.
CATEGORY 4 3 2 1
Historical All historical Almost all historical Most of the historical Very little of the
information information information was historical information
Accuracy appeared to be appeared to be accurate and in was accurate and/or
accurate and in accurate and in chronological order. in chronological
chronological order. chronological order. order.
Knowledge Can clearly explain Can clearly explain Can clearly explain Cannot explain one
several ways in several ways in one way in which his way in which his
Gained which his character which his character character \"saw\" character \"saw\"
\"saw\" things \"saw\" things things differently things differently
differently than other differently than other than other than other
characters and can characters. characters. characters.
clearly explain why.
Required Student included Student included all Student included Student included
more information information that was most information less information than
Elements than was required. required. that was required. was required.
Props/Costume Student uses several Student uses 1-2 Student uses 1-2 The student uses no
props (could include props that accurately props which make props OR the props
costume) that fit the period, and the presentation chosen detract from
accurately fit the make the better. the presentation.
period, show presentation better.
considerable
work/creativity and
make the
presentation better.
This rubric was created by Tyler Cox Dec.5th,2018 by using RUBISTAR retrieved from
www.rubistar.com
Cox, T. (2018, November 29). Flipgrid: African American Solider. Retrieved December 9, 2018, from
https://admin.flipgrid.com/manage/grids/951826
Cox, T. (2018, September). Mr. Cox 8th grade Social Studies. Retrieved December 9, 2018, from
https://classroom.google.com/u/2/w/MjY3NjA3MDI3MjNa/t/all
Galyen, C. (2010). Levittown The Imperfect Rise of the American Suburbs. Retrieved
http://www.nysed.gov/curriculum-instruction/teachers/new-york-state-next-
generation-english-language-arts-learning
http://www.nysed.gov/curriculum-instruction/teachers/new-york-state-next-generation-
socialstudies-learning-standards
https://www.levittownpl.org/research-history
towns-web-exclusive-levittown-ny/