Learning+Activity+4-C-1

=Home > Learning Activity 4-C-1: Photos and Posters Lesson Plan=

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Jessica's Lesson Plan (Finished)

 * Title:** Images of Empire


 * Overview:** Students will examine photographs of the Suez Canal & Port Said and posters created by Britain's Empire Marketing Board to determine the consequences of empire in both the colonies and the mother country.


 * Subject Area:** 10th grade World Cultures


 * Duration:** One 90 minute class period


 * Materials:** Computers with Internet access and word processing capabilities; Printed color versions of all images used in activity; World maps, globes, and atlases (while maps can be accessed on-line the globe will provide a three dimensional perspective); at least 36 colored pencils (4 of 9 different colors); Two SEA worksheets for each student; Venn diagram worksheet for each student


 * Prior Knowledge:** This lesson will fit into the fourth unit of a world cultures course. In the first unit, students have learned about the development of human history beginning with the Neolithic Revolution approximately 10,000 years ago up to the current globalized society. In particular, they have identified the impact of the Industrial Revolution, the Age of Imperialism, and the emergence of the Information Age. The students have completed a chart that compares the political, economic, and social factors causing and resulting from imperialism. Further, they have already studied the cultures and physical & political maps of Africa and Southwest & Central Asia. Students have also been briefed and practiced document and data analysis as well as using the Internet to find reliable information. This unit, on Europe, focuses on the emergence and expansion of European culture through colonialism and imperialism.// Very good, solid prior knowledge background here. CK .//

//Special Note: The classroom will be set up so the desks are organized in 9 stations prior to student arrival. Each station will have one print color version of one of the photos or posters. As listed below, the stations will be organized so that the photos and posters are alternating at each station. Each station will have its own color and corresponding colored pencils.//
 * Procedure:**

1) The anticipatory set will have students brainstorming what they know about imperialism and the British Empire. During the class discussion, we will review the political, economic, & social implications discussed in unit 1. Further, the extent of the empire will be re-iterated by pointing out areas ruled by Britain on the globes/maps.// Very good method, very effective. CK .//

2) The teacher will explain to students that they will be rotating to different stations to analyze and interpret photos and posters dealing with the British Empire. The SEA sheets will be handed out and students will label one page "POSTERS" and one page "PHOTOGRAPHS." They will be reminded how to use the SEA sheets. The only information students will be given about the images is that the photos were postcards and that the posters were created by the Empire Marketing Board.// Good CK .//

Sources:// These are very useful for this lesson plan. CK .// Photographs: B. Suez Canal D. Steamer Traversing Suez Canal F. Port Said Photograph H. Port Said Panoramic View Posters A. Suez Canal C. Empire Tobacco E. Sisal in East Africa G. African Coffee Poster I. "Buy Empire Goods"

3) Students will be heterogeneously grouped in pairs or trios and assigned to one of the nine stations. The group will spend about 8 minutes at each station and use the colored pencils at that station to take notes on the image. Students will NOT get to each station during class but time must be strictly observed so that students get to view at least 6 images. Throughout the station activity, the teacher will move about the room helping students and ensuring everyone stays on task.// Just a thought, have you considered the way in which you will group students together? CK .//

4) For the last 10 minutes class, students will use a Venn diagram to compare the similarities and differences between the photographs and the posters

5) For homework, students will write a short reflection explaining how the British Empire was experienced by the colonists, the colonizers, and "ordinary" people in Britain. This reflection must use at least 4 specific examples from the images analyzed in class.// This is a fine use of the homework, getting students to reflect on what they learned in class. Good. CK .//

//Note: While students will be asked to use the print copies in class, links to ALL images will be posted on the teacher's webpage for absent students or any student that would like to see the images. These links will be color-coded in the same manner as they were in class. Good idea, it saves everyone time. CK //.

Informal teacher observation SEA sheets & Venn diagrams collected & checked for completion Reflective essay graded for quality of content/ideas
 * Assessment:**

== Great ideas and I think the use of stations is a great way to get kids up and moving. They are more engaged in the lesson when they have to view materials and complete activites in a certain period of time! Well done.---Jamie ==
 * Connections to Other Units**: This lesson addresses imperialism, a major theme throughout the course. In the first unit, the concept is introduced. Throughout the class, we examine the historic implementation of imperialism, the reaction against imperialism, and contemporary implications of this period. This activity reinforces the impact of propaganda.

Angie's lesson plan
4-C-1 Photos and Posters Lesson Plan

In this lesson students will compare two posters aimed at children during World War I. The goal of the posters is to convince children to grow food in school gardens. Students will also look at a photo of children working in a school garden. Some background information has also been provided.

Resources:

[] Poster “Helping Hoover in our U.S. School Garden” Shows a boy and girl with a wheelbarrow full of vegetables.

Background information from Herbert Hoover Presidential Library site: Hoover was asked by President Wilson to be United States Food Administrator for U.S. during war. He directed the American Relief Administration which fed 350 million people in 21 countries during war.

[] Poster “FOLLOW THE PIED PIPER Join the United States School Garden Army Shows Uncle Sam as the pied piper followed by children holding gardening tools.

[] This article provides background information on school gardens.

[] photo of children working in garden. c.1912-1922

Students will analyze the posters “Helping Hoover in our U.S. School Garden” and “FOLLOW THE PIED PIPER Join the United States School Garden Army” using NARA worksheets.

Then students will compare the two posters using a Venn Diagram.

Students will use a KWL worksheet for the photo.

Students will read the background information provided in order to answer any questions that may arise from their observations.

This activity will promote critical thinking skills because they have to analyze posters and photos. They also have to develop questions based on their observations and find the answers to those questions.

This lesson will integrate with my curriculum in that my local history project is going to focus on children and education 100 years ago. There is a school garden at my kids' school. We could compare the use of the garden and where the food goes to how the school garden was used during WWI.

// Angie-This is a well put together lesson plan. Similar to the war posters we examined this week, but a different war, different audiance. The resources you are using for this are really effective and students should be able to relate to the photos. I like how you are using the school garden at your child's school as a comparative factor, this helps to make the lesson real. Again, you are promoting critical thinking skills in kids, and this is very important. Well Done. CK. //

Sean's Lesson Plan
In this lesson students will gain an understanding of the protesting of the Vietnam War. Students will research our first amendment rights under the Constitution to gain an understanding of our basic rights to protest and assemble. This activity is designed by students not to form an opinion about the Vietnam War, but to understand why and how people protested.

Resources:

// Very effective pictures and posters. This is the first time that I have seen the posters you listed below. CK .// Pictures: Saigon before the war and after the war. [] [] Posters: Antiwar posters to analyze. [] [] [] Before students explore the pictures and posters linked above, each student must find three sources of information that explains American involvement in the Vietnam War. Each source will be outlined and a clear idea of why the U.S. entered the war must be highlighted.

After students understand the reasons why the U.S. entered the war, students will read a chapter from “Vietnam: A Modern History.” This chapter will explain to students the generalities of the war and why it became so unpopular in the United States.

After completing the above assignments first, students will use a KWL worksheet to analyze the photo’s of Saigon before and after the war.

Next, students will use a Venn Diagram and compare and contrast two of the three posters listed above. When completed students should gain an understanding of why many Americans protested the War in Vietnam. This lesson will serve as an introduction to our discussion on our rights under the Constitution. Students will understand how the use of both photo’s and posters can be used for effective protesting. Finally, students will debate the idea of protesting in general and decide which methods of protest are effective and which are not.

// Sean-I like the idea of a debate. This plan has a well developed, step-by-step process that allows students to learn the material while developing critical thinking skills. Also, the debate gets them to apply what the have learned. Well done. Chris .//

Rosie's Lesson Plan
__Photos and Posters Lesson Plan: Overview:__ This will serve as an extension activity to further investigate China’s Cultural Revolution under the direction of communist leader Mao Zedong and his Red Guard Army. __Subject/Grade level:__ 6th grade social studies __Duration:__ Three 42-minute class periods __Materials:__ // Good layout of all needed materials for the plan. CK. // 1. Mao’s Cultural Revolution and the Red Guard KWL chart 2. NARA worksheets for photo analysis 3. Venn Diagrams for comparing/contrasting two Cultural Revolution posters & Photos 4. Laptops with access to the internet and links to the following sites: o **Photos:** [] · [] · **Posters: · [] ** · []

5. NARA worksheets for photograph analysis __Prior Knowledge:__ Students will have already learned the basics of communism, China’s Revolution, Mao Zedong’s radical policies, his Cultural Revolution (both the way it was promoted, and the damage and atrocities it actually caused), the Red Guard, and the purpose of Mao’s red Cultural Revolution Booklet. They will have also learned what and how propaganda posters are used for.// This gives them the base of information they need. CK .// __Procedure:__ 1. Divide class into small groups and distribute laptop, activity directions, laptops, links, KWL charts, Venn Diagrams, and NARA WS’s. 2. Groups will fill out the K & W columns of the KWL chart 3. Groups will analyze the photographs using NARA worksheets for each photo. 4. Groups will then compile their photograph analysis on a Venn diagram. 5. Groups will analyze the two posters and compile their findings on the Venn Diagram WS. 6. Groups will discuss how propaganda propelled the idea of Cultural Revolution.// This is a solid connection here. CK. // 7. Discussion and sharing of findings will follow as whole-group instruction.// This is good, bringing all groups' ideas into one forum. CK. //

Students will apply their knowledge of the Revolutionary War from their social studies unit to help the teacher create an idea cloud on the board for the reasons the war was fought.
== The teacher will then introduce the novel, //My Brother Sam is Dead, a story on the Rovolutionary War.// Students will be asked to define the word propaganda and discuss how propaganda might have influenced colonists' decisions to join either army.// Nice lead-in, good way to connect to prior knowledge while using the text as well. CK .// ==

__Procedure__:
== Students will then view and discuss various pieces of propaganda throughout history encouraging war and other propaganda messages relating to certain people. Students will analyze photos and posters by completing NARA worksheets. Students should focus on the different messages being sent and how those messages may have persuaded view points and opinions toward war. // Good. CK .// ==

__Assessment:__
== Students will then choose a side to support; Patriot or Loyalist and create a propaganda poster of their own. It can either support their stance or oppose the opposite stance. Then individually, students will create a persona of a colonist and then write an essay from that persona's perpective. They will discuss why they have supported either side with details from their poster and picture analysis. // Good way to assess students. This is a creative way to not only check for understanding, but to continue with the learning process as well. CK .// ==

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[] Pictures: []

Tara's Lesson Plan
Tara Goodrich’s Lesson Plan

Overview of Lesson Plan Propaganda and Relationships of World War II: The purpose of this lesson is to encourage students to think critically about propaganda affected the relationships during World War II. As part of this lesson, students will view various propaganda posters from World War II, which are directed at both the men and the women of the Nation. Students will analyze the images using the NARA worksheets for posters. The purpose of the lesson is for students to gain an understanding of how propaganda of the time might have affected relationships during and after the war.

Subject Area · English II (10th Grade Language Arts)

Duration · One 80-minute period

Materials Needed · Color copies of images, as well as online access to the following images: · A copy of the NARA worksheet for posters (one for each source) // Very interesting propaganda posters. CK .//

Prior Knowledge · Students have background knowledge of World War II (i.e. causes for war, important battles, etc.) from prior history courses.// Good, this will be very helpful. CK .//

Lesson Procedures · Students will work in teams of four to analyze each of the posters. Students will use the NARA analysis sheet for posters. One member of each group will be expected to be the secretary for each group.// Giving group members jobs like this is important, it gives each member a vital function within the group. CK .// · Upon completion of group analysis, members of the group will be asked to discuss the following four questions in regards to their analysis. • Who do you think the posters were aimed toward? • How do you think the posters affected each demographic of people? // I like the exploration of the demographics of each of the target audiances .// • Based on your observations, how do you think the posters affected relationships during this time period? Use examples to support your thoughts.​ // Good lead in to the product part posted below. CK .//

Product · Based on the poster analysis and student discussion, each student will record an audio file, which is a fictional account of either a male or female about to enlist in the service. The audio file should include the following topics: who the person is (basic demographics) why the person chose to enlist (at least two reasons explained), who the person is leaving behind or parting from, and how they predict this enlistment will change their relationship. Prior to submission, students will share their audio file with a student from a different group than their original group.// This is an excellent outcome of the lesson. The product will help students to undestand what it must have been like to enlist. This also taps in creativity. CK .//

Paul Smith's Lesson Plan
**//Japanese Americans During World War Two //**

The goal of this lesson is to make students more aware of the impact of World War Two on Japanese-Americans living on the western coast of the United States.This is one of the more unknown events in American history, yet it remains a highly controversial action by our government to this day.Students will examine an anti-Japanese poster, an image of Japanese internment, as well as a famous Norman Rockwell painting that was used as a propaganda poster during WWII.After examining each of these, students will debate the reasons for such a reaction in the United States and well as the morality of such actions.Students will also apply the ideas of Rockwell’s painting to current affairs within our country.
 * __Overview of Lesson Plan__ **

US 2 / Civics Class.This lesson ties into a US 2 curriculum on the impact of World War Two on American society.This could also fit into a Civics unit on civil rights.Many saw Japanese internment as a violation of civil liberties.However, the Supreme Court case //Korematsu v. the United States// upheld the actions of the American government.
 * __Subject Area__ **

This lesson will take one to two 40-minute class periods. 1 - **[]** This is a link to Norman Rockwell’s painting “Freedom from Fear.”The “Four Freedoms” was a speech given by President Roosevelt depicting the reasons why Americans were fighting World War Two.To enforce the speech, Norman Rockwell painted a picture depicting each freedom.As an extension of this lesson, students will create their own “Freedom from Fear” poster with a current issue. 2 - [|http://memory.loc.gov/cgi-bin/query/I?fsaall:1:./temp/~ammem_G8Fa::displayType=1:m856sd=cph:m856sf=3c29127:@@@fsaal] This is a link to a picture of a Japanese child whose family is being relocated to an internment camp during WWII.The students will use a KWL worksheet as a way to examine this photograph and introduce the interment of Japanese-Americans. 3 - [] This is a war bonds poster, but it also depicts the anti-Japanese sentiment that many Americans had during WWII.This poster is just one of many examples of how Americans viewed the Japanese after the attack on Pearl Harbor.It also allows for students to understand the American fears towards the Japanese and why they might put Japanese-Americans into internment camps. 4 – Copies of KWL worksheet. 5 – Copies NARA worksheet for posters.
 * __Duration__ **
 * __Materials Needed__ **

Students will have already learned about the attack on Pearl Harbor.This attack created a great amount of anti-Japanese sentiment along the west coast of the United States. Many people felt that Japanese immigrants, even those that were native born, might be more allegiant to their native Japan than to the United States. Students will understand from previous lessons on immigration about the already high anti-Japanese sentiment toward this immigrant group. Students will have an understanding on the Bill of Rights and the civil liberties that are guaranteed to all American citizens. // Very good knowledge base here. Students will be well prepared for this lesson. CK .// Students will start the lesson by reviewing what they know about the surprise attack on Pearl Harbor on December 7, 1941.Students should discuss what impact this attack could have on American society.Answers could include more support for the war effort and declaring war on the Japanese and entering WWII.Students should then theorize the impact that the attacks could have on the Japanese-Americans living in the United States.// This is a good lead in to the issues that Japanese Americans faced after the attack. CK .// To help students understand the view that many Americans had on the Japanese during the war, students will complete an NARA worksheet while examining an anti-Japanese propaganda poster from WWII.After students start discuss how Americans felt for the Japanese, discuss if this sentiment would be the same for any Japanese immigrants or those will Japanese ancestry living in the United States.// Very good application here. CK .// To help students theorize the impact on Japanese-Americans, students will complete a KWL worksheet while looking at the picture of the child and his family as they are being placed in an internment camp.The KWL will be a great way to get students to start thinking about how the Japanese-Americans will be treated at home during the course of the war. After completing the first two sections of the KWL, the teacher will provide some information on the Japanese being relocated to internment camps during WWII.This occurred after President Roosevelt issued executive order 9066, which allowed for the relocation of Japanese-Americans to designated areas in order to prevent any future attacks from occurring.According to the government, this was done to help “keep American safe.” Students will then learn more about the camps that the Japanese-Americans were put in for the duration of the war.Conditions will be explored, as will the different reactions that Japanese-Americans had to this treatment. Students will then debate on the constitutionality of such actions by the United States government.Students will apply their knowledge of the Constitution as well as the internment of Japanese-Americans to form their opinions.Students will also make a connection to other times in American history when civil liberties are violated / taken away in order to keep the country “safe.”Such instances could include the Alien and Sedition Acts, the Espionage and Sedition Acts / //Schenk vs. the U.S.// during WWI, and Patriot Act / events that followed the 9/11 attacks. As a final product, students will be asked to examine Norman Rockwell's “ [|Freedom from Fear” poster]. If they were commissioned to design a “Freedom from Fear” poster for the new millennium, what issues would they depict?This could be done in either writing or in a Rockwell themed painting. // It is important to take the event, as you have, and connect it to other such acts, such as the Patriot Act following 9/11. CK .//
 * __Prior Knowledge__ **
 * __Lesson Procedures__ **

Students will complete a KWL worksheet for the picture and an NARA worksheet for the WWII propaganda poster. Students will create an opinion essay on the constitutionality of Japanese internment.They will also relate this event to other period in American history where civil liberties have been taken away / violated in order to keep the country “safe.” Students will create their own “Freedom from Fear” poster depicting an issue from the current time period. // These products tap into different learning styles of students, giving them more than one way to apply what they are learning. CK .//
 * __Product__ **

This lesson applies to World War II, as well as the presidency of John Adams (Alien and Sedition Acts), World War I (Espionage and Sedition Acts) and current events. // Good. CK .//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Connection to Curriculum__ **

Steve Vaughan's Lesson Plan
Subject: World History Unit: The Cold War Grade: 9/10 Class Length: 50 minutes

Objective: By analyzing two photos taken in mid-August, 1961 and comparing them to a propaganda poster produced in the Soviet Union after World War II, world history students will draw distinctions about the Communist ideal and the reality of life in Eastern Europe during the Cold War.

Materials: // The sources you are going to use are very appropriate for this topic. They allow for a solid connection from what is portrayed, and what is real. CK .// · Photo of the border of East and West Berlin taken August 13, 1961 · Photo of the border of East and West Berlin taken August 15, 1961 · Soviet propaganda poster showing Lenin speaking to a boy. Lenin is telling the boy “The dreams of the people came true!” · NARA Poster Analysis Worksheet · NARA Photo Analysis Worksheet (2)

Procedure // This is a good, developmental procedure that is in a progressive format, not too much at once. CK .// · Teacher will show a power point slide of the Soviet propaganda poster. The teacher will translate the Russian caption: "The dreams of the people came true!" · Teacher will distribute the NARA poster analysis worksheet to students and provide 5 minutes for students to fill out the worksheet

· Teacher will distribute copies of the two photos of the border of East and West Berlin, along with a KWL worksheet. o Photo One: Taken August 13, 1961, this is a famous photo of an East German border guard jumping newly placed barbed wire. He is escaping from East Berlin by jumping into the West. The barbed wire was just installed the previous night, the first step in the construction of the Berlin Wall. o Photo Two: Taken August 15, 1961, this photo shows East German workers and military replacing the barbed wire with a stone wall. There is a great deal of construction activity and machinery on the east side of the wall, and several people are watching from the west side. There are no spectators on the east side of the wall other than military or police. · Without explaining what the photos are, the teacher will have students analyze the photos by completing the “K” and “W” portions of the KWL worksheet. Teacher will allow 5 – 10 minutes for students to complete this task. // This step gets students to think about the photos and draw conclusions .//

· After students have had time to complete the worksheet, the teacher will probe students to try to determine the subject of the pictures.// You could use hints and guided practice here. CK .//

· Students may figure out the photos are related to the Berlin Wall. After a few minutes, if no one has figured it out, the teacher will explain the first photo was taken on August 13, 1961. With the online connection in the classroom, the teacher will “Google” that date. Google will provide millions of hits related to that date dealing with the Berlin Wall.

· Teacher will discuss the Berlin Wall, when it was constructed, events leading up to its construction (//mainly to fight “brain drain” of skilled workers leaving East Germany for the West, which had resulted in the loss of over 2 million people in the previous few years, over 10% of the population//), and the consequences of its construction (//increased Cold War tensions, halted the flow of refugees from the Soviet bloc to the West//).

· Teacher will return to the Power Point slide of Lenin and review the NARA worksheet details that the students completed. The teacher will explain that the older man is Lenin, and he is speaking to a school boy.

· After reviewing the poster NARA, teacher will lead class discussion on the differences between what the poster’s message is and the reality of life in the East as illustrated by the two photos.

Assignment: Students are to complete the “L” portion of the KWL. If they do not complete it during the class period, they are to complete it at home.// Good application of what was learned. CK .//

Robert McCord's Lesson Plan
Robert McCord
 * Learning Activity 4-C-1: Photos and Posters Lesson Plan **
 * The Counter Culture of the 1960s **

__ Overview: __ Students will write a short research paper on the counter culture movement of the 1960s using posters and photos of hippies as their primary sources. Students will augment these with secondary sources online that describe the counter culture movement. In the paper students will compare/contrast college students of the 60s with today’s generation in appearance, outlook, values, and challenges.// I think that your students will be really interested in this assignment. CK .//

__ Subject/Grade level: __ college freshmen/research writing

1. Instructor will demonstrate how to use NARA and KWL worksheets and SEA method for posters and photographs. 2. Class will discuss their current knowledge of the 60s counter culture movement (hippies). Results put on the board and recorded online on course Angel page.// Good-you prepare them for what they will do next. CK .// 3. Various counter culture posters are here: [] This site also contains images of rock posters of the 60s and other related material. Photos of hippies will be found via Google image search.// I found these to be really interesting. CK .// 4. Students will fill out a SEA worksheet using a photo of hippies found in the Google search. Students will also fill out a KWL worksheet for the same photo. Students will fill out a NARA worksheet for a poster from the website.// Nice, effective application of the KWL and SEA forms. CK .// 5. For the essay students will cite two photos and two posters as evidence. One goal is to infer counter culture values and beliefs from the primary sources. A second goal is to compare and contrast these with the values and beliefs of today’s college students as perceived by the student. One other secondary source on the counter culture movement is required, as is one secondary source on today’s student values and beliefs. A primary purpose of the essay is to understand how using visual primary sources can augment text sources. This essay forces the students to rely more on images than text. 6. The essay will be at least three pages and use at least four sources. A works cited page is also required. MLA formatting will be used.// Well integrated into the goals and outcomes of the class. CK .//

Assessment: Students will complete an anonymous form and describe how the assignment improved their knowledge of the 60s counter culture movement. Students will also provide feedback on KWL, SEA, and NARA worksheets.

Travis Singer's Lesson Plan
Topic: Print advertising and Supply and Demand

Class: 9th Grade Civics and Economics

Duration: One 42-minute class session

Materials: Packet of advertising images for cigarettes and photos of smoking/results of smoking Four NARA worksheets to assess images// The ads are really something. I found similar TV commercials on YouTube. CK .// [|Cigarette Ad #1] [|Cigarette Ad #2] [|Smokers Standing Outside] [|Cancerous Lung] Prior Knowledge: Students have completed a small unit on supply and demand and basic market factors.Students have graphed supply and demand curves and have discussed some of the factors that would influence these graphs.Students have also completed activities about campaign advertising, some of which can be applied to more general advertising. // Good base of knowledge. CK .//

Procedure: Students will be given a packet of four images. Two are advertising posters, the others are photos of the results of smoking.Students will complete the NARA worksheets for each of the images, starting with the posters then moving on to the photos.After students complete the worksheets, they will identify marketing tools used in the advertisements and determine whether they believe them to be effective, telling why or why not.Students will analyze why the cigarette companies would choose so often to include healthy, virile individuals and pseudo-scientific facts about the lack of risk involved in smoking in their ads // I think that product advertising of cigarettes has changed a lot over the last several decades. I remember the Camel Ads that were targeting kids back in the 90s. I think in addition to the economics of this, ethics in advertising is a good topic. C.K .//

__** Title: **__ Earth Day Resources __**Grades:**__ 5th grade __**Subject:**__ Library Instruction __**Duration:**__ One 60 minute Library Instruction class __**Materials Needed:**__ - 1 laptop computer, projector & projection equipment (to project poster analysis questions) - Internet access to the following links - Link to Earth Day photos: [] //I like how this link has images regarding the current disaster in the gulf. This is a current issue students are aware of. CK .// - Link to Spare our Trees Poster: [| http://memory.loc.gov/cgi-bin/query/r?ammem/wpapos:@field%28NUMBER+@band%28cph+3b48810%29%29] - Link to online card catalog: [] - Writing utensil - Copies of NARA photo analysis form & KWL chart: 1 per student __**Procedure:**__ - As a class we will review what Earth Day is and Earth Day activities that occur locally, nationally & globally - Students will select a computer, access the Earth Day site, select an image of their choice & complete the NARA photo analysis of their chosen photo. - After students complete the NARA form they will then access the link to the Spare Our Trees poster. - Students will use the poster & help of the projected poster analysis questions on the interactive white board to complete the 1st and 2nd column of the KWL chart. - Students may then access POWER Library databases (previously discussed in Library Instruction classes) to complete the 3rd column of the KWL chart.// Power Library is a remarkable database for kids to use. CK .// - At the remainder of class student will use the online card catalog to find an Earth Day related book, magazine or Reference material to check-out.
 * Megan’s Lesson Plan **
 * __Overview/Purpose__-** 5th grade students will use the NARA photo analysis to analyze one of the photos they choose from the Earth Day website followed by completing a KWL chart of the Spare Our Trees poster with the help of POWER Library databases. Students will be required to cite all sources and during book exchange select an Earth day book using the online card catalog
 * __Prior Knowledge__-** Earth Day is part of the 5th grade classroom Curriculum. At the beginning of this week long unit & prior to students planting trees they come to the Library for Earth Day research including the requirement of checking out an Earth Day book, magazine or other Earth Day related resource from the Library.// This is a really good way for students to get the prior knowledge they need for this, in a self-directed way. CK .//


 * __Product__-** Students will incorporate their NARA photo analysis form, photo they chose and KWL chart information in their classroom Earth Day report.

**__Possible Future Lesson__** - I noticed on the Earth Day Network site that I refer to in this lesson that there are several pictures of the current Gulf oil crisis. I thought this lesson could lead into or tie-into a lesson about that with perhaps primary photos & information of past oil disasters.// This is a good idea. I think that the Gulf oil disaster can be applied to an ethics topic (civics) and an economics course too. It is an event that can be incldued in many subject areas. CK .//

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