8L2C)pJJJJ IH(ȱH:=IH[H`@HcH  $ +   I/H`JLNGȄBȄF aK  haaFF  mJm# KKJ UJ )J ۈ) ;J3ȱJFȱJGJKaȄM  aaNNJFLGJL L ---------------- FrEdMail Project ---------------- A Telecommunications Model Lesson for the K-12 Classroom: I, THE TECHNOCOLONIST ?)OML&'WRITING9ML')JOBS.1840MpI'ROLODEX {M~IDISK.3M' .ABOUT.COLONIST fML)'PREFACE&'ML"%INTRO*(ML#'SOURCES@ML$-PREREQ.SKILLSO-,VML%*PREWRITING|? &PRODOS `DaElH$?EGvѶK+`L HHLy XP LM ԠΠˮԥS)*+,+`F)) (*=GJFjJJA QE'+ '== `@ STSP8QSS8 m P o R(8R by Ms. Mindy Moffatt - UCI Writing Project Teacher/Consultant UCI Summer Technology Training Institute Teacher/Trainer Anaheim Union High School Di Period. (Every day during class is not required to be spent on "I, the Technocolonist" as there will be days during which students are waiting for responses to their telecommunications.) ENVIRONMENT: o Modem access at each school for the three classes ever, if students know from the beginning that they are writing to a lower grade level, they will not stretch themselves academically like they will if they know that they are working with "older" classes. TIME: 6 - 9 weeks during study of the Colonial students. One imperative is that, if teachers are using the cross grade level approach, then students should not be informed that they are working with a lower grade level. Informing them of higher grade levels with which they are working, is fine. Howstrict. Adaptations are welcome, thus this unit could easily be conducted by three 5th grade classes at different schools, however the cross grade level implementation is recommended to provide a less egotistical, more global awareness on the part of thehe U.S. Colonial Period is emphatically recommended. This unit requires at least two classes, preferably three (one at each grade level), for implementation. The participating classes should be at different schools although not necessarily in the same diNT OF UNIT: History/social science study of the colonization of the United States English/language arts study of Colonial, non-fiction literature and composition skills GRADE: Cross-grade level with 5th, 8th, and 11th classes or any classes studying t--------------------AppleWorks data base for practice purposes I, THE TECHNOCOLONIST Integrating Various Technologies into a Combined English/Language Arts/History/Social Science Unit CONTE---------------------------------the production of the product You should use the menu choice to copy the files below to a student data disk for practice. Jobs.1850-------------------AppleWorks data base for practice purposes Rolodex-ironment, etc. SOURCES------------------------------things that helped us do the unit PREREQ SKILLS---------------data base background for those who want it PREWRITING---------------------------nitty-gritty, what-to-do in class WRITING-ther files are accessible with AppleWorks for data base practice. The lesson files on this disk are as follows: PREFACE-----------------Title Page, Table of Contents, & unit abstract INTRO--------- objectives and details about classes, envcessing, telecommunications, data bases, and "TimeLiner." Although this unit is coming to you via FrEd Writer, AppleWorks is necessary in order to complete the data base portion of this lesson. There are 2 AppleWorks data base files on this disk. These oist" is a combined English/language arts/ history/ social science unit covering the Colonial Period of U. S. history. A historical narration following three generations from 1600 to 1750 will be written by students in three different grades using word prostrict Mr. Hoppy Chandler - UCI Writing Project Teacher/Consultant UCI Summer Technology Training Institute Teacher/Consultant San Diego Unified School District "I, the Technocoloninvolved o Preferably two students per computer (however alternative class arrangements may be used depending upon materials or equipment available) o An LCD projection unit and overhead projector is recommended (although not vital) for whole group demonstrations and guided practice SUMMARY: This unit for studying the Colonial Period of United States history integrates both social science and English curricula in order for students to have a wide background and understanding of not only historfice of Education Distributed Exclusively by CUE, Softswap Project FrEdMail Telelesson Project Directory for "I, the Technocolonist" PREFACE Content of Uni San Diego Unified School District A California AB803 Curriculum Development Project Al Rogers, Director San Diego County Ofainer Anaheim Union High School District Mr. Hoppy Chandler - UCI Writing Project Teacher/Consultant UCI Summer Technology Training Institute Teacher/Consultant !"#$%&'( I, THE TECHNOCOLONIST by Ms. Mindy Moffatt - UCI Writing Project Teacher/Consultant UCI Summer Technology Training Institute Teacher/Tr ---------------- FrEdMail Project ---------------- A Telecommunications Model Lesson for the K-12 Classroom: ning, and CAP writing assessment practice in this lesson. Technological applications combine with critical thinking skills, writing as composing, writing as a tool for learning, developmental learning strategies, the Model Curriculum Standards for English/language arts and history/social science, cooperative learhe grade levels of the other two classes throughout the lesson will be the 5th grade students. The 8th graders will only know the grade level of the 11th grade class, and the 11th graders will not be told the grade levels of either of the other classes. who will then continue the family saga by writing about the lives of the second generation. These versions will eventually be transmitted to the 11th grade where the third generation narratives will be completed. The only students who will be aware of tnal narratives, thus creating well-rounded characters in a historically accurate setting by following three generations of a Colonial family. The 5th grade will write the first generation narratives and send these, via telecommunications, to the 8th gradeical/political facts, but also of the social and cultural aspects of the age by building data bases for information organization and retrieval and by reading non-fictional, Colonial literature. From this interdisciplinary base, students write fictiot Grade Time Environment Summary Teacher-Authors Acknowledgements INTRODUCTION TO THE UNIT Objectives Thinking Skills Technology Skills Writing Skills Cooperative Learning Skills Developmental and Affective Strategies Writing as a Tool for Learning Audience/Target Population Classroom Environment students per computer (however alternative class arrangements may be used depending upon materials or equipment available) o An LCD projection unit and overhead projector is recommended (although not vital) for whole group demonstrations and guidedlass is not required to be spent on "I, the Technocolonist" as there will be days during which students are waiting for responses to their telecommunications.) ENVIRONMENT: o Modem access at each school for the three classes involved o Preferably two m the beginning that they are writing to a lower grade level, they will not stretch themselves academically like they will if they know that they are working with "older" classes. TIME: 6 - 9 weeks during study of the Colonial Period. (Every day during c is that, if teachers are using the cross grade level approach, then students should not be informed that they are working with a lower grade level. Informing them of higher grade levels with which they are working, is fine. However, if students know frowelcome, thus this unit could easily be conducted by three 5th grade classes at different schools, however the cross grade level implementation is recommended to provide a less egotistical, more global awareness on the part of the students. One imperativeis emphatically recommended. This unit requires at least two classes, preferably three (one at each grade level), for implementation. The participating classes should be at different schools although not necessarily in the same district. Adaptations are al science study of the colonization of the United States English/language arts study of Colonial, non-fiction literature and composition skills GRADE: Cross-grade level with 5th, 8th, and 11th classes or any classes studying the U.S. Colonial Period FrEdMail Telelesson Project I, THE TECHNOCOLONIST Integrating Various Technologies into a Combined English/Language Arts/History/Social Science Unit CONTENT OF UNIT: History/soci-Waiting 17. Telecommunicating! 18. Sharing-Responding-Revising 19. Postwriting "I, The Technocolonist Page 3 Page 2 FrEdMail Telelesson Project WRITING 12. Prompt 13. Merging Timelines 14. Precomposing 15. Data Base Searches 16. Writing-Waiting-Writingsons 7. Showing, Not Telling 8. Historical Research 9. Making a Data Base 10. TimeLiner 11. Setting Up Corresponding Groups "I, The Technocolonist etworking 2. Interview and Fact/Inference Skills 3. Individual Timelines 4. Group Timelines with Speculation about the Future 5. Autobiographical Incident Draft 6. Historical Content Les Technocolonist" California Model Curriculum Standards CAP Writing Assessment PREREQUISITE SKILLS Data Base Introduction PREWRITING ACTIVITIES Overview 1. Preliminary N Timeline BACKGROUND SOURCES FOR THE TEACHER History/Social Science Sources English/Language Arts Sources Technology Sources Teaching Tools which Provided the Foundation for "I, the practice SUMMARY: "I, The Technocolonist Page 4 FrEdMail Telelesson Project This unit for studying the Colonial Period of United States history integrates both social science and English curricula in order for students to have a wide background and understanding of not only historical/political facts, but also of the social and cultural aspects of the age by building data bases for information organization and retrieval and by o have on our lives. During the past year, our principals, Dr. Cremaschi- Schwimmer, in particular for Mr. Chandler has been a consistent supporter and encourager of the uses and applications of technology in the curriculum. And in general our districts cher) learning. "Summer tech" at UCI provided us with new visions and new tools for teaching and learning. We are ever grateful to Dr. Carol Booth Olson for the influence which programs under her direction at the UC Irvine Project Radius Office continue t the University of California, Irvine Summer Technology Training Institute for English/Language Arts/History/Social Science, we were challenged to infuse technology into our curricula and to become more aware of the impact of technology on student (and tead to the students in Mindy's second period, 8th grade English class at Walker Junior High. They learned through experience what it meant to be nicknamed "guinea pigs" as the lesson was piloted in the spring of 1988. With the opportunity to be involved in sharing his concept of "I, the Colonist" with us and encouraging our endeavors to augment the lesson with technology. Our gratitude also extends to Ms. Chris Byron and her 5th grade class at Paularino School in the Newport-Mesa Unified School District ane addition of telecommunications and data bases gave rise to "I, the Technocolonist." "I, The Technocolonist Page 5 FrEdMail Telelesson Project We would like to thank Morrie forels were added so that the writing component would be not only a composition exercise, but critical thinking and literature exercises as well. Subsequently in the UCI Summer Technology Training Institute for English/Language Arts/History/Social Science thhis unit has been a cooperative effort from its inception at Walker Junior High where "I, the Colonist" was a lesson that Morris Aborne taught in his history classes. Once the lesson was shared in a team teaching situation, aspects of Thinking/Writing modlogy Training Institute Teacher/Trainer Anaheim Union High School District Mr. Hoppy Chandler - UCI Writing Project Teacher/Consultant UCI Summer Technology Training Institute Teacher/Consultant San Diego Unified School District ACKNOWLEDGEMENTS: The Model Curriculum Standards for English/language arts and history/social science, cooperative learning, and CAP writing assessment practice in this lesson. TEACHER-AUTHORS: Ms. Mindy Moffatt - UCI Writing Project Teacher/Consultant UCI Summer Technorade class, and the 11th graders will not be told the grade levels of either of the other classes. Technological applications combine with critical thinking skills, writing as composing, writing as a tool for learning, developmental learning strategies, te where the third generation narratives will be completed. The only students who will be aware of the grade levels of the other two classes throughout the lesson will be the 5th grade students. The 8th graders will only know the grade level of the 11th g will write the first generation narratives and send these, via telecommunications, to the 8th grade who will then continue the family saga by writing about the lives of the second generation. These versions will eventually be transmitted to the 11th gradreading non-fictional, Colonial literature. From this interdisciplinary base, students write fictional narratives, thus creating well-rounded characters in a historically accurate setting by following three generations of a Colonial family. The 5th gradehave supported our creative endeavors in the classroom. We would like to see staff development programs and administrative attitudes continue to demonstrate the value of learning how to learn for teachers as well as for students. Finally, we'd like to thank Al Rogers for his technological visions which enabled him to receive funding for this lesson development project. Al's insight has enabled us to share our experiences with other educators. "I, The Technocolonist Page 7 FrEdMail Telelesson Project is then sent via telecommunications to 8th grade students who subsequently write the story of the second generation. Finally 11th grade students cone from both social studies and language arts curriculum. Writing Skills: Fifth grade students write a narrative account of one generation of a fictional family who colonize the New World. This story "I, The Technocolonist e software (AppleWorks), "TimeLiner" (a commercial software program by Tom Snyder Productions), and telecommunications. The use of such technological tools assists the students in acquiring, analyzing, synthesizing, and evaluating knowledgies of the period influence the lives of the family members. Finally the students create a family by inventing three generations and chronicling their progress. Technology Skills: Students work with word processing (FrEdWriter), data base through three generations, and interpret how the historical background of geography, politics, economy, religion, culture, clothing, food, entertainment, education, tools, weapons, housing, transportation, major events, and personalitve been directly affected by historical people and events. Students recall information about the Colonial Period from lecture and class reading, summarize information based on fictional and non-fictional sources, sequence this knowledglse to include in my teaching," we have designed this unit in order to "cover several bases with one stone." OBJECTIVES: Thinking Skills: Students synthesize the lives of members of a colonial family by creating at least three generations which has a means of learning and communicating social science concepts. (Although this unit is based on the Colonial Period of United States history, any period of history could be substituted.) Rather than being a burden on teachers as if it were "something e processes as they communicate with others, via telecommunications, to demonstrate their knowledge and understanding of people, time, and places. Thus the English/language arts skills demonstrate basic understanding of the importance of written language a)+,-./0123456789:;<=>communications provides students and teachers with increased global awareness. Writing is used to a great extent as a tool for learning in "I, the Technocolonist." In this way it becomes the means by which students explore their own thoughts and learning FrEdMail Telelesson Project INTRODUCTION TO THE UNIT: This unit combines study of the colonization of the United States integrated with English/language arts skills. Application of cross grade level tele Page 6 tinue the saga by writing the third generation's story and sending the completed historical fiction to all classes involved. Cooperative Learning Skills: Students working Cooperatively in their own classes and in conjunction with groups in other classes at other grade levels is the crux of this lesson. Cooperative learning is not merely "group work." It is a structured learning environment in which students recognize and undertake responsibilities and roles as individuld create two generations rather than three). Three classes are preferable so that a family history may be comprised and cover the years approximately 1600 through 1750 with each generation representing a 50 year time span. Geographical proximity is notthis unit valuable, however it is ideally suited to 5th, 8th, and 11th grades because of the emphasis of United States history in social science curricula at these grade levels. At least two classes with access to modems are required (thus the students wo motivation to write is augmented as they send and receive written messages which are directly related to their purposes and tasks in the unit. AUDIENCE/TARGET POPULATION: Any classes studying the colonization of the United States may find of the lesson, the teachers are able to monitor students' progress by reading the logs and telecom messages (none of which are to be graded as formal compositions). Thus students' anxieties about writing are often diminished while their r own meanings from the content of each lesson. Through entries in learning logs and messages sent to other students via telecommunications, writing becomes a tool for communication, not just a formal composition product. At any stage Page 8 FrEdMail Telelesson Project Rather than relying on worksheets or dittos or drill and practice exercises for dealing with lesson content, writing as a tool for learning enables students to make thei mechanics, or spelling skills. Students' "drafts" (unedited and unrevised writings) become the means of communication between grade levels and between the teachers and students. "I, The Technocolonist ing: An important technique, the value of which increases as the unit develops and students in different grade levels communicate via telecommunications, writing as a tool for learning is focused on content and thinking skills, not grammar,will find subsequent steps in the unit easier to accomplish as they are reminded to use the techniques which they have previously experienced to assist them in their continued endeavors toward the final product. Writing as a Tool for Learn recognize concrete experiences in their own lives and then to use the experiences to anchor the acquisition of new information. Transfer of knowledge from one task to another becomes a universal reference for understanding. Students re designed so that students can be successful in each, thus readying them for more difficult tasks as they work with their groups. Developmental and Affective Strategies: Incorporated throughout the lesson, these enable students to first more readily from their peers than they would individually. It is only when an entire group is stymied that they enlist the teacher's assistance which subsequently lessens the demands on a teacher's classroom time. Individual tasks a others toward goals which seem individually insurmountable at the outset. By collaborating, students gain a sense of accomplishment rather than a sense of massive personal failure. They appreciate the input of others and seek help uals who work together toward mutual/common group goals. This cooperative juncture is the "buy-in" for students. As students work through the lesson, we have found that they most appreciate the opportunity to work cooperatively with required for the three classes involved because of the use of telecommunications. The unit was piloted with classes which were 30 miles apart. With FrEd Mail, this unit could be undertaken between national and even international classes. CLASSROOM ENVIRONMENT: Once participating classes have been determined, teachers separate students into Cooperative working groups with corresponding groups in two other classes. We recommend groups of 4 - 6 students. It is imperative for the groups to work as tele FrEdMail Telelesson Project BACKGROUND SOURCES FOR THE TEACHER: "I, the Technocolonist" is a cooperative venture on the part of the teachers involved as well as the students. As teachers gain access to materiad to revise their drafts as they discover more information which they could add to their own narratives or which they could suggest to the other classes. "I, The Technocolonist Page 10 lonial Period. As the first generation writers wait for feedback on their drafts, they study more content for their own first generation revisions and also for checking historical accuracy of the second and third generation stories. Students are motivateodes on the system. Information about the first generation should be sent to the second generation writers as soon as possible at the beginning of the unit. While the second and third generation writers are waiting, they delve into their studies of the Coating circumstances with hardware glitches, access to time online, modem access, computer lab access, rotation of students on computers, and a delay in transmission of messages through FrEdMail especially if the path to sender must travel through several nunit, "I, the Technocolonist" requires at least one month to complete. During this period, all class time does not have to be devoted to the unit. Content studies are to be continued, not determined by the progress of the unit because there may be extenusk, and then prints out the messages and delivers the hard copy to the designated group. If a group needs the original text, they borrow the disk on which the messages were downloaded and save the desired message on their own data disk. TIMELINE: As a luable class time waiting for each other to log-on and off. Any group which has correspondence to send, saves the message to disk and gives the disk to the designated telecom student to transmit. This student also logs on daily to download messages to diup in case of absences). By training a student, the teachers are freed to work with the students rather than spend class time or their own time up- and downloading messages. If more than one student is designated as the telecommunicator, students waste va group designations should be used at the SUBJECT: prompt when telecommunicating so that classes immediately know exactly which group is receiving a message. One student in each class should be trained in telecommunications (with one other student as back FrEdMail Telelesson Project Thus Group A-1 would write the first generation and send it to Group A-2 who would write the second generation, finally sending the first two chapters to Group A-3 who would complete the history. These Group C-3 Group D-1 Group D-2 Group D-3 Group E-1 Group E-2 Group E-3 Group F-1 Group F-2 Group F-3 "I, The Technocolonist Page 9 com teams, therefore a designation such as the following is suggested: 5th grade 8th grade 11th grade Group A-1 Group A-2 Group A-3 Group B-1 Group B-2 Group B-3 Group C-1 Group C-2 ls and techniques which they find helpful, they share their "finds" with each other. Thus the background which we suggest here is merely a beginning. History/Social Science Sources: Social science textbooks appropriate to grade levels of students are a?ABCDEFGHIJKLM FrEdMail Telelesson Project Teaching Tools which Provided the Foundation for "I, the Technocolonist:" o writing as a tool for learning o writing as a process o cooperative learning strategies o Olson, C. (Ed.). (in press). Thinkinge Issue 1987-88. 14, (2). Luerhmann, A. and Peckham, H. (1987). AppleWorks data bases: A hands-on guide. Gilroy: Computer Literacy Press. "I, The Technocolonist Page 12 87, June). Teaching data base search strategies. The Computing Teacher. Hannah, L. (1987, August/September). The data base: Getting to know you. The Computing Teacher. Parker, J. (1987-88). Tools for thought. The Computing Teacher Conferencof the difficulty of the literary material, much more time should be spent discussing the pieces rather than "reading" them. Technology Sources: The AppleWorks reference manual. (1983). Chapters 3 - 5. Cupertino: Apple Computer Inc. Hannah, L. (19eople wrote and lived during the Colonial Period. Reader response theory, oral teacher readings, and cooperative strategies such as the jigsaw will be helpful to students and teacher alike for becoming acquainted with the literature and authors. Because ghts into the Puritans' pulpit culture. Newsweek. p. 73. Rather than study the aforementioned writings in depth, teachers should encourage students to "read for flavor" and thus gain a sense of the language of the period as well as the idea that real poject Barrows, M., Foster, H., Ross, F., Van Houten, E., Wachner, C. (Eds.). (1974). The American experience: Nonfiction. New York: Macmillan. o John Smith "Pocahontas" Woodward, K. (1986, October 20). When God had no competition: New insiinners in the Hands of an Angry God o Sarah Kemble Knight from The Journal of Madam Knight "New England Frontier" "I, The Technocolonist Page 11 FrEdMail Telelesson Prct with the Indians," "First Thanksgiving," "Narragansett Challenge" o Anne Bradstreet "To My Dear and Loving Husband" o Samuel Sewell from The Diary of Samuel Sewell "Customs, Courts, and Courtships" o Jonathan Edwards from Se of the Colonies. Selections we used are: o William Bradford from Of Plymouth Plantation "Chapter IX: Of their Voyage, and how they Passed the Sea; and of the Safe Arrival at Cape Cod" and Book II, "The Mayflower Compact," "CompaBradley, S., Beatty, R.C., & Long, E. (Eds.). (1967). The American tradition in literature (3rd ed.). New York: Grosset & Dunlap. This book included not only selections from individual authors, but also included a brief overview of the literaturncyclopedia of American history. New York: Harper & Row. Morris, R., & Woodwress, J. (Eds.). Voices from America's past. New York: E.P. Dutton. English/Language Arts Sources: Literature selections include any from the colonial period. We used: base from which to start. Historical reference books which cover the Colonial Period of United States history that we have found valuable are: Grun, B. (1980). The timetables of history: A horizontal linkage of people and events. Morris, R. (Ed.). E/writing: Fostering critical thinking skills through writing. Sacramento: California State Department of Education. o Olson, C. (Ed.). (1986). Practical Ideas for Teaching Writing as a Process (rev. ed.). Sacramento: California State Department of Education. o Kirby, D. & Liner, T. (1985). Inside out: Developmental strategies for teaching writing. Upper Montclair, NJ: Boynton/Cook. CALIFORNIA MODEL CURRICULUM STANDARDS: English/Language Arts (Grades 9 thNPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz as FrEd Writer or AppleWorks), transferring files from text to ASCII and vice versa. Teachers do not have to feel that they need to be experts in telecommunications. The teachers should have a working knowledge of telecommunications and modem use so tha FrEdMail Telelesson Project PREREQUISITE SKILLS: Prior to implementing "I, the Technocolonist," students and teachers must have basic computer knowledge in word processing (using ASCII capable software suchey must accurately depict the person and reflect on that observation. "I, The Technocolonist Page 14 eneration which must be dealt with by the next generation. Memoir: Students interview one another concentrating on making inferences based on the facts from the interview. As they write their drafts from the perspective of an observer of the partner, thpeculation about Effects: By sending their drafts about their focus generation and then by getting feedback from the next class who will be continuing the narrative, students practice speculating by making suggestions and setting up circumstances in one gake shape as each grade level writes about subsequent generations. Problem Solution: Historical events which shape the lives of the fictional characters become problems which need to be solved by the characters during each generation's saga. Analysis--Skill in writing narratives as they show conflict between characters or between characters and the environment. Additionally, students gain a sense of chapters and/or volumes of writing as they see the entire genealogy of their fictitious Colonial family t Page 13 FrEdMail Telelesson Project Story: The final composition chronicling three generations of a Colonial family is a type of historical fiction which requires students to develop sclude a historical event which shapes the lives of the Colonists, students become familiar with this type of writing by collecting data and research and then choosing material that best presents a phenomena to write about. "I, The Technocolonist d Biography--Sketch: By writing about fictional characters whose lives are influenced by historical persons and events, students receive practice in writing characterizations via incidents and descriptions. Report of Information: By being required to inTYPES OF WRITING PRACTICED DURING THE COURSE OF THIS LESSON: Autobiographical Incident: Students develop timelines of their lives and write a draft about one incident to show the importance of significant events which influence their own lives. Firsthanrough 12) 1, 2, 6, 7, 8, 9, 11, 12, 13, 14, 15, 18, 21, 22, 23, 25. History - Social Science (Grades 9 through 12) 1, 2, 4, 5, 6, 7, 11, 13, 14, 16, 17, 19, 20, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36. CALIFORNIA ASSESSMENT PROGRAM (CAP) t two students may be trained to take over this responsibility during the unit. (However this is not always the case. We found students who had much more skill in telecommunications than some teachers, so we advise teachers to search their student resour called Rolodex. ("Rolodex" is shown here in an abbreviated form from the sample files included in the AppleWorks program disk, Version 2.0.) Notice that "Name" is a category. Under this heading you might fill in John Smith, Mary mation. Introducing the notion of categories Categories are the "headings" of a group or a way of dividing up information of the same type. For example, Figure 1 below shows the categories in a blank single record in the data base file that has been requested. It looks for a match and then pulls any records matching the requested information into a group onto the computer's desktop. This is important when arranging or sorting through the data base for special inforiece of information c. [R]ules selection for up to 3 pieces of information How a Data Base Works: The computer "looks" for pieces of information by looking at the letters in sequence and searching for that information in the exact orderparticular entry, or entries, requested. In AppleWorks there are 3 different ways with which to organize, view, or retrieve specific information. a. [A]rrange, or sort alphabetically, or numerically b. [F]ind one particular pct/topic/item. d. File: The highest level of the data base that contains all of the records on a certain topic. What a Data Base Does: A data base will search all of the records in a file for you at the category level and find the formation. "I, The Technocolonist Page 15 FrEdMail Telelesson Project c. Record: The level of the data base that holds all of the information about a particular subjeies. b. Category or Field: The second level containing the entries which have been divided into categories (or sets) of information. This is the level where the "Rules" selection will look for and display requested in of hours to accomplish by hand using note cards. A data base organizes information into four different levels: a. Entries: The most basic level comprised of individual bits of information in the data base organized into categors, newspaper subscribers, bank account holders, social security information, voting information, etc. Data bases are a fast way to locate and sort through information on many topics. Such tasks might demand hundreds and sometimes thousandsanized in such a way that it can be expanded, updated, and retrieved rapidly for various uses. There are many different types of data bases which are used for various purposes: phone numbers and addresses, quotations, library catalogueare not familiar with data bases, you may find it helpful to print out this file so that you will have a hard copy of directions right next to you as you go through the exercises.) What a Data Base Is: A collection of information in a computer org knowledge of telecommunications, few have used data bases in their classrooms. We have provided exercises and demonstrations in using and setting up data bases for teachers who may need this assistance as they implement "I, the Technocolonist." (If you ces before they take the time to train themselves and/or a student. Also, if another teacher at the school site is available to train the telecommunicating students, this is a bonus.) Although many teachers have knowledge of word processing and some haveAllison, Alvin Moore, (or any of your friends) to make an address data base. "I, The Technocolonist Page 16 FrEdMail Telelesson Project Figure 1 Showing Single Record Layout Before Data is Included ................................................................. . .........................(Top of Screen).......................... File: Rolodex REVIEW/ADD/CHANGE Escape: M Escape: Main Menu Selection: All Rules Name Street City State Zip Phone --------------- --------------------- --------- ---- ----- ---------- Chris Stanley 446 Salinas Dr Solano Ca Fig. 3 Showing Multiple Record Layout with Data .......................................................................... ...............................(Top of Screen)............................ File: Rolodex REVIEW/ADD/CHANGE which costs more money). A sort of this type could help in making such a decision because the number of calls to particular numbers would be displayed and the caller could think about how many times those numbers are called. re the same dialing area. This is just for fun, but what could this be used for in a practical manner? If there is a large phone bill, to find out if it would be cheaper to get zone calling, or get an unlimited calling area (e 18 FrEdMail Telelesson Project Using the data base file introduced above called Rolodex (Fig. 3), a sort could be instigated using the first 3 digits of phone numbers to find all of the numbers that allowing illustrations (Figs. 3 and 4) are facsimiles for introductory purposes so that the learner will know what to expect when practicing with the actual data bases. "I, The Technocolonist Pag When the four categories have been filled in with entries, the types of occupations, salary earned per day, locations available, and notes about the jobs in Boston in 1850 are easily accessible. Demonstration Data Bases The fo--------- - Type entry or use @ commands @-? for Help ................................................................. . ......................(Bottom of Screen).......................... ADD/CHANGE Escape: Main Menu Record 1 of 72 ================================================================= = Title: $Day: Location: Notes: -------------------------------------------------------- Fig. 2 Showing Single Record Layout Before Data is Included ................................................................. . .........................(Top of Screen).......................... File: Jobs.1850 REVIEW/"Immigrants" is a Computer Using Educators Softswap disk and is available in its entirety through CUE.) "I, The Technocolonist Page 17 FrEdMail Telelesson Project record has a number of categories of information for the subject/topic about which information is being written. In the "Immigrants" data base file named "1850.Jobs" (Fig. 2), there are 4 categories: Title, $Day, Location, and Notes. (--- - Type entry or use @ commands @-? for Help ................................................................. . ......................(Bottom of Screen).......................... Each ain Menu Record 1 of 127 ================================================================= = Name: Street: City: State: Zip: Phone: -------------------------------------------------------------- 90211 (408) 435-1676 Sue Withers 1256 Blue Sky Dr Solano Ca 90211 (408) 678-6730 Carol Langley 22 Santa Marta Way #1 Sunville Ca 99999 (408) 278-8771 Elizabeth Hardy 1256 Red Rose Pl Sun City Ca 95432 (408) 435-9824 Stan Smithers 99 Alma Ave Sunville Ca 99999 (408) 278-9896 James Bliss 2453 Varidian Dr Pageville Ca 98124 (415) 232-1276 Joe Espana 987 Curtz Ave Sun City Ca 95432 (415) 232-6789 Michael Chang 35 Page 20 FrEdMail Telelesson Project Fig. 5 Showing Multiple Record Layout with Data ...................................................................... ...................... Bring up the data base files named "Jobs.1850" and "Rolodex" from the data disk onto the desktop. Select "Jobs.1850" and press Return. You should see a screen similar to Fig. 5: "I, The Technocolonist e (job), $day (salary per day), location (around Boston), and notes (job requirements). Computer Startup Steps Boot up the AppleWorks program and the data disk catalogue to see a list of all files on the disk. .........................(Bottom of Screen)........................... Practicing with an Actual Data Base Think of a job, salary per day, location around Boston, or job requirement to find in the file. Remember the categories are: titln Work in cotton mill. ---------------------------------------------------------------------- Type entry or use @ commands @-? for Help ...................................................................... ly Bricklayer's Assistant 1.08 Roxbury Experience preferred Cabinet Maker .54 Cambridge Boy apprentice Carpenter 1.62 Somerville Must have own tools Carpenter 2.16 Charlestownt .05 Cambridge Sleep over shop Book collator .41 Downtown Good job for young girl Bookbinder .70 Downtown Hardworking young girl Brick Mason 2.16 West End Experienced man on================ Barmaid .27 Fort Hill Require experience Blacksmith 1.46 Dorchester Experience necessary Blacksmith 1.19 Cambridge Experienced person only Blacksmith's assistareen)............................ File: Jobs.1850 REVIEW/ADD/CHANGE Escape: Main Menu Selection: All Records Title $Day Location Notes ====================================================== Page 19 FrEdMail Telelesson Project Fig. 4 Showing Multiple Record Layout with Data ...................................................................... ...........................(Top of Scas individual records. Some of the job title entries are: Barmaid, Blacksmith, Carpenter, etc. Within each individual record are other categories of information: Title, $Day, Location, Notes. "I, The Technocolonist ............. ..........................(Bottom of Screen).............................. "Immigrants" Below is another example of a sample screen from "Immigrants." The file is called "Jobs.1850" (Fig. 4) with many occupations listed geville Ca 98124 (914) 565-1674 -------------------------------------------------------------------------- Type entry or use @ commands @-? for Help .............................................................67 Saratoga Ave Sarano Ca 89724 (415) 278-9237 Jim Wallace 2367 Martinez Way Pageville Ca 98124 (415) 565-9813 Joe Christensen 995 Albion Way Sarano Ca 89724 (907) 678-2348 Deborah Harrod 8765 Sand Hill Rd Pa.....(Top of Screen)............................ File: Jobs.1850 REVIEW/ADD/CHANGE Escape: Main Menu Selection: All Records Title $Day Location Notes ====================================================================== Barmaid .27 Fort Hill Require experience Blacksmith 1.46 Dorchester Experience necessary Blacksmith 1.19 Cambridge Experienced person only Blackegories for that same piece of information, blacksmith. The Find command only searches for 1 entry of information at a time. The next command is more powerful and is used for searches with 2 or 3 entries. This is the Rules Selection comman for Help ...................................................................... ..........................(Bottom of Screen).......................... The AppleWorks program has searched through all of the records and all of the cat 1.24 Roxbury Experience necessary Blacksmith 1.46 Dorchester Experience necessary ------------------------------------------------------------------ Type entry or use @ commands @-? Notes ====================================================================== Blacksmith's assistant .05 Cambridge Sleep over shop Blacksmith 1.19 Cambridge Experienced person only Blacksmith ..............(Top of Screen)........................... File: Jobs.1850 FIND RECORDS Review/Add/Change Find all records that contain BLACKSMITH Press @-F to change Find. Title $Day Location Page 22 FrEdMail Telelesson Project Fig. 7 Showing Find Command Screen after Finding All BLACKSMITHs ...................................................................... ........................................ Following the prompt line, "Type comparison information", type in Blacksmith and press Return. You should see a screen like Fig. 7: "I, The Technocolonist ----------------------------------------------------- Type comparison information 0000K Avail. ...................................................................... ..........................(Bottom of Screen)een)........................... File: Jobs.1850 FIND RECORDS Review/Add/Change Find All Records that contain ====================================================================== ----------------- Page 21 FrEdMail Telelesson Project Fig. 6 Showing Find Command Screen ...................................................................... ............................(Top of Scr.............. ..........................(Bottom of Screen).......................... Using the Find command Press Open Apple F (@-F). You should see a screen like Fig. 6: "I, The Technocolonist 2.16 Charlestown Work in cotton mill. ---------------------------------------------------------------------- Type entry or use @ commands @-? for Help ........................................................ Experienced man only Bricklayer's Assistant 1.08 Roxbury Experience preferred Cabinet Maker .54 Cambridge Boy apprentice Carpenter 1.62 Somerville Must have own tools Carpenter smith's assistant .05 Cambridge Sleep over shop Book collator .41 Downtown Good job for young girl Bookbinder .70 Downtown Hardworking young girl Brick Mason 2.16 West End d. Rules Selection and Conditions Rules selection is the way to retrieve information from the data base while looking at 1, 2, or 3 conditions. For instance, in the Rolodex file a Rule Selection command could search for a person who lives on Saratoga Ave., in the city of Sarano, and whose telephone area code is 415. To successfully accomplish this type of search: Press Open Apple R (@-R). You should see a screen like Fig. 8: "I, The Technocolonist dex REVIEW/ADD/CHANGE Escape: Main Menu Selection: Street contains SARATOGA and City equals SARANO and Phone contains 415 Name Street City State Zip Phone =========rEdMail Telelesson Project Fig. 10 Showing Rules Selection Command for Search ...................................................................... ..............................(Top of Screen)......................... File: Roloturn. Select "contains" and press Return. Type in 415 and press Return. At this point the screen should look like Fig. 10: "I, The Technocolonist Page 25 F Return. Select "City" and press Return. Select "Equals" and press Return. Type in Sarano and press Return. For the third rule selection, choose "and" and press Return. Select "Phone" and press Re.........(Bottom of Screen).......................... Since the street name is known but not the house number, then choose "contains" and press Return. Type in Saratoga and press Return. Choose "and" and presswith ---------------------------------------------------------------------- Type number, or use arrows, then press Return 0000K Avail. ...................................................................... ................. equals 2. is greater than 3. is less than 4. is not equal to 5. is blank 6. is not blank 7. contains 8. begins with 9. ends with 10. does not contain 11. does not begin with 12. does not end ...........................(Top of Screen)........................... File: Rolodex SELECT RECORDS Escape: Review/Add/Change Selection: Street ====================================================================== 1.st Page 24 FrEdMail Telelesson Project Fig. 9 Showing Rules Selection Conditions Command Screen ...................................................................... .oices that looks like a mathematics word problem is displayed (Fig. 9). A little experimentation with each of the possible options listed can improve the chances of attaining the desired records or data. "I, The Technocoloni........................... ........................(Bottom of Screen)............................ Following the prompt line, "Type number, or use arrows, then press Return," select "Street" and press Return. A list of ch City 4. State 5. Zip 6. Phone ---------------------------------------------------------------------- Type number, or use arrows, then press Return 0000K Avail. ..............................................(Top of Screen)........................... File: Rolodex SELECT RECORDS Escape: Review/Add/Change Selection: ====================================================================== 1. Name 2. Street 3. Page 23 FrEdMail Telelesson Project Fig. 8 Rules Selection Command Screen ...................................................................... .........................============================================================= Michael Chang 3567 Saratoga Ave Sarano CA 89724 (415) 555-9236 ---------------------------------------------------------------------- Type entry or use @ commands @-? for Help ...................................................................... ..........................(Bottom of Screen).......................... Records selection rules will allow the user to search a will be written by an 11th grade class, but 8th graders should not be told that the first generation is written by 5th graders. The 11th grade class should not be told the grade level of either of the previous generation writers. (The teacher may have toquently stretch themselves academically so as not to seem "too young." Therefore students in the 5th grade class should be told that they will be writing to and working with 8th and 11th graders. The 8th grade class should know that the third generation an by grade level. Students' attitudes and motivations change when they know that they are working with a grade level "lower" than their own. However if they know that they are working with students in a grade level higher than their own, they will subse own discretion and much flexibility as their students and they experience "I, the Technocolonist." From the outset, teachers are advised to mention the partner classes by teacher name, "A" "B" "C," or first, second, and third generation writers rather theeds of their classes. It is not necessary for all three teachers at each grade level to follow the exact same scope and sequence; actually it is impractical when one considers the varying needs of 5th, 8th, and 11th graders. Thus, teachers must use their{}~hich intermediate goals are accomplished as classes work on the unit. Due to the different structure of 5th, 8th, and 11th grade classes and course content, teachers will need to arrange the following tasks into individual time frames which best fit the n FrEdMail Telelesson Project PREWRITING ACTIVITIES OVERVIEW A detailed description of the stages of the unit follows showing how particular lessons provide the means by w Page 26 of "I, the Technocolonist," the data base with these search capabilities will be of use to students as they infuse their narratives with historical information garnered from their data base files. "I, The Technocolonist rules used in Fig. 10 were on the "selection:" line at the top of the screen: Selection: Street contains SARATOGA and City equals SARANO and Phone contains 415 During the coursedata base by selecting 1, 2, or 3 conditions or rules. Select the conditions to be met, press Return after that/those selection(s) and then press ESC. If there are records that match those conditions, then they will be displayed. The hem and haw a bit when/if directly asked about the grade level of the previous generations.) 1. PRELIMINARY NETWORKING: Teachers of different grade levels will network in order to find others (preferably at grades 5, 8, and 11) who will collaborate on the unit. Each teacher needs access to a modem and at least one computer, ideally one computer for every 2 students. Teachers need to arrange their classes so that the number of groups from each class is equal. Also teachers need to decide on when they phical incident drafts are being worked on, content of the colonization of America will be introduced through lecture, texts, and literature. Teachers will show the similarities between historical people's lives and the lives of the students by referring final composition due to the amount of time allotted for the unit, however teachers may use their own discretion and treat this lesson like a CAP writing assessment.) 6. HISTORICAL CONTENT LESSONS: While the partner interviews, timelines, and autobiogradepth about an incident in their lives. They are not to write about their entire lives, but rather choose a significant event from their individual timelines and develop it fully. (We recommend that this piece of writing remains as a draft rather than a add an additional technological application for this task.) "I, The Technocolonist Page 28 FrEdMail Telelesson Project 5. AUTOBIOGRAPHICAL INCIDENT DRAFT: Students will write in lives so far and continues for a 50 year span of time as students speculate about what events could occur in their futures that would be important in their lives. ("TimeLiner," a software program by Tom Snyder Productions, and an LCD projection unit woulds including the significant events which have shaped their lives up to the current day. 4. GROUP TIMELINES WITH SPECULATION ABOUT THE FUTURE: As a whole group, the class will make a cooperative timeline which includes shared significant events in their at" and continue the writing through the Thinking/Writing stages toward a final, formal composition.) 3. INDIVIDUAL TIMELINES: The teacher will model how to make a timeline about one's self. Next, students will draw individual timelines about themselvee amount of time a teacher allows for this step - a few days or an entire week or two - the interview drafts may either be "graded" as "done" or "not done" at this point, or the teacher may choose to follow the steps in "Obviously Short, Probably a Democr in half lengthwise. Factual notes will be written on the left side, and inferences based on the facts will be written on the right side of the paper. Drafts will be written which include both facts and inferences about the partners. (Depending upon thdd number of students, the last person may be paired with a student who might be absent, or may be paired with the teacher, or placed in a triad. Students will interview one another and take notes with a dialectical journal format. Papers will be dividedhe choice.) Then the first persons from the front of each line are told to walk to the center of the room. They are designated as partners. The next persons in line are thus paired and so on until all students have been placed in pairs. If there is an o step.) Students will be paired up with someone in their class whom they do not know very well. In order to accomplish this, we tell students to make two equal lines, one on each side of the room. (Students generally stand with their friends when given ts which enable students to get to know one another in their own classes and which also promote the skill of making inferences based on facts. (We use the Thinking/Writing lesson, "Obviously Short, Probably a Democrat" from the UCI Writing Project for thiswill start the unit, etc. "I, The Technocolonist Page 27 FrEdMail Telelesson Project 2. INTERVIEW AND FACT/INFERENCE SKILLS: To begin the unit, the teachers will emphasize lessonto significant historical events as having been the important experiences which shaped the lives of historical persons just as experiences have shaped the individual lives of students as demonstrated by the interviews, timelines, and autobiographical incident drafts. 7. SHOWING, NOT TELLING A very effective writing assignment to get students to write vividly and to show their thinking about scenes or incidents is the Showing, Not Telling technique developed by Rebekah Caplan. After reading a passage succhose) CHANGE NAME/CATEGORY Escape: Review/Add/Change Category names ====================================================================== Category 1 | Options: | FrEdMail Telelesson Project Fig. 11 Showing Data Base Name and Category Setup Screen ...................................................................... ...........................(Top of Screen)............................ File: (you ottom of the screen should say "Type a name for this new file". Type in a name for the file and press Return. You should see a screen similar to Fig. 11: "I, The Technocolonist Page 30 "Make a new file for:" "4. Data Base" and press Return. The new folder tab on the top left should now say "Data Base." Instructions are "Make a New File:" Select "1. From Scratch" and press Return. The prompt line at the bcal accuracy. Making the "I, The Technocolonist" Data Base Computer Startup Steps Boot up the AppleWorks program and select "Add files to the Desktop" and press Return. The folder tab on the top left should say "Add Files." Choose they write their narratives and find that they may need more factual information about a particular period of time or a particular colony, etc. The data base file also will assist students as they review the narrative drafts from other classes for historidents will combine their research information into a class data base file about the historical persons. The completed data base file will have a record from each student about a historical person. This information will be available for students to use as list, paying particular attention to significant events in the person's life by reviewing the students' own timelines and the information that comprised the timelines to discern how significant events influence people's lives. 9. MAKING A DATA BASE: Studuring the years 1600-1750 and who had an influence (direct or indirect) on United States history. There must be at least as many people on the list as there are students in the class. Students will each research,in depth, one historical person from the blem for the Colonists was trying to make a living from the soil. o During King Philip's War, many people were kidnapped by the Indians. 8. HISTORICAL RESEARCH: As a whole class, students will compile a list of historical persons who lived Page 29 FrEdMail Telelesson Project o Squanto was a big help to the Pilgrims. o In Salem, Massachusetts, it seemed that Betty Parris and Abigail Williams were bewitched. o The major prolling" sentences which work well for this writing practice that students enjoy are: o Capt. John Smith was a better leader than Edward Winfield. o The first winter in Plymouth Colony was difficult. "I, The Technocolonist ng" with vivid details using the five senses, colors, and strong verbs, the reader will be able to infer that the sea voyage was difficult. (See Practical Ideas for Teaching Writing as a Process for more information about Showing, Not Telling.) Other "teh as Bradford's Of Plymouth Plantation "Chapter IX: Of their Voyage, and how they Passed the Sea; and of the Safe Arrival at Cape Cod," students will write a draft about "It was a long, tough sea voyage" without ever stating that sentence. Through "showi | Change category name | Up arrow Go to filename | Down arrow Go to next category | @-I Insert new category | | | | | | -------------------------------------------------------------------.......... After entering "Food Sources" and pressing Return, check to make sure that all of the categories are spelled correctly and that they are in the same order for all of the data base files that are going to be made. (Each group in a class will be---------------------------------------------------- Type entry or use @ commands 0000K Avail. ...................................................................... ..........................(Bottom of Screen)................American groups | Transportation | Geography | Nat Resources | Health Conditions | Recreation | Food Sources | ------------------ | Up arrow Go to previous category Signif Event 2 | Signif Event 3 | Occupation | Town/Settlement | Ruler | Religion | Native e Category names ====================================================================== Name of Hist Char | Options: DOB (date of birth) | DOD (date of death) | Type category name Signif Event 1 ry Screen Setup for "I, The Technocolonist" ...................................................................... ...........................(Top of Screen)............................ File: (you chose) CHANGE NAME/CATEGORY Escape: Review/Add/Changcategories, the screen should look like the screen in Fig. 12: "I, The Technocolonist Page 32 FrEdMail Telelesson Project Fig. 12 Showing Categohe category titles DOB and DOD here are some other possible solutions: Birth or Death, D of Birth or D of Death. Just make sure that all of the data base files being made and used are using the exactly the same wording. After entering all of the above e," and April 14, 1776 was entered, AppleWorks will standardize it so that it will become "Apr 14 76." This could be disastrous when attempting to place characters "in history" because the century digits are omitted by the data base file. Besides using tiation DOB and DOD for Date of Birth and Date of Death in order to be able to see all of the date. AppleWorks will automatically change any dates entered under the category labeled "date" into a standard format. For example, if a category is labeled "dation Geography Nat Resources Health Conditions Recreation Food Sources "I, The Technocolonist Page 31 FrEdMail Telelesson Project Use the abbrevt Char DOB (date of birth) DOD (date of death) Signif Event 1 Signif Event 2 Signif Event 3 Occupation Town/Settlement Ruler Religion Native American groups Transportatop of the letter 'C' in Category 1 and press Open Apple Y (@-Y) to yank this title from the data base. Type in the following categories for the "I, The Technocolonist" data base, pressing Return after each one: Name of His--- Type entry or use @ commands 0000K Avail. ...................................................................... ..........................(Bottom of Screen).......................... Place the flashing cursor on t responsible for making their own data base files which will eventually be merged into a whole class file.) That is, be sure that the categories are worded EXACTLY the same in this data base file and the other files being created by others in your class doing "I, The Technocolonist." Otherwise, when a Rules Selection search is attempted the category names that are different in any way won't be searched. After pressing Return for the last entry, press ESC and the screen should appear like Fig. 13: "levels below theirs, the grade level of the students will determine whether students write first, second, or third generation narratives. The 5th grade classes will be responsible for the first generation; 8th graders will be responsible for the second gesignations should be used at the SUBJECT: prompt when telecommunicating so that classes immediately know exactly which group is receiving a message. Although students in the 8th and 11th grades are not to know that they are working with students in grade 1 Group F-2 Group F-3 Thus Group A-1 would write the first generation and send it to Group A-2 who would write the second generation, finally sending the first two chapters to Group A-3 who would complete the history. These group de Group A-2 Group A-3 Group B-1 Group B-2 Group B-3 Group C-1 Group C-2 Group C-3 Group D-1 Group D-2 Group D-3 Group E-1 Group E-2 Group E-3 Group F-rised of the same number of groups. We recommend groups of 4 - 6 students. It is imperative for the groups to work as telecom teams, therefore a designation such as the following is suggested: 5th grade 8th grade 11th grade Group A-1 hic representation of the facts. "I, The Technocolonist Page 34 FrEdMail Telelesson Project 11. SETTING UP CORRESPONDING GROUPS: Groups will be arranged so that every class is compINER: After the class data base file is complete, students will print out the Colonization Timeline provided by the software program, "TimeLiner." This will enable students to gain perspective about the people and events of the Colonial Period with a grap for accuracy (vocabulary and spelling), press Open Apple S (@-S) to save the file. Once student files have been completed, load them all onto one computer's desktop and using the Open Apple Move command, move them onto one file one at a time. 10. TIMELentering the historical data. For example, if both rich and wealthy were used in any one particular category, the search would not locate both of them. In other words, data base searches don't recognize synonyms. After the last entry is made and checked............. ..........................(Bottom of Screen).......................... The data base is now ready to be filled out with the research on the historical person. Students must be careful to use consistent vocabulary and correct spelling when n groups:- Transportation:- Geography:- Nat Resources:- ---------------------------------------------------------------------- Type entry or use @ commands @-? for Help ......................................................... Char:- Health Conditions:- DOB:- Recreation:- DOD:- Food Sources:- Signif Event 1:- Signif Event 2:- Signif Event 3:- Occupation:- Town/Settlement:- Ruler:- Religion:- Native America............. ...........................(Top of Screen)............................ File: (you chose) REVIEW/ADD/CHANGE Escape: Main Menu Category names ====================================================================== Name of HistI, The Technocolonist Page 33 FrEdMail Telelesson Project Fig. 13 Showing Category Screen Setup for "I, The Technocolonist" .........................................................neration; and 11th graders will be responsible for the third generation. The years covered by the three generations should be 1600 to 1750 with each generation covering a time span of approximately 50 years. ** Student groups for the first generation should be assigned to different colonies so that hopefully no colony is the setting for more than one family, if at all possible. If more than one group ends up with the same colony, make sure that such a distinction is communicated to and undin will mention the Colonial family but will have one of the children of the family as the focal point of their narrative. This same procedure will be followed by the class which writes the third generation. If our class is designated as the writers of t to focus your narrative. This will be "your" Colonist. If our class is designated as the first generation writers, you will write your draft and send it to the class which is responsible for writing the second generation. The second generation draft agafor addition of the second and third generation narratives. Finally the entire family history will be shared with all three classes. Although each generation is the story of one family's lives, your group will choose one of the family members around whomom two other classes on writing a history of a colonial family following three generations through the years approximately 1600-1750. The first generation drafts will be written by groups from one class then sent to the other classes at two other schools FrEdMail Telelesson Project WRITING 12. PROMPT: (Teachers may choose to print out the prompt and give each student a copy.) In groups, our class is going to collaborate with groups frical background of the curricula. "I, The Technocolonist Page 36 torical content which they may have missed in their efforts to get their first drafts sent. While second and third generation writers are waiting to see the first drafts of the preceding generations, they will have more time to further cover the historPROMPT, 13. MERGING TIMELINES, and 14. PRECOMPOSING steps will assist the students in writing their first drafts. As the students are waiting for feedback on their drafts from the second and third generation writers, then they may cover the hisl Telelesson Project ** Teachers of first generation writers are reminded that their drafts need to be sent as soon as possible to the second generation writers, even at the expense of skipping some historical content at this point. The 12. in their historical focus for their narratives so that they are not left wanting and waiting for information needed for writing their drafts. "I, The Technocolonist Page 35 FrEdMaies in the New World which will be the "home base" for their Colonial family. This information must be sent to the second and third generation writers immediately so that they can be connected with their corresponding groups. Also this enables them to begerstood by the second and third generation writers. By citing each group's code (i.e. A-1, B-3, C-2) when telecommunicating, mix-ups in messages can be avoided. As soon as groups are set up, the first generation writers should be assigned colonihe second or third generations, then you will have to be patient until the previous generation writers send you information. As your group writes about this family and your Colonist, you must mention at least one famous historical event and a famous person who was involved. Then write about how that famous person/event was either a good or bad influence on your Colonial family. Make sure that the famous person you choose is appropriate for your colony and for the years of your Colonist's generation. (Yo Did they ever join the others later? Did any of the family die? How? 6. What did they expect to find in the New World? Were they disappointed when they got to the New World? What was the colony like when they arrived? Tell about thonist go directly to America or did they go somewhere else first? How did the family feel leaving for the New World? 5. What was it like on the voyage to the New World? Did all of the family make the voyage? Were some left behind?t was happening in the country at this time in history? Was there religious freedom, etc? 3. What caused the family to leave their homeland? Was the reason personal, political, economic, or religious, etc.? 4. Did the family/Colers will emphasize a sense of the spirit which motivated Colonists to immigrate to the New World. 1. Where and when was your Colonist born? Name the town, if possible. What did your Colonist look like? 2. Who was the ruler of the country? Whal be helpful to enable student groups to meet the requirements of the prompt. First Generation "I, The Technocolonist Page 38 FrEdMail Telelesson Project The first generation writto use the literature of each particular time span in addition to the historical events. (First generation: Bradford, Smith. Second generation: Bradstreet, Sewell, Mather. Third generation: Sewell, Edwards, Knight, Franklin. The following questions wilonal levels. 14. PRECOMPOSING: During this stage, students will fill in their timelines and compile notes as they think about what their narrative will be like. To assist students with gathering data for writing their narratives, they can be reminded er") concentrating on the specific 50 year interval. On the opposite side of the timeline, each group will document the lives of their Colonial families by imagining significant events which could have influenced these Colonists on both political and pers historical background is presented, students will look at their historical timeline and focus on the 50 year period during which their designated generation lived. From this view, another historical outline will be drawn (either by hand or using "TimeLins correct spelling, punctuation, etc. after your draft has been sent to the other classes for sharing responses and revising. Remember, your editing skills are the last steps in the writing process, not the first steps. 13. MERGING TIMELINES: Once thetory that makes it vivid for the reader. Every narrative must include dialogue. Your writing needs to be clear enough that your corresponding groups in the other classes will understand it. Please follow the conventions of standard written English such aFrEdMail Telelesson Project -culture -politics -tools -weapons -transportation -clothing -food -entertainment -education The information from this list must be covered in each generation's story. Dialogue is one element of a sust maintain the same occupation. As you write, your narrative must also include information about: -religion -geography -economy -housing "I, The Technocolonist Page 37 u would not find Roger Williams in Jamestown, for instance.) Use the class data base to find a famous historical person who matches your geographical area and time in history. Another requirement is that the Colonists from two of the three generations me geography, etc. What did they see? smell? hear? feel? What was the food like? The temperature? The weather? 7. Where did the family live - include the type of house, how it was built, who built it, etc. 8. Was there a "famous" person living in the colony? Who was it and why was the person famous? 9. Did this person know your Colonist? How did they meet? What influence did this have on the Colonist's life? 10. What was life like for the family? Tell what they did colony? How did this influence your Colonist? 3. What problems did the family have? Personal, political, economic, or religious, etc.? 4. How did the family feel? Were they happy? What did they like about their lives? What didn't elopment of the independent spirit which arose from the colonization. 1. Where and when was your Colonist born? Name the colony. What did your Colonist look like? 2. Who was in power in the colony at that time? What was happening in the rration? "I, The Technocolonist Page 41 FrEdMail Telelesson Project Third Generation The third generation writers will focus on the dev FrEdMail Telelesson Project 14. What finally happened to your Colonist? Did your Colonist die or was s/he alive at the end of your narration? 15. What historical events were going on at the end of your naough Saturday. What did they do on Sunday? Did they attend church? Which one? What was it like? 13. What did they do for recreation? Did the whole family participate? "I, The Technocolonist Page 40 ony? Who was it, and why was the person famous? 11. Did this person know your Colonist? How did they meet? What influence did this have on the Colonist's life? 12. What was life like for the family? Tell what they did Monday thrur Colonist see? smell? hear? feel? What was the food like? The temperature? The weather? 9. Where did the family live - include the type of house, how it was built, who built it, etc. 10. Was there a "famous" person living in the cola young adult? As an older person? 7. What made your Colonist happy? Sad? Angry? What did your character do for a living? 8. What was the colony like when your Colonist was living in it? Tell about the geography, etc. What did yothey do to make their lives better? 5. What did the individual members of the family do? 6. Your Colonist lives through a time period of 50 years. Did your Colonist get married? What was your Colonist like as a child? As a teen ager? As ? Personal, political, economic, or religious, etc.? 4. How did the family feel? Were they happy? What did they like about their lives? What didn't they like? What did they feel they could change or do something about? What did was your Colonist born? Name the colony. What did your Colonist look like? 2. Who was in power in the colony at that time? What was happening in the colony? How did this influence your Colonist? 3. What problems did the family have Page 39 FrEdMail Telelesson Project Second Generation The second generation writers will concentrate their efforts on the machinations of survival in the colonies. 1. Where and when influence their lives? What finally happens to your Colonist? Will you have the Colonist die or still be alive at the end of your narration? 13. What historical events were going on at the end of your narration? "I, The Technocolonist Monday through Saturday. What did they do on Sunday? Did they attend church? Which one? What was it like? 11. What did they do for recreation? Did the whole family participate? 12. What problems did the family have? How did this they like? What did they feel they could change or do something about? What did they do to make their lives better? 5. What did the individual members of the family do? 6. Your Colonist lives through a time period of 50 years. Did your Colonist get married? What was your Colonist like as a child? As a teen ager? As a young adult? As an older person? 7. What made your Colonist happy? Sad? Angry? What did your character do for a living? 8. What was the colony lEdMail Telelesson Project 18. SHARING-RESPONDING-REVISING: Having received the draft of the first generation, the second generation writers will peruse the draft for historical accuracy according to the information which they have researched. If they fe schedule flexibility in order for the student groups to meet and to deal with the telecom messages. "I, The Technocolonist Page 44 Frnarratives. "I, The Technocolonist Page 43 FrEdMail Telelesson Project As each subsequent generation receives material with which to deal, teachers must be aware of the need for morvia telecommunications to the second generation writers. As soon as the second generation writers begin to form their ideas for their narratives, they will send these notes and outlines to the third generation writers so that they may begin forming their n opportunity to begin forming their narratives. The sooner the second and third generation writing groups get information, the sooner they will be able to begin combining their historical and fictitious information. First generation drafts will be sent heir thinking and writing tasks. 17. TELECOMMUNICATING!: Even before the first generation writers have drafted their narratives, they should send outlines and notes to the second and third generation writers so that these subsequent writers will have aes and effects of the Colonial Period. Speculation on how these events shaped the lives of the people who didn't make it into the history books and references back to the timelines which the students devised about their own lives will assist students in tEREQ SKILLS file for instructions on how to run a search, if needed.) 16. WRITING-WAITING-WRITING-WAITING: While waiting for the first drafts to arrive via telecommunications, the second and third generation writers will delve more deeply into the caus searching the data base for information which is relevant to each group's colony and fictitious family. Students will need the historical information in order to make their narratives as historically accurate and believable as possible. (Refer to the PRhe end of your narration? 15. What historical events were going on at the end of your narration? 15. DATA BASE SEARCHES: Each class will focus on the historical people and events which shaped the generation for which they are responsible by Page 42 FrEdMail Telelesson Project 13. What did they do for recreation? Did the whole family participate? 14. What finally happened to your Colonist? Did your Colonist die or was s/he still alive at tt's life? 12. What was life like for the family? Tell what they did Monday through Saturday. What did they do on Sunday? Did they attend church? Which one? What was it like? "I, The Technocolonist how it was built, who built it, etc. 10. Was there a "famous" person living in the colony? Who was it, and why was the person famous? 11. Did this person know your Colonist? How did they meet? What influence did this have on the Colonisike when your Colonist was living in it? Tell about the geography, etc. What did your Colonist see? smell? hear? feel? What was the food like? The temperature? The weather? 9. Where did the family live - include the type of house, ind some discrepancies, they must write their concerns to the first generation writers and both groups will need to come to consensus about the material. This same step will be carried out by third generation writers. As drafts are received, some form of acknowledgement should be sent immediately. The designated telecommunicating student may have this responsibility. Additionally feedback to the writers should always include positive comments about the writing. NO COMMUNICATION ABOUT ANY OF THE WRITINGstress.25 Work at homeDeliver piecework to North End< Seamstress.25 Work at homeDeliver piecework to North End*Barmaid.25 Fort HillRequire experience< Seamstress.30 Work at homeDeliver piecework to Fort Hill3 Seamstress.30 Work at homeYom and board2Domestic Servant.10 SomervilleGood with horses:Domestic Servant.15 SomervilleNo room, board available= Governess.15 Dorchester"Share attic room with servant girl< Governess.25 Cambridge"Room and board, good with children< Seam Servant Girl.05 CambridgeSleep in attic= Servant Girl.05Roxbury"Genteel young woman, room and boar4 Servant Girl.05West EndGentleman's kitchen help:Gardner.10 Somerville!Room and board, experience a must.Domestic Servant.10West EndRooch family, room and board= Servant Girl.05Roxbury"Share attic room with laundry girl+ Stable boy.05 DorchesterSleep in stable6Blacksmith's assistant.05 CambridgeSleep over shop>Domestic Servant.05 CambridgeIntelligent young woman, room+?Domestic Servant.05West EndRoom and board for single woman?Domestic Servant.05West EndRoom and board for single woman?Domestic Servant.05West EndRoom and board for single woman=Domestic Servant.05West EndFren  !P nCHSTitle:ry 1 $ Per DayLocationNotesprint.to.clipboard # 85^6DD/r $  to each of the three classes. Classes may choose to bind them into a "family history album" to illustrate and display in their school libraries, etc. "I, The Technocolonist Page 45 their individual classes. 19. POSTWRITING: The third generation writers must bring the family saga to an end as the Colonial family moves with history into the period of the American Revolution. Once the saga is complete, all final narratives are sent SHOULD BE SENT UNLESS THERE IS AT LEAST ONE POSITIVE COMMENT INCLUDED. ** The teachers may implement various strategies included with writing as a process such as Read-Around Groups, Writing Response Groups, Learning Logs, etc. as needed in ung woman preferred5 Silverworker.30 CambridgeGood start for young man<Paper Mill Worker.30 CharlestownGood job for young woman' Seamstress.35 Work at home Piecework' Seamstress.35 Work at home Piecework' Seamstress.35 Work at home Piecework' Seamstress.35 Work at home Piecework/ Seamstress.35 North EndExperience necessary"Laborer.35 North End Boy's work"Laborer.35 North End Boy's work3 Seamstress.35 Garment Dist.Start for young girl4 Book collator.38DowntownGood jodesired0Hatmaker.30DowntownApprentice for young man6 Harness maker1.30 CambridgeWill train if necessary5 Shovel Maker1.50 North EndSkilled Worker Required- Carpenter1.65 DorchesterExperience a must8Railroad construction1.75Kentucky1e experience/Tailor1.50 Garment Dist.Experience Required/Painter1.50West EndInteriors and exteriors/ Carpenter1.50 SomervilleMust have own tools2 Cabinet maker1.50 CambridgeExperience required2Hatmaker1.50DowntownExperienced woman rience necessary2Spinner1.35 SomervilleHard-working young woman0Tailor1.55 Garment Dist.Must have experience0Tailor1.60 Garment Dist.Must have experience0Tailor1.65 Garment Dist.Must have experience0Tailor1.65 Garment Dist.Must havuired-Printer1.30 CambridgeMust have experience5 Shoemaker 1.30 e South CoveExperience required6 Machinist1.34DowntownGood job for experienced man8Carpenter's Helper1.35 SomervilleExperience required1 Blacksmith1.35 DorchesterExpeng3 Blacksmith1.10 CambridgeExperienced person only0Construction work1.15 Fort Hill Heavy lifting. Blacksmith1.15RoxburyExperience necessary: Store Clerk1.25West EndRead and write, good with sums. Clockmaker1.25DowntownExperience reqdry:Butler1.00 Cambridge"Room and board, knowledge of wines- Foundryman1.00 North EndExperience a help.Watchman1.00 SomervilleWork in woolen mill0Construction work1.10 Fort Hill Heavy lifting0 Day labourer1.10 Fort HillVery heavy liftisman. Day labourer.95 Fort HillConstruction work-Farmhand1.00 LexingtonExperience required:Bricklayer's Assistant1.00RoxburyExperience preferred0Construction work1.00 Fort Hill Heavy lifting0Farmhand1.00 CambridgeKnowledge of husban& Day labourer.90Docks Longshoresman& Day labourer.90Docks Longshoresman,Farmhand.90 CambridgeExperience required.Paper mill worker.90 Charlestown Will train,Farmhand.95 CambridgeExperience required& Day labourer.95Docks Longshorewoman preferred0 Bookbinder.65DowntownHardworking young girl) Day labourer.75 Fort Hill Grave digger;Roofer's Assistant.85 CharlestownNo experience required- Day labourer.85 Fort HillCleaning stables& Day labourer.90Docks Longshoresmanvy lifting/ Day labourer.65 South CoveConstruction work5 Day labourer.65 Fort HillGrave digger's assistant+Factory worker.65 Charlestown Will train6Factory Worker.65 CharlestownYoung woman preferred6Factory Worker.65 CharlestownYoung 's fashions2Tailor.55 North EndExperienced only need apply9 Shovel Maker.58 North EndApprenticeship for young man% Day labourer.60 South CoveDigging1 Foundryman.60 North EndNo experience required4 Day labourer.65 South CoveRequires hea"Laborer.50 North End Boy's work"Laborer.50 North End Boy's work1 Glassmaker.50 SomervilleIntelligent young boy, Cabinet Maker.50 CambridgeBoy apprentice* Day labourer.55 North End Street repair4Tailor.55 North EndExperience in ladyr's Apprentice.40 CharlestownGood start for young man3 Seamstress.40 Garment Dist.Start for young girl"Laborer.45 North End Boy's work3 Seamstress.45 Garment Dist.Start for young girl9 Live-in Tutor.50RoxburyKnowledge of French or Germanb for young girl/ Seamstress.40 North EndExperience necessary/ Seamstress.40 North EndExperience necessary8Tailor's Assistant.40 North EndIntelligent young man"Laborer.40 North End Boy's work"Laborer.40 North End Boy's workAShoemake00 jobs available- Carpenter1.75RoxburyMust have experience(Mason1.75RoxburyExperience required0 Brick Mason2.00West EndExperienced man only1 Carpenter2.00 CharlestownWork in cotton mill.3Overseer2.00DowntownNative-born Americans only5Overseer2.00 CharlestownKnowledge of woolen mills4Overseer2.10 CharlestownKnowledge of paper mills= Law Clerk2.50 Cambridge"Gentleman Harvard Graduate desired?School teacher3.50 CambridgeKnowledge of English Literature555-9817Wallace & Associates(415) 555-7651OElizabeth Hardy1256 Red Rose PlSun CityCa95432 (408)555-9825At HomenoneH Joseph Berg1276 Mendocino Dr PagevilleCa98124 (415)555-9111Retiredl Chelsey Brown1256 Sobrato Blvd #6SunvilleCa99999 d James Bliss2453 Varidian Dr PagevilleCa98124 (415)555-1278Pageville Trade School (415)555-1457^ Michael Chang3567 Saratoga AveSoranoCa89724 (415)555-9236Chang's Catering (415)555-9675d Jim Wallace2367 Martinez Way PagevilleCa98124 (415)SolanoCa90211 (408)555-1676Solano School District (408)555-1290`Deborah Harrod8765 Sand Hill Rd PagevilleCa98124 (914)555-1675Country Crafts (914)555-9812Z Sue Withers1256 Blue Sky DrSolanoCa90211 (408)555-6734Home Mail Order (408)555-6735787Applied Accounting (415)555-9897] Stan Smithers 99 Alma AveSunvilleCa99999 (408)555-9896Sunville Solar Inc. (408)555-9012ZJoe Christensen995 Albion WaySaranoCa89724 (907)555-2346 Sarano Lumber (907)555-2312a Chris Stanley446 Salinas Dr[ Joe Espana 987 Curtz AveSun CityCa95432 (415)555-6P nCHSlist    !Business Phone-s-LABELS))))))))))))))))))))    !!! P nCVSNamegory 1StreetCityStateZipPhoneBusinessv666DD/    (408)555-1457Sunville School - Teacher (408)555-1452o Carol Langley22 Santa Marta Way #12SunvilleCa99999 (408)555-8777Langley Temporary Services (408)555-2453d Janet Strauss225 Oroda #453SolanoCa90211 (408)555-1115Lynch Securities Analysis (408)555-9763e Marin Jamison1278 Moraga Ave Moraga HillsCa99998 (703)555-1652Jamison Electronics (703)555-9876d Marty Benson 1276 Skyview Moraga HillsCa99998 (703)555-1298Benson's Tack and Feed (703)555-9814q Elaine Peters1245 De Anza AveSunvy Care Center (415)555-6754[ Robert Liszt 9967 Tahoe DrSun CityCa95432 (415)555-9871Freelance Writer (415)555-9115illeCa99999 (408)555-6434"Professional Tax Consultants, Inc. (408)555-1267jPeter Kristofferson1245 Hayden Way Moraga HillsCa99998 (703)555-9127Resort Real Estate (703)555-1110a Kris Roberts 19 Sunrise PlSun CityCa95432 (415)555-7453Sunset Da