| Goals|
History| Lesson 1|
Lesson 2| Lesson 3|
Lesson 4| Culmination|
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Photos| Bell Tour | Student
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Culminating The Topic
and Student Assessment
Students are more likely to process information
into knowledge, or get the I knows, when they are given opportunities
to innovatively manipulate and share the information in ways that has meaning
to them.
1.) Community Treasures
The students will be culminating the Paint Me
A Picture unit on the local history of their community of Bell by participating
in the Thomas Bros Community Treasures Project. This entails the students
to continue their citys research by:
conducting interviews with Bells Old
Timers Club, Friends of Bellmembers, a Teacher at Corona who attended
the school during the early 40s, parents, grandparents, and other citizens
of Bell. Some of these include present and past mayors, George Cole
and Ray Johnson, and other Bell citizens such as Berna Sheraid, Louie Valentine,
JoAnn Palone, and teacher, Barbara Horne Keene.
taking a community tour walking field
trip to various historical and non-historical sites in Bell.
taking a field trip to a local museum,
such as the Southwest Museum, Gene Autry Museum or Gettys Museum to examine
and analyze local and neighboring communities in Southern California.
recording the data and images through
written scripts, videos, audio recordings, digitized video and cameras,
scanners, etc
2. ) B is for Bell: Our Community from A to
Zip Code (by s pring ' 99)
With the wealth of information about Bell, student
will also participate in an E-mail project. This involves the students
with
writing to different schools once a week
to share and exchange information about their community, comparing the
past with the present, from the letter A to the letter Z. For example:
In the past, A was for Alcarzar Theater on Gage Blvd. which costs only
15 cents in 1940s to see the latest movies; Today, A is for Acacia street,
arcades, and Atlantic Blvd, as busy as ever.
Students will send at least 3 letters of the alphabet
with information or/and charts about Bell, past and present, per week.
Other schools can also send information about their community from A to
Z, or perhaps just a comment about our project of Bell, are welcomed to
reply back. Students will chart all information about their city A-Z and
compare it with other communities A-Z charts.
creating web pages. Finalized versions
of B is for Bell: Our Community from A to Zip Code will be disseminated
through a student/teacher created web page and shared at the upcoming curriculum
conferences.
creating an interactive map Students will
use the computer program Hyperstudio to create a stack of My Place on
the Map, (local to global geography locations with internet links to sites
to represent each location.) and a Map of Bell, with interactive buttons
that highlight community places and street names.
3.) 3 Dimensional model
City:-- Bell Today
Students design a city of Bell using cardstock
polyhedra and poster boards. The city will include a model of the James
G. Bell house, different local businesses, city buildings, homes, schools,and
other historical landmarks. They will also create a
3-D community of Bell using the computer program,
Community Construction Kit.
4.) Students can also create a 3 D model
of the Lugo Ranch using overheads of art pictures by Alfred Sully or photos
of the Lugo Ranch as a primary sources.
VIII. ASSESSMENT
Assessment will be ongoing through the entire Paint
me a Picture project. Many of the student evaluations are woven throughout
the hands-on activities. Other assessments include:
Completing Hands Across History activity
for each time period. (Post-Assessment, include illustrations and notes
for each period.)
Writing: Students pretend to be a different
child living during the different time periods of Bell (present day, 1946,
1898, 1850s) and create a letter, postcard, cartoon strip, or a newspaper
article for each of the different periods.
Role-Playing such as with Readers Theater,
for each time periods to check for learning
Staging a To Tell the Truth game show
and have 3 students take the point of view of the a pioneer of Bell (such
as Don Antonio Lugo or James G. Bell) and have the remainder of the class
ask them yes/no questions to assess which student is telling the truth.
Compare and contrast the various community
from different stories with the community of Bell.
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Producing community FYI videos or a
HyperStudio stacks as authentic assessments about what they have learned
on the community of Bell, past and present.
Scavenger Hunt of Bell
Divide the class in 4 groups of 5 each. Pass out
Graphic Organizer and current map of Bell. Students write in the name of
the community landmark, its location (relative or absolute), its symbol
on the map and then draw a picture of each item.
Time Line: Students create a 150 year
timeline on the events of Bell and compare it with a time line of the events
of Los Angeles, or the Events of California during the same time period.
Business Cards: Students create 4 different
business cards for a business in Bell that represents each of the four
different time periods. Each card would include: Name of Person, Name of
company ; Type of Business; Time Period; Why you would need their services;
Logo or Motto.
This Time in Bell Time Travel Brochure:
Students work in pairs to create a time travel brochure for different
time periods for the city of Bell. Included in each brochure is a map of
the community, population, important people, places to go(businesses &
entertainment), types of transportation
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Corona Ave. School
Bell, California 90201
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