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=​Home > Learning Activity 3-D-1: Documents, Data, and Cartoons Lesson Plan=

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Chris's Lesson Plan - EXAMPLE
__Overview of Lesson Plan__ Job Search Lesson Plan: //The purpose of this lesson is for students to search for a job in an occupational area that they are interested in. As part of this process, students will research information about the job from the company website as well as general data and information about the job from the bureau of labor statistics. Students will analyze the information from using the NARA worksheets as well as a KWL chart. The purpose of the lesson is for students to practice analyzing primary resources as well as learn career and job search skills.// __Subject Area__ · Personal Finance / Business Law - Marketing / Accounting. This plan could be applied to any area with an emphasis on careers in the fields related to the class. It meets many standards regarding careers among the curriculum. __Duration__ · Two-Three 82-minute periods __Materials Needed__ · Access to Internet with resource link to the Occupational Outlook Handbook [] (Bureau of Labor Statistics). · Site of company the student wants to work for with links to employment opportunities and job description documents. · A copy of the KWL chart and NARA worksheet (one for each source)

__Prior Knowledge__ · Students were engaged in a lesson regarding careers categories and job opportunities. · Students were engaged in a lesson regarding the forms of business ownership as well structures that exists in each.

__Lesson Procedures__ · Students will choose a career and related job to that career they are interested. · Students will complete the first column of the KWL sheet describing what they know now. · Students will complete the second column of the KWL asking them what they want to know. · students will use the occupational outlook handbook to search for attributes of that job, these will includes... o Salary and benefits o Locations of opportunities o Required education and experience o Additional training / education after the job o Job outlooks for the future · Students will then search for an opening in the career area they chose and locate a job description document from the company website. · Using the occupational outlook handbook and job description, students will analyze each using a separate NARA sheet. · Students will then complete the KWL sheet, third column, listing the new things they learned. __Product__ · Students will prepare a resume' by pretending they are the person for the job. This is to help them understand the career and position more clearly, as well as provide them with additional resume' practice skills. Also, students will increase critical thinking skills by using data and information in helping them consider career options. · Future lesson plans may include researching the area the jobs are located in.

Jessica's Lesson Plan

 * Title:** Genocide in Darfur?


 * Overview:** Students will examine the historical and social conflicts that contribute to the current instability in Darfur, Sudan. They will investigate population data and the Convention on the Prevention and Punishment of the Crime of Genocide to judge whether Sudan's government is conducting a genocide against the people of Darfur. They will also need to identify factors that lead to such atrocities.


 * Subject Area:** 10th Grade World Cultures

Preparationn reading and individual reflections completed as homework
 * Duration:** 90-minute block for class work and discussion


 * Materials:** Computers with reliable Internet access for all students; paper & pencil for note taking; SEA charts for each student


 * Prior Knowledge:** This lesson will be used in the second unit focusing on Africa in a high school 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. Further, they have already studied physical & political maps of Africa. Students have also been briefed and practiced document and data analysis as well as using the Internet to find reliable information.

1) Prior to class, students will have read through the Convention on the Prevention and Punishment of the Crime of Genocide at [] While reading, students should use the SEA method of document analysis focusing on the following questions:
 * Procedures:**
 * What is genocide?
 * Who is responsible for monitoring and prosecuting those responsible for committing acts of genocide? Good set up, good way to get students thinking about it.CK ​

2) As an anticipatory set, students will work with a partner to compare notes and discuss the issue of genocide. Theis portion of the lesson will end with a __brief__ class ddiscussion. This helps with collaboration. CK.

3) In pairs, students will complete the following activity: a. Partner 1 will read a summary explaining the historic, economic, political, and social factors that have shaped the current-This is active learning, studnets are engaged with the material, learning from others too. CK. situation in Sudan at [] b. Partner 2 will analyze Sudan population statistics for 1980 to 2010 from the UN report on Sudan at []

4) After each partner has completed the individual portion of the activity, the groups will discuss their findings and decide whether or not there is a genocide in Darfur.

5) There will be a brief discussion about this information and how different groups might use the data in different manners before the end of class. Further, throughout the lesson, the teacher will be wandering around the room helping students to interpret the information and to ensure students are on task. Guided practice, this is important, making sure they stay on task and are focused on the right things. CK.

6) Finally, for homework students will write a brief reflection essay detailing there personal feelings about the situation in Sudan. These reflections must be supported with specific evidence from the document (Convention... Crime of Genocide) and information from the socio-historic context and population statistics.​ Good wrap up of lesson. The use of support with evidence is an important practice students need to do. CK.


 * Assessment:**
 * Homework check for completion of SEA chart
 * Teacher observation of student classwork
 * Reflection essay explaining student opinion based upon resources and evidence


 * Connections to Other Units:** Students will be revisiting the concept of genocide in later units as we examine ethnic cleansing in Bosnia, the massacres of Armenians in Turkey & Kurds in Iraq, the actions of Indonesia in East Timor, Chinese policy in Tibet, and the lost generation in Australia. Each of these atrocities is controversial and have been classified as genocides at some point. Students will need to revisit the Convention to determine whether each of these events fits the strict definition presented in the document. In this manner, students will be engaging in critical analysis of historic and contemporary issues as they interpret documents and historical events.​ Good Connections to other material. CK.

Robert McCord: is is a good critical thinking project because it allows students to decide whether or not the fighting in Darfur amounts to genocide or not. It works on definition of terms and the variety of definitions of a term. It works on history and compare/contrast of other recognized genocides. It also gets students to read a UN document and understand it. It gives students the option of good discussion in class. I think overall it is an excellent lesson plan.

Jamie Metz's Lesson Plan on the Revolutionary War
Lesson Plan on: __Revolutionary War Geography__ // Good overivew of the needed materials and what the lesson is about. CK. // Grade level: 4th/ 5th grade Subject area and topic: US History/ Revolutionary War Technology required: Internet (the Library of Congress Website at []), and Word (or another word processing software) Other materials required: Current US political map Learning goals for students: // Good, clear and simple goals for students to know before starting. CK. //  Procedure: · Teacher will have already covered the preliminary lessons on the Revolutionary War and the major battles fought in their specific locations. The teacher will introduce the political cartoon “Join or Die” which was published by Benjamin Franklin to make his point about the importance of colonial unity. // Nice intro, gets the kids to start thinking, the cartoon should hook their interest. CK. // [] · Students would be grouped together and would travel the room in stations looking at current U.S. political maps and analyzing the eastern coast in what was the early colonies. Students will also analyze the political cartoon focusing on its significance to the geography of the colonies. Students would complete a NARA worksheet on analyzing maps. // This is a very effective way to use the NARA, get the students moving and active in the lesson. CK. // · Students would then, in groups, begin researching the geography of those same locations but during the Revolutionary War era. Students would access the Library of Congress Website which will provide students with the capability to see an original map from 1767 America. · Students will complete another NARA map analysis worksheets while investigating the early American maps. · With their current US map in front of them, students should note differences and similarities they see between the two maps. Major differences could be: there are no colonies in the western part of the US, the Great Lakes are shaped differently, or South Carolina was a lot bigger in 1767 // Good way to show the differences, they can see it firsthand while using the NARA. CK. // · As a culminating activity; students will create a Venn diagram of their findings. Students will also have to respond to the following critical thinking prompt in their journal; Based on your prior knowledge of the battles fought during the revolution, what possible reasons would explain why the geography of the U.S. has changed? How did the political cartoon “Join or DIE contribute to the geographical changes of the US colonies today and what role did it play in the success of the American colonists.// Good questions, they help the students to bring it all together and reflect upon what they are learning. CK. // · Lastly the class will meet as a group and discuss all the differences they see, the teacher will allow groups to each share their own individual findings and steer students to a reasonable understanding of why the differences exists.// Good idea, they can then learn more from their peers. CK. //
 * 1) Students should be able to compare and contrast American geography during the Revolutionary War and present time using the map on the Library of Congress site and their own US maps. Compare and Contrast is a skill that integrates well into our reading/language arts curriculum with expository text.
 * 2) Students should be able to explain why there are differences between; locations of states, locations of bodies or water, and areas of settlement

Comment: What a great way to incorporate maps and cartoons into your lessons! Your chosen cartoon is considered iconic by some and has been used in several political propaganda campaigns of late. The comparison of maps from the Revolutionary period and today is a great way to get students to think about the political impications of map-making. Jessica

Grade level: 10/11 Subject: American History Unit: The Revolutionary War Materials: KWL worksheet Thomas Jefferson’s rough draft of the Declaration for each student (available from the Library of Congress website at []) Contrast worksheet to note differences between the first draft and the officially approved Declaration (available from the LOC website at []) Goals and Benchmarks: Analyze historical developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings) Objective: Given copies of Thomas Jefferson’s rough draft of the Declaration of Independence and the final version of the Declaration, students will be able to examine documents as primary sources, analyze and compare drafts, and describe the significance of changes to the text.// Nice overview of the goals and benchmarks. These are important in connecting to core requirements. CK. // Time Required: One 50 minute class period Prior Knowledge: Students will have already learned about the rising tensions between American colonists and the British colonial government between 1763 and 1776. Procedures: 1. At the beginning of class, the teacher will ask students to define the word “document”. (//Answer: A written record of information, such as a letter, driver’s license, newspaper article, etc//.) 2. The teacher will ask students what the difference is between a primary source document and a secondary source.// Good way to introduce this to students, draws on what they already know. CK. // 3. Teacher will provide each student a copy of Thomas Jefferson’s rough draft of the Declaration of Independence. Teacher will ask students if they can identify what the document is. Once it is identified as the Declaration of Independence, the teacher will ask what stands out about the document they are holding. (//Answer: Lots of scratch outs and margin markings indicate it is a rough draft//) 4. Teacher will distribute a KWL form to the students. They will be given 3 or 4 minutes to write what they know about the Declaration of Independence, and what they would like to know. Students will be asked to hold onto their form once the “K” and “W” columns have been completed.// I like this idea, it keeps them on task, I call it on the clock. CK. // 5. Teacher will explain that the Declaration of Independence was created by a committee of five men, and then submitted to the full Congress to produce the final draft. The document was first written by Jefferson, revised individually by each member of the committee (mainly by Adams and Franklin), and finally by Congress.// You give them just enough info for the next step, setting up the learning process. CK .// 6. Teacher will distribute the Contrast Worksheet. Students will pair with a partner. Each pair will be assigned a paragraph or two, and they will highlight differences in the language between Jefferson’s first draft and the final version. The teacher will ask each pair to discuss the reasons the changes were made to Jefferson’s original version, and what the impact of those changes were. 7. After 5 – 10 minutes, each pair will describe its findings with the rest of the class. The teacher will query each pair to explain why they believe the changes were made. The teacher will ask the entire class for their interpretations if they differ from what was already said. Teacher will also prompt with additional questions as needed (//Example: How does the final version's use of the phrase "separate and equal" differ in meaning from Jefferson's original phrase "equal and independent" in the context of the first paragraph?//).// Great idea. Students learn a lot from their peers. CK. // 8. Conclusion: a) Teacher will ask concluding questions, including “Why was this document a group effort?” “Who was the intended audience?” “Why were relatively minor changes sometimes made to the wording?” “Would our history or understanding of America’s beginnings be any different if the original wording had been left in tact?” b) Students are to complete the KWL worksheet by including what they learned in the lesson. If this cannot be completed in class, it will be completed as homework. // Well done, good wrap up with final use of the KWL. CK. // COMMENT: Steve, I am going to use some of your websites as sources for my lesson on the revolutionary war. You did a great job incorporating a KWL chart as well, I think using that chart will be a great culminating activity for both the students and teacher to see what knowledge has been gained. Great lesson, I may steal it:) Jamie
 * //Steve Vaughan’s Lesson Plan on the Declaration of Independence//**

Angie Staats
Materials: computers with internet access, worksheets for venn diagram and SEA and NARA worksheets

@http://www.flickr.com/photos/library_of_congress/sets/72157613324367705/ There are twenty pictures of Abraham Lincoln from 1846 to his funeral in 1865. Students will use a Venn Diagram to compare 2 photos, one before his presidency and one during. // This is a really interesting approach, many kids are use to using the flicker site. Good Idea. //

@http://memory.loc.gov/ammem/alhtml/almss/dep001.html Students will analyze the Emancipation Proclamation using the NARA method. // Good-The NARA method will be a great way to do this. //

@http://www.loc.gov/pictures/item/2008661619/resource/cph.3a15924/ Students will analyze a political cartoon about secession and newly elected President Lincoln using the SEA method.

The lesson will promote critical thinking skills because the students have to analyze, not just look at, these images. This will integrate with a study on the Civil War.// This is a very important skill for students to have. Your plan here gives them an opportunity to do learn the process. //

Paul Smith's Lesson Plan
The purpose of this lesson is to familiarize students with the political corruption that was widespread in many of the larger cities in the country during the time period of the Gilded Age.In order to do this, students will examine the role of muckrakers and political cartoonists in trying to inform the public of this corruption and abuse of power.Students will then use an NARA document worksheet to examine an excerpt from Lincoln Steffen’s //The Shame of the Cities// and an SEA worksheet to examine a political cartoon of Thomas Nast. Lastly, students will apply what they have learned by creating their own muckraker’s report / political cartoon depicting an issue of the Gilded Age. In this lesson, students will learn to analyze primary sources as well as assess the role that investigative reporting and political cartooning has had on American society.// Good overview of you plan. // **<span style="color: #ff4300; font-family: 'Times New Roman',serif; font-size: 12pt;">__Subject Area__ ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">United States History II Course / Journalism Course.This lesson can be used in an American History class when discussing politics during the Gilded Age and the reforms made during the Progressive Era.This lesson could also be used in a Journalism class that is learning about investigative reporting and political cartooning.These are two major aspects of news reporting that are still used today as methods to inform the public.// Good - Flexible format, can be used in more than one setting. CK. // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Two-three 40 minute periods. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">1 - [] This is a link to an excerpt from Lincoln Steffen’s //The Shame of the Cities//.In his book, Steffens tried to open the eyes of the public to the graft and corruption that was occurring within the machines cities by the political machines that existed at the time.In this excerpt, Steffens is describing the voting fraud and corruption that allowed the Philadelphia machine to remain in power. 2 - [] This is a link that will help students and teachers learn all about the political corruption of Tammany Hall in New York City.Included in this site is a variety of Thomas Nast’s political cartoons involving political corruption.// Well selected topics for this plan. CK. // 3 – Copies of the NARA worksheet for the document. 4 – Copies of the SEA worksheet to analyze the political cartoon. 5 – Paper and pencils to create a political cartoon. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students have been studying the rapid urbanization of cities in the later-half of the nineteenth century and problems that arose. Students will know what the Gilded Age was and why it received that name.They will be familiar with other areas of inequality from the period before studying the political corruption of the political machines.// Good way to lead in based on their prior knowledge. CK. // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will be introduced to political machines by discussing the set up of political machines throughout the city levels. Students will make a list of why political machines were able to come to power during this time period and what negative impacts that could have on democracy. One of the major ideas to take away from this is graft, which is the abuse of power for personal gain. Students will then look at the role of muckrakers in trying to inform the public of political corruption and other problems facing the nation.As an extension of this idea, students will read Steffen’s //The Shame of the Cities// and complete an SEA worksheet for the document. Students will then examine the role that political cartooning had on the public knowledge of the political corruption of the time period.First, look at what political cartooning is and have students brainstorm how it could be an effective method of informing the public.Students will then look specifically at the cartoons of Thomas Nast.His cartoons played a large role in taking down Tammany Hall and Boss Tweed, perhaps the largest and most powerful / corrupt political machine in American history. Students will examine the political cartoons of Thomas Nast and select one cartoon for which they will complete an NARA worksheet.// Nice way to build up to this point throught procedures. CK. // Students will then apply their knowledge of political machines and corruption to create a political cartoon in the style of Thomas Nast.This can be done in small groups.In addition to the cartoon, students will be required to hand in a short paper explaining what aspect of the Gilded Age their cartoon is depicting. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will create a political cartoon in the style of Thomas Nast that depicts an issue of political corruption during the Gilded Age. Students will hand in a short paper that explains the cartoon that they have drawn. As an extension of this activity, I think it would be interesting for students to do one or both of the following activities:1 - research and bring in modern day political cartoons, analyze them, and bring them into class to share. 2 – research another area that muckrakers explored and exposed to the American public.// These are some reall great ideas. This all helps students understand the concept well. Good plan. CK. //
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Overview of Lesson Plan__ **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Duration__ **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Material Needed__ **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Prior Knowledge__ **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Lesson Procedures__ **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Product__ **

Sean Carey's Lesson Plan
__Objective__: Understanding the reasoning behind the war in Iraq by analyzing political cartoons. Students will gain an understanding of the issue of Weapons of Mass Destruction and how it played a role in determining the War in Iraq. __Required Materials:__ [] [] __Description:__ Students will use the SEA method to analyze the cartoons. Students will write 5 sentences based on their analysis depicting the implications behind the cartoons. Students will use a Venn diagram to compare ideas as brought forth by the two political cartoons listed in the links above.// Good introduction to this, gets them thinking. CK. // After the students use the SEA method and the Venn diagram, a PowerPoint presentation will be created focusing on the information represented from the cartoons. Students will combine both number 1 and 2 listed above and share with the class if they believe the media’s take on WMD’s is fair and accurate.// This is a great idea, using the technology to engage them. CK .// Finally students will conclude by researching the Bush administrations take on WMD’s. A requirement of 3 documents from the Bush White House will be cited in order to add legitimacy to your research. __Assessment:__ Each group will be graded on their understanding of the debate over the weapons of mass destruction and its role in the road to war in Iraq. A clear understanding of the media interpretation of the events is necessary and will be assessed through the analyzing of the political cartoons. Your SEA information as well as your Venn diagram will be handed in to the instructor before your PowerPoint presentation. Finally you will be graded on the effectiveness of the presentation as well as your three sources backing the Bush administrations opinion of the situation and why they felt war was necessary.//Good way to assess. I think PowerPoint is a great tool. I also feel that presentation techniques are important too. I like that your are focusing on the effectivness of the presentations. CK. // __Integration of Lesson:__ This lesson will lead into a discussion of America’s political involvement in present day Iraq and Afghanistan. This lesson will serve as an introduction of America’s governmental policies of today and lead into Chapter 18, “America in the Middle East.” // Good connection. CK. //

Travis Singer’s Lesson Plan
__Overview of Lesson Plan__ The purpose of this lesson is to identify and describe what, if any, impact that the Civil Rights Act of 1875 had on White Americans’ attitude toward African Americans.Students will be given the text of the Act, a political cartoon depicting the worsening racial situation in the South following the formation of the Ku Klux Klan, and an editorial written by Tom Watson in 1892 that comments on the state of political matters and race relations in the South.Students will analyze each using NARA and SEA worksheets and will determine whether the Civil Rights Act of 1875 was effective.// Very effective overview and clear purpose. CK. // __Subject Area__ United States History __Grade level__ 8th-10th __Duration__ Two-three 42 minute classes. __Material Needed__ - NARA worksheets for the documents and the cartoon - Overhead transparencies of each (or Whiteboard, if technology is available) - Copies of each of the sources (//see attachment )// - Handout on Reconstruction Amendments and Laws to provide extended background knowledge

__Prior Knowledge__ - Students have studied the Civil War and the economical impact it had on the South. - Students have studied early American history and are familiar with the rise and end of slavery in the South.A main point made earlier in the course is that many whites allowed slavery to continue in the South because it gave them a feeling of social and natural superiority.Now that slavery has ended, this state-mandated superiority no longer exists (at least not at the federal level).// Clearly, the prior knowledge presented here is important for students to move onto this next step. CK. //

__Lesson Procedures__ Day 1: Students will receive a handout of Reconstruction era amendments and laws.Teacher will present information on these laws while students fill in missing information on their handouts.Laws include the 13th-15th Amendments to the Constitution (the so-called “Reconstruction Amendments”) as well as Jim Crow Laws and the so-called “Black Codes” passed in many Southern states.Students will create a list of details to contrast federal and state laws with regard to their negative or positive effects on African Americans. Students will then receive a copy of the Civil Rights Act of 1875.This law was passed in an attempt to prevent state governments from denying anyone their civil rights based on race.Students will read this beginning in class; if time runs out, they will finish this along with a NARA worksheet on the document for homework.// Good plan here .// Day 2: Class will spend the first 5 minutes sharing their responses to the NARA worksheet on the Civil Rights Act of 1875, focusing on their thoughts as to the federal government’s attitude toward race relations.Students will then receive both the editorial written by Tom Watson and the political cartoon.Students will first read the column and examine the cartoon along with a brief article from Harper’s Weekly Magazine Online about the cartoon, then work with a partner to discuss their reactions.Students will briefly respond to each using an SEA worksheet.The class will then share their responses; the teacher will compile responses on a blank SEA sheet on an overhead projector or Whiteboard screen.// I like how you do this and then compile the results. This is a way help students see other views of the class. CK. // Day 3: Students will write an essay responding to the information from the previous two days.Students will respond in 3-5 paragraphs (depending on grade level and ability level) to the following: “How did race relations change in the United States in the aftermath of the Civil War and Reconstruction?What attempts were made by the federal government or state governments to effect racial attitudes and the treatment of African Americans?How did society respond to these attempts at legislation?”// The essay can help students put what they learn into one final format. This can be adjusted to grade / skill level too. Great Idea. CK. //

**Tara Goodrich’s Lesson Plan**

__Overview of Lesson Plan__ Relationships of World War II: The purpose of this lesson is to introduce students to World War II and its effect on relationships. As part of this lesson, students will view to popular images from the War, which show soldiers deploying to and returning from war. Students will analyze the images using the NARA worksheets as well as a KWL chart. The purpose of the lesson is for students to gain an initial understanding for how war changes and affects relationships. //This is a clear overview with a list of the specifics to follow and items needed. CK.//

__Subject Area__
 * English II (10th Grade Language Arts)

__Duration__
 * One 80-minute period

__Materials Needed__
 * Access to the internet to view two images.


 * Location of image one: @http://legendsrevealed.com/entertainment/wp-content/uploads/2009/08/wwii.jpg


 * Location of image two: @http://29.media.tumblr.com/OlzsOysDhnwubiu0omerwxc9o1_500.jpg


 * A copy of the KWL chart and NARA worksheet (one for each source)

__Prior Knowledge__
 * Students have background knowledge of World War II (i.e. causes for war, important battles, etc.) from prior history courses.

__Lesson Procedures__
 * Students will complete the first column of the KWL sheet describing what they know now regarding war and its effect on relationships of soldiers during the war.
 * Students will complete the second column of the KWL asking them what they want to know about war and its effect on relationships of soldiers during the war.
 * Students will view the two images, which show relationships prior to and after the war.
 * Upon viewing the two images, students will analyze each using a separate NARA sheet.
 * Students will then complete the KWL sheet, third column, listing the new things they learned.// This is an ineresting way of incorporating the KWL and NARA sheets. What's nice about these documents is that one can modify them and their use to meet students' needs. CK .//

__Product__
 * Students will write an analysis paper comparing the two images. They will address the question: how does war change and/or affect a relationship? Use at least two examples from the images to justify your position. The analysis paper will be shared with a partner prior to being submitted to the teacher. The paper will be scored using the PA Rubric for Writing.// Good final product. Good to use the PA rubric and attach it to writing standards. CK. //

__Next Steps__
 * Using the Library of Congress Database, students will search for their own images showing World War II’s effect on relationships.

Robert McCord's Lesson Plan
LESSON PLAN: Robert McCord

This lesson plan is for college freshmen in a research writing class.

1. We will spend one class period reviewing the websites on the 1920’s anti-Japanese sentiment in the US and the website on the interment of Japanese Americans during world war 2. 2. We will spend another class period practicing how to fill out NARA worksheets for the WWII poster and how to cite primary sources in a research paper. 3. We will spend a class session discussing racism, both in the United States and in other countries. We will attempt to come up with a general definition of racism based on resources we find online.// This is an interesting way to arrive at a definition. CK .// 4. We will spend half a class period on writing strategies for the paper. The we will move to the next topic. The paper will be due a week after this session.

English 152 Research Writing

Anti-Japanese Sentiment in early 20th century America.

We will write a four page researched essay about anti-Japanese racism in America from 1920-1945. We will cite at least three sources for our paper, including at least one poster and one primary document from the websites listed below. // What format do you want to use? MLA? APA? I am just wondering. CK. //

Follow these instructions to prepare yourself as a researcher:

1. Read from Documents from this website on anti-Japanese sentiment in the 20s: [|http://dept.washington.edu/civilr/Japanese_restriction.htm] This is a good indicator of the typical anti-Japanese sentiment at the time, before World War II.

2. Read from this website on WWII Japanese-American interment [] This will give you background information on the internment policy.// This gives students a good background - the two online sources that is. CK .//

3. Review the four American posters from World War II at our course ANGEL page. Fill out NARA sheets for each one and submit them with the paper.

4. In your essay make sure to discuss the stereotypical elements in the posters that reflect the anti-Japanese racism of the time. Look at it visually, at how the Japanese are stereotyped in appearance, diction, tone, etc.

5. Also in your essay you must discuss how you think the anti-Japanese sentiment of the 20s is connected to the interment of Japanese Americans in world war 2. Note that German-Americans were not interned.// You give students just enough info and guidance to complete the assignment. This helps them be self-directed, which is what college freshmen need to learn to do. CK. //

Comment: I am intrigued by this topic. Are you familiar with John Dower's __War Without Mercy__? He describes racism and stereotypes perpetrated by both America & Japan during wartime. Jessica

**Megan’s Lesson Plan**
**Title:** Citing & Analyzing Sources - Internet access to Library Blog that contains Civil Rights links - Link to image: [] - Link to letter: [] - Writing utensil - Copies of image citing sheet & KWL chart: 1 each per group - Students will select a partner, computer and access the link (via the Library Blog) to the image of Rosa Parks. - Students will fill in the following blanks on the image citing sheet: Title of Image, Source of Image, Publication Date/Date Created, Today’s date. - Students will complete the first & second columns on their KWL chart about what they know & want to know about the Little Rock Nine. - Students will access (via the Library Blog) the link to the letter from Daisy Bates to Roy Wilkinson and complete the last column on their KWL chart about what they learned from the letter
 * Grades:** Intermediate 4th – 6th
 * Subject:** Library Instruction
 * Overview/Purpose-** With a partner students will use an original Civil Rights photograph and the “fill in the blank image citing sheet” (created by Penn Manor’s Library Department based on MLA format) to lean how to properly cite images. With a partner students will use a primary source letter and KWL chart to learn how to analyze a primary source document.// Source citation is important. Many students get to college and the don't know how to do this. CK. //
 * Duration:** Two 40 minute Library Instruction classes
 * Materials Needed:**
 * Prior Knowledge-** Students are familiar with citing sources and have successfully cited websites, databases, books, encyclopedias and newspapers. Students have been studying the Civil Rights Movement in their classroom and are coming to the Library for continued research & further citing purposes.
 * Procedure:**
 * Product-** Students will put their image citing sheet as well as any other resources they used throughout their research into proper works cited/bibliographic format and turn that in at the completion of their research. Students will incorporate their recordings from their KWL chart into the remainder of their research and final project.// This is a positive way to allow student to practice the use of source citation. I don't think kids get enough practice with this. I also think that learning the differences between MLA and APA format is important since some schools require one over the other. What's challenging for teachers, is that the editions change a lot. I think APA is already up to 6th edition. CK. //

Rosie's Lesson Plan

 * Overview of Lesson Plan:** This lesson plan will allow students to further explore the Vietnam anti-war sentiments of the American public. Students will work in small groups to analyze Nixon’s “Silent Majority Speech” and examine a political cartoon, which depicted Nixon as a liar. //The practice of group work is a way to get students to collaborate among themselves about the topic.//


 * Subject Area:** 6th Grade Social Studies


 * Duration:** Three 42-minute class periods

· KWL chart (Vietnam Anti-War Sentiments) · laptops with access to the internet · Nixon’s Speech website: [] · Nixon cartoon website: [] · NARA Document WS · NARA cartoon WS
 * Materials Needed:**


 * Prior Knowledge:** Students will already have background information regarding communism, the fear of the spread of communism, The early stages of Vietnam, and U.S. involvement. They will have also learned how the American public at first supported the war, but then felt they were lied to and demanded that our troops be sent home. //This serves as a good lead-in. CK//

1. Divide class into small groups. 2. Each group will get laptops, a KWL chart, a NARA cartoon worksheet, a NARA document worksheet, and websites listed above. 3. Have groups fill in the K and W columns of the Vietnam Anti-War Sentiments KWL chart. 4. Groups will analyze Nixon’s speech using the NARA document worksheet. 5. Groups will analyze the Nixon political cartoon using the NARA cartoon worksheet. 6. Groups will fill-in the L column of their KWL chart.
 * Lesson Procedures:**


 * Product:** As a culminating activity, students will share their findings and create a class KWL chart.//Nice way to collaborate the findings of each group. This is a good plan, the students will learn from one another. CK. //