Sheila Osterholt
Introduction
Standards 
Objectives
Activities
Assessment 
Results
Resources
Introduction
This lesson is a culminating activity for our study of our town.  Since we live in Roseville, we do a complete study of the History of Roseville.  We have a District adopted booklet that we use as a guide to learn about Historical Roseville.  This lesson will get the students to use this information and find recent information about Roseville to do a comparison.  Students will learn why settlers came here to begin with, who they were, and what they have done to create the Roseville we live in today.  Students will be creating a poster board display that will include ten cards of information and a map.
Social Studies
Topic:  Comparison of Historical Roseville to Present Day Roseville
Grade Level:  Third
Click Here for a Link to my Student Page.
Standard Addressed
Third Grade
Social Science: 

3.3  Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.

     1.  Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural and religious traditions and contributions.

     2.  Describe the economies established by settlers and their influence on the present-day economy, with emphasis on the importance of private property and entrepreneurship.

     3.  Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.

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Instructional Objectives

    *Students will be able to retrieve information off of the internet to use in their final project.
     *After reading in-class materials, internet information, and other research information, students will be able to organize information according to teacher guidelines.
     *Students should have an understanding of how current day Roseville came to be from the past influence.

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Student Activities
Students will learn about Historical Roseville from whole class read aloud of the district adopted workbook.  They will then use the internet to access the City's web site for present day information.  Students will be required to research specific topics for their final project. 
Introductory Activity
Students will be researching present day Roseville from the City of Roseville web site. 
Click here to go to the City of Roseville site.
Students have already studied historical Roseville, and will be getting information to do a comparison.
 

Culminating Activity
Students will each prepare a display of their ten informational cards and map on their poster board.

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Assessment

Students will be assesed on the completion of the cards and map.  As each student completes a card for their project it must be checked for accuracy by the teacher before the student progresses to the next card.  If the card has any errors, the student must make any necessary adjustments.  Completed projects should be error free by the time they are finished.  Students are given a completion/participates grade on this project. 


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Results
 Out of twenty students, all twenty completed their project within the required time frame.  Use of the internet was very directed and step by step whole group.  At the Third Grade level I feel it is necessary to expose the students to the workings of the internet in a teacher direct manner.  The students do not yet have the expertise needed to navigate successfully on their own.  We were successful in retrieving the necessary information for our project.  We were able to use two one hour slots in the Computer Lab.  Students that needed extra computer time had access to two computers in our classroom, as needed.

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Spanger School
Roseville, CA
Sheila Osterholt 
osterholt99@yahoo.com
Last Revised: 05/19/01