Skip to main content
1 Review | 384 Downloads

The Great Thanksgiving Listen (2021)

  • The Great Thanksgiving Listen
  • Preview of TGTL2021_Toolkit_10.12.21-6165e124a54cc-6165e124a54ce.pdf - page 1
Subject English Language Arts — Speaking and Listening, Social Studies — Historical Thinking, US History
Grade Level Grades 8-12, Higher Education, Adult Education, Professional Development
Resource Type Activity
Attributes Good for Parents
Standards Alignment
NGA Center/CCSSO
License

Attribution Non-commercial NoDerivative

CC (BY-NC-ND)

Description
Resources
Standards
Reviews

The Great Thanksgiving Listen is a technology-based assignment originally developed for high school students studying American history, social studies, English, language arts, journalism, drama, ESL, media and technology. It has also been applied successfully as an extracurricular and community-building opportunity in classrooms, OST (out-of-school) environments, community centers, living rooms, and kitchens across the country.

Young people – and people of all ages – create an oral history of the contemporary United States by recording an interview with an elder, mentor, friend, or someone they admire. Interviews become part of the StoryCorps Archive at the American Folklife Center at the Library of Congress. Via the StoryCorps website, the complete interview is also shareable with teachers, friends, and family.

If the conversation will be taking place between two people in the same place, it can be recorded using StoryCorps App. If the conversation will be taking place between two people in different locations, it can be recorded using a web-based platform, StoryCorps Connect. Both tools are free to use.

**This resource has been updated for 2021**

 #7 Top Partner Lesson of 2020

Standards

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Reviews

5.0
1 Review
(No subject)
vfischmann_3007487
November 11, 2020

This resource is part of the following collections