Teacher(s) Name: Ms. Terry
School: Varina HS
Grade Level(s): Grade 12
Content Area(s): English
Lesson Summary
The idea for this lesson was sparked after viewing the documentary “Searching for Sugarman.” The premise of this documentary is that a man is more famous in apartheid South Africa than Elvis, and has no idea! Musician Rodriguez’s albums were in many record collections there in the early 70s, but no one had ever attended a concert because he was living in squalor in Detroit. Many rumors surrounded Rodriguez, and one journalist decided to track him down. He did this through annotating song lyrics. So I had my students do the same—we annotated songs! Prior to viewing the documentary, “Searching for Sugarman,” students listened to and annotated several songs. I intentionally choose songs across several genres to peak student interest. The last song that we annotated was the song that the journalist used to track down Rodriquez. I had students annotate for the same key points as the journalist. He ended up finding Rodriguez and helped to bring him to South Africa for several sold out shows. This journalist solved a historical mystery. After we completed the documentary, students were to choose a Historical Cold Case and attempt to solve it. The topics students researched covered mysteries such as “Who was Jack the Ripper?” to “The Disappearance of Amelia Earhart” to the more contemporary topic of “Is Tupac Still Alive?” The end product could be an essay, a poster, a presentation, a movie, or a product of the student’s choice.
TIPC Ratings
Research & Information Fluency
Rating:Ideal – Explanation: The students generated questions, selected topics for research, conducted research independently, and then used the information gathered to solve the mystery of the selected cold case.
Communication & Collaboration
Rating: Not observed – Explanation: This was a project designed to be completed independently, but it could easily be modified to incorporate group work.
Critical Thinking & Problem Solving
Rating: Approaching – Explanation: The project was driven by student choice through the selection of the Cold Case, to the questions students developed to guide their project. They applied the tools to eliminate theories and form their own conclusions about the mystery, the kind of authentic task taken on by detectives and journalists in the world beyond the classroom.
Creativity & Innovation
Rating: Approaching – Explanation: Students created original work inspired by their mystery, with the freedom to determine which presentation type fit their project best and spoke to their creativity. Some students wrote essays, others created interactive art, some developed presentations or movies.
Student Artifact
Lesson Materials
