CECsst.236


TITLE:  "Putting some spark in Black History Month"

AUTHOR:  Christopher P. Hegele, Denver Academy;
         Denver, CO.

GRADE LEVEL:  6-12/U.S. History or Literature

OVERVIEW:  This activity, while primarily used in high
school, can be adapted to any age group by "beefing" up or
"slimming down" information teacher plans to present.

PURPOSE:
     As a way to liven up Black History Month for the
students (our primary reason for using this activity is to
shake the February doldrums!) and for colleagues to a) work
together and b) interact with students of other classes a
"triple team" approach to present information on important
Americans of African Ancestry is used.
     In addition, the structure of this activity lends
itself to the learning strengths of the four different
learning types we have identified at Denver Academy.
     1)   The Answerer (student who thrives on lectures,
          learning facts, mastering information),
     2)   The Dancer (student who needs to move around,
          learns by having his/her hands on something,
          likes music and visual stimulation),
     3)   The Relater (student who interacts with his/her
          peers--the cooperative learner),
     4)   The Debater (student who likes to analyze,
          argue, and discuss issues--the critical
          thinker).

OBJECTIVE(s):
Students will learn by brief (10-15 min.) lecture, overhead
transparency, music and brief film (1-2 min. clips) about
key "AAA"'s in education/science, the military, and the
arts. Each teacher at their respective station will present
biographical data on three "AAA"'s. Students will be able to
post an 85% or better grade on a multiple choice (answerer),
essay test (debater) on nine "AAA"'s for homework. Time left
over at end of period can be used for review. Students can
be divided into twos and threes to discuss their notes
(relater).

RESOURCES/MATERIALS:
Three overheads or portable chalkboards,
Three VCRs, compact disc/tape cassette recorder
A large room (an auditorium with fixed chairs is LEAST
desirable--you want to be able to arrange chairs in a way
that three groups can be 20-25 feet away from each other to
avoid distraction),

Excerpts from "Golden Key" comics would be useful for
younger students as they give illustrations and basic
stories of great "AAA"'s.

"Clozure" lecture notes on three key "AAA"'s if desired by
particular instructor.

ACTIVITIES AND PROCEDURES:
We combine two classes (usually 24 students--class size is
deliberately kept low at the Academy) and divide them
equally among three stations.

Students will take notes in their notebook or in instructor-
provided "clozure" lecture sheets.  (Every fifth to eighth
word deleted, usually a key word/date. Instructor lectures,
students follow by writing in missing word.  Instructor can
repeat/emphasize word to keep the pace of the lecture
moving).

At the end of 10 minutes students move to a different
station (clock-wise).  This can be enhanced by the playing
of an important "AAA"'s music, an audio cue to move.  We
find it helps to rehearse this with our students before we
begin the activity so they can associate music with
rotation.

TYING IT ALL TOGETHER:  We have found student interest and
participation stimulated by this activity.  Whether it is
the novelty of contact with new instructors, music, video
clips, getting out of the classroom, movement, or the
subject material we don't know but we get requests to "do it
the way we did it during Black History Month in February" a
lot from the students.  We suspect the appeal is a blend of
all of the above.  Class time can be used to process what
they've learned, who they think the most accomplished "AAA"
is, why we should note their accomplishments, or correct
tests.  Try it!