Summary
In this lesson, students will learn about the history of Ivy League institutions and their role in postsecondary education. They will begin by becoming familiar with some of the many famous and successful people who attended Ivy League schools. Students will explore and conduct their own research on the top schools of interest to them and reflect on which school they would most want to visit. This lesson is designed to accompany a campus visit to an Ivy League school, but it can also be used as a standalone lesson.
Essential Question
What challenges might limit underrepresented students from attending Ivy League schools, and how can they be addressed?
Learning Goals
Analyze the historical background of Ivy League schools.
Collaborate in researching Ivy League schools to identify which school best meets their personal and academic goals.
Snapshot
Engage
Students will hear about famous and successful people who attended Ivy League schools.
Explore
Students will read a short article about the rise of Ivy League institutions.
Explain
Students will conduct their own research on an institution of their choice.
Extend
Students will create a one-pager to share their research.
Evaluate
Students will reflect and decide which school, of the schools they’ve explored, they would most want to visit.
Materials List
Lesson Slides
Devices with internet access
The Rise of the Ivy League Universities reading (attached, one per student)
Pens/pencils
Research Notes Organizer handout (attached, one per student)
Instructions handout (attached, one per student)
One-Pager Example handout (attached, optional)
Paper
Markers/colored pencils
Sticky notes
Scissors (optional)
Engage
10 Minute(s)
Display slide 2 from the Lesson Slides to introduce the lesson title. Explain to students that you will be showing them different individuals and giving them a brief background of each one. As you walk students through each slide, have students begin to brainstorm what these individuals might have in common.
Go through slides 3–6. For each slide, give a brief overview of the individuals who are shown.
Using the instructional strategy Tell Me Everything, have students respond to the question on slide 7.
“From politicians to entertainers to entrepreneurs, what might all of these successful individuals have in common?”
Encourage a few students to share their responses, and then move to slide 8. Tell students that all of the individuals mentioned on the slides have graduated from an Ivy League school.
Display slides 9–10 and review the essential question and learning objectives with the class.
Explore
35 Minute(s)
Display slide 11 with the video History of Ivy League Schools: Sports and Education. Before starting the video, ask students to consider a POMS – Point Of Most Significance as they watch. Following the video, invite students to share what stood out the most to them from the video.
Once students have shared responses, display slide 12 and distribute The Rise of the Ivy League Universities reading. Students will use the Stop and Jot strategy to pause after each section and summarize what they’ve learned in the appropriate section of the handout.
After students have completed reading and filling out the handout, have them discuss their summaries with their elbow partner. Refer back to the essential question on slide 9. Have students use their knowledge from the video and the handout, as well as their personal thoughts, to respond. Invite a few to share their responses.
Explain
25 Minute(s)
Distribute a copy of the attached Research Notes Organizer handout and the Instructions handout to each student. Display slide 13 and, as a class, review the information and handouts. Answer any questions that might arise. Once students have an understanding of the task, inform students to focus only on the research portion for now and complete the Research Notes Organizer handout.
Extend
25 Minute(s)
As students near the end of their research, display slide 14. Inform students to refer to the Instructions handout for instructions on completing a One-Pager.
The one-pager should be a visual representation of the research students have already conducted. Walk them through all of the expectations listed on the handout.
Emphasize that they have plenty of freedom in how they choose to present information in the chart, but they are expected to create well-organized and easy-to-read charts with correct spelling and grammar. They are also expected to include all the required elements outlined in the instructions.
After sharing the instructions, provide students with time to work with their groups to complete their one-pager.
Evaluate
10 Minute(s)
Distribute a scratch piece of paper or sticky note to each student. Display slide 16 and ask students to write an Exit Ticket with their answer to the following question:
If you had the opportunity to complete an Ivy League campus tour, what school would you select, and what is one question you’d ask during the tour?
Have students turn in their exit tickets and one-pagers to assess their learning.
Follow-Up Activities
Consider following up this activity by taking students on a campus visit.
Resources
K20 Center. (n.d.). Bell ringers and exit tickets. Strategies. https://learn.k20center.ou.edu/strategy/125
K20 Center. (n.d.). Canva. Tech Tools. https://learn.k20center.ou.edu/tech-tool/612
K20 Center. (n.d.). One-pager. Strategies. https://learn.k20center.ou.edu/strategy/72
K20 Center. (n.d.). POMS: Point of most significance. Strategies. https://learn.k20center.ou.edu/strategy/101???????
K20 Center. (n.d.). Stop and jot. Strategies. https://learn.k20center.ou.edu/strategy/168
K20 Center. (n.d.). Tell me everything. Strategies. https://learn.k20center.ou.edu/strategy/107
Watchmojo.com. (2011, September 2). History of Ivy League schools: Sports and education [Video]. YouTube. https://www.youtube.com/watch?v=LUuTn3rVaQw
