Learning+Activity+6-C-1

=Home > Learning Activity 6-C-1: Video or Map Lesson Plan=

To add your lesson plan:

 * 1) Click the **Edit** tab in the upper-right corner.
 * 2) Scroll down the page until you see the first empty lesson plan space.
 * 3) Highlight the "//Your Name//" text.
 * 4) Type your name.
 * 5) Highlight the "//Enter Lesson Plan here//." text.
 * 6) Type or copy and paste your lesson plan.
 * 7) Press **Save** on the Editor bar.

To comment on a classmate's lesson plan:

 * 1) Click on the **Discussion** tab at the top of the page.
 * 2) Click the **New Post** button.
 * 3) In the **Subject** field, enter the //name// of your classmate followed by "//Lesson Plan Feedback//" (ex. Laura's Lesson Plan Feedback).
 * 4) In the **Message** field, type in your feedback.
 * 5) Click **Post**.

Sean's Lesson Plan
__Objective:__

Students will be divided into groups of five. Each group will complete a WebQuest on the assassination of John F. Kennedy. Students will view the “Zapruder film” and conduct research based on the WebQuest in order to determine who shot J.F.K. Below is the WebQuest students will use:

The completion of this WebQuest will find students familiar with one of the most scrutinized and "unsolved" murders in the history of the world. Student's, by conducting research, will be able to form their own educated opinion as to what happened in Dallas on the 22nd of November, 1963. The murder of our President has been studied for decades. Now, students need not stand idle to discussions about the assassination, wherever they may be: in a high school social studies class, in a college history class, in a forensic science class, or in a conversation with friends or colleagues. Students can now be heard. Now, their theory on the assassination will be respected and, who knows, maybe will even solve the crime.// Postive application to various learning environments. CK //.

Video link: [] // This video is short, and really drives the point home. It is real, and very direct. CK .//

__Introduction:__

The truth of the assassination of President Kennedy has haunted Americans for years. The information on the assassination of the President that the Warren Commission had found and published in the Warren Report has caused many people to question its validity and the accuracy of the commission’s findings. Your group’s job is to put to rest the many questions concerning the assassination such as: “who did it;” did “Oswald act alone;” “was it a conspiracy;” “was there a cover up;” etc. In order to make your final analysis valid, your group must use scholarly resources throughout your investigation. The information must be accurate. If your group fails to “find the truth,” the “mystery” of the Kennedy Assassination will be lost forever. // This is a good way to present the assignment to students. It is a challenge for them, and posed in a way as if they are being depended on to solve the mystery. CK .//

__The Task:__

Your group is responsible for solving the “Crime of the Century.” As did the Warren Commission, you will research the assassination of President John F. Kennedy. You will record all of your findings gathered from: Internet Websites; Books; Magazines; Video Tapes; Movies; etc. // This gives them a lot of practice with primary and even secondary sources. CK .// You will draw accurate conclusions from the sources that you use. Make sure you are fair and objective in your investigation. // Good-it is important to emphasize this. CK .// An in-depth analysis of each conclusion should be clearly labeled and it should lead to your groups final verdict as to who shot J.F.K.. Your final conclusion must be backed with facts, examples, demonstrations, etc. in order to convince the jury of your decree. The end result of your findings will be played out in a mock trial. // Great way to apply it, and backing it up with cited facts is very important. CK .//

__The Process:__

1. Each group will be divided into a team of five people. Divide your team into the following and be sure to give your group a name (Warren Commission): 1.Researcher- in charge of gathering information relating to the case. 2. Recorder- in charge of recording all gathered information. A folder/binder should be used to hold all researched material. 3. Presenter- in charge of organizing the presentation of the case to the jury. 4. Organizer- in charge of maintaining organization of the group. (material, distribution of assignments) 5. -Researcher #2-in charge of gathering information relating to the case. 2. Each group is responsible for creating an overview of their findings. The overview of your report must be word processed and contain the basic findings of your commission. You may publish it as a booklet. Each point made should be numbered and should clearly show the relevance to the verdict. (A copy must be handed in to the instructor) You may use graphics to help support your verdict.// The idea of each group member having a job keeps everyone an active member, and holds them responsible for their roles in the group. CK .//

Example:

1.Kennedy was shot by a lone assassin from behind and above, which we will prove with the following information/demonstration: then you may proceed to show proof to back your theory.

2. Oswald acted alone and the "magic bullet" theory is really not magical at all. Science proves how one bullet can do so much damage and remain pristine: then you may proceed to show proof to back your theory.

3. A Chart/Map displaying the scene of the crime must be created. This should be large enough so that the entire jury (class) could clearly view. You will unfurl your chart/map as to show the jury what "actually" happened on that fateful day in November.

4. Finally, in a formal courtroom setting, the entire group will convince the jury (the class) that their theory of the J.F.K. assassination is accurate by providing all their evidence to support their verdict.

__Sources: // Very good sources here to use. CK .//__ http://www.concentric.net/~gproctor/jfk.html @http://parascope.com/articles/1196/nazis.htm __@http://www.jfk-info.com/__ http://home.earthlink.net/~sixthfloor/ @http://www.jfkmurder.com/ @http://www.jfklancer.com/Education.html @http://www.history-matters.com/ @http://www.jfkassassination.com/ @http://www.archives.gov/research_room/jfk/index.html @http://www.jfk.org/ ** FINDINGS OF THE SELECT COMMITTEE ON ASSASSINATIONS IN THE ASSASSINATION OF PRESIDENT JOHN F. KENNEDY IN DALLAS, TEX., NOVEMBER 22, 1963
 * @http://ourworld-top.cs.com/mikegriffith1/id35.htm

__Conclusion:__

Congratulations! You have successfully solved the "Crime of the Century." The truth of the assassination of President John F. Kennedy no longer haunts Americans. You have solved one of the most scrutinized murders in the history of the world. Thanks to your efforts, we can now put to rest the question of, "Who Shot J.F.K.?"

Steve Vaughan's Lesson Plan
Subject: World History or World Geography Grade: 9/10 Unit: The Age of Discovery


 * Objective:** Given three influential maps from the Age of Discovery, students will demonstrate the use of maps as primary sources to compare and analyze people’s perception of the world’s size, its landmasses, and its oceans, and will describe how and why those perceptions changed during the 16th century. Students will demonstrate how maps could be used by national policy makers during the Age of Discovery.


 * Materials:**
 * Textbook with map of the world
 * NARA Map Analysis Worksheet
 * Germanicus’ map of the world from 1482 ([])// This map is really interesting. CK .//
 * Waldseemueller’s map of the world from 1507 based on Amerigo Vespucci’s voyages
 * Van Sype’s map of the world from 1581
 * Waldseemueller’s and Van Sype’s maps available at LOC website (maps 16 and 17) []


 * Time Required:** One 50 minute class period
 * Background:** Students will have learned how the Ottoman conquest of Constantinople effectively shut Europe out of the overland trade routes to China. Students will have learned about 15th century Portuguese explorations of Africa's coast and Columbus's voyages to America.

1. Teacher will divide the class into three groups. 2. Teacher will introduce the use of maps as a primary source for historical inquiry. Teacher will query students on what the different purposes of maps are. What do maps tell us about the people who created them? What do political and geographic maps tell us about how people of a given time and place viewed the world? 3. Each student will be given a NARA Map Analysis worksheet 4. Each student will be given a map to analyze individually. Students in the first group will analyze the Germanicus map. Students in the second group will analyze the Waldseemueller map. Students in the third group will analyze the Van Sype map.// This is good, having each group do a different one. CK // 5. Teacher will ask students to view the map of the world in their textbook as a basis of comparison with the antique maps that have been distributed.// Excellent comparison tactic. CK .// 6. After about 8-10 minutes, the teacher will show the Germanicus map on a projector for the entire class. Teacher will query members of the first group to share their analysis of the map. Some things to point out:// Very good, clear and organized process for this plan. CK .// 7. Teacher will show the Waldseemueller map on a projector for the entire class. Teacher will query members of the second group to share their analysis of the map. Some things to point out: 8. Teacher will show the van Sype map on a projector for the entire class. Teacher will query members of the third group to share their analysis of the map. Some things to point out:
 * Procedures**
 * This map was created a few years before Columbus's journey. Columbus almost certainly was aware of this map and used it.
 * Uncertainty about the southern coast of Africa
 * Errors in the calculation of lines of longitude
 * Uncertainty about the coastline of east Asia
 * Confusion over the shape of the Indian peninsula and the Malay peninsula
 * Teacher will lead class discussion on what the possible consequences of these inaccuracies would be on early explorers, especially Columbus // These are very important issues, this discussion is vital. CK .//
 * The Americas show up
 * The understanding of the size of America is very limited
 * Africa’s size and shape are fairly accurate
 * India is better understood, although the Malay peninsula is still inaccurate
 * The size of the Pacific Ocean is understated
 * Teacher will lead class discussion on the possible consequences of these inaccuracies on future explorers, especially Magellan, who greatly underestimated the size of the Pacific. // Again, very important issues. CK .//
 * Understanding of North America has greatly improved, but the northern most part of the continent is still a matter of conjecture.
 * The size of the Pacific is better understood, but still understated (the map was produced at about the time Drake completed the second circumnavigation of the globe)
 * India and the Malay peninsula are fairly accurate.
 * Antarctica now appears on the map // I think that having each group show their map is a good collaborative learning application. CK .//


 * Assignment:** You are an adviser to Queen Elizabeth of England. For the past 100 years, Spain and Portugal have had a monopoly on trade with China and the East Indies. The land route to eastern Asia is controlled by hostile Moslem powers. The sea route around Africa is controlled by Portugal, and the sea route around South America is controlled by Spain. Both of these European powers are hostile to any English attempts to sail past their territories. Queen Elizabeth wants to break the Spanish and Portuguese monopoly in Asia, but she does not want to risk war by encroaching on Spanish and Portuguese possessions in Central America, South America, and Africa. Based on Van Sype’s map of 1581, what would you advise her to do? Why? (//I would want students to consider exploring the unknown northern coast of North America. For years, the British sought to find a Northwest Passage through northern Canada to the Pacific and Asia. This is about the time when that quest began.//) Students will be given the remainder of the class period to complete the assignment. If it is not finished by end of class, it will be completed as homework.// This assignment gets students to think, all while applying what they have learned through the map lesson plan. CK .//

· 10 points for a logical recommendation and explanation why you are making this recommendation. 2 point reduction if there are more than three grammar or spelling errors. Students will not be penalized if they do not recommend exploration of the Northwest Passage as long as they make a logical alternative recommendation.// I like how this focuses on the use of the explanation for students to justify their recommendation. This helps to assess what they have learned and how they applied it. Good. CK .// · 7 points for a logical recommendation but no explanation why. 2 point reduction for more than three grammar or spelling errors. · 0 points if no effort is made on the assignment.// I would show students the rubric before the assignment, so they know what is expected, and that the explanation is an important part of it. CK .//
 * Grading Rubric for assignment:**

Tara Goodrich's Lesson Plan
Subject: Language Arts Grade: 9/10 Unit: Wars Affect on Relationships (Literature Circles based on War Time, Historical Fiction Novels)


 * Objective:** Students will view the film, //War Stories//. They will then compare and contrast the fictionalized accounts of wars from their novels to the film's discussion of women's role change during World War II.

media type="custom" key="6519519"
 * Materials:// Great video. I think many students would be shocked to hear about ration tickets. This video provdies a great historical account of Women's roles during WW2. CK .//**
 * NARA Map Analysis Worksheet
 * Film, //War Stories with Oliver North//


 * Time Required:** One 80 minute class period


 * Background:** Students will have read half of their historical fiction novel. At this point in each of their self-selected, literature circle novel, they will have met the main character and begun to notice how his/her experience withe the war has started to affect his/her life.// This lesson plan makes an interesting connection between fact and fiction. There were many movies produced during this time that focused on the period. Most were fiction, but had factual attributes in them. CK .//

1. Teacher will ask literature circle groups to brainstorm the ways in which war is affecting the main characters in their novel. Students will then share these findings with the rest of the class. 2. Teacher will introduce the use of videos as a primary source for historical inquiry. Teacher will question students on what the different purposes of primary sources are. What do primary source films tell us about history that we might not learn from another source?// Excellent-this helps students understand the differences between the two resource types. CK .// 3. Each student will be given a NARA Movie Analysis worksheet. 4. The class will then view the video, and each student will individually complete the NARA Movie Analysis sheet. 5. At the conclusion of the film, students will discuss their findings in small groups prior to engaging in a whole class discussion. 6. After about 8-10 minutes, the teacher will elicit student responses regarding the film. The teacher will then ask the literature circle groups to compare and contrast the changes found in their literature circle novels with the changes from the documentary.// this is a think, pair, share approach. Get students to think first, share what they thought of, and then think more from the thoughts of others. Then, they sshare it with other groups. Great. CK .//
 * Procedures**

Based on your viewing of today's film and your understanding of your historical fiction novel, write a diary entry from your main character's perspective explaining how the shift in women's roles during the War affected their choices and consequences during the time.// Very good idea. This really gets students to think about what they have learned. Good way to wrap up the lesson and check for understanding. CK //
 * Assignment**

Robert McCord's Lesson Plan
subject: College composition I grade: freshmen
 * Panhandling and Street Performance**

Students will view these three videos of panhandlers/street performers:

[|World's Greatest Drummer] [|New Orleans Panhandler] [|Funny Panhandler] Students will also read this Dept. of Justice report on panhandling:


 * Objective:** Students will argue for/against considering street performing as legitimate work, different from the typical panhandling seen in downtown Chicago. Students will argue for/against legalizing/regulating street performances in Chicago as one way of dealing with panhandling. Students will write a 3-4 page research essay that uses the 3 videos and at least two other outside sources. Paper will include an MLA works cited page. // This is a good way to propose an argumentative paper. The plan applies skills for the course while arguing on a topic. CK .//


 * Procedure:**
 * 1) Students will view videos and complete NARA video worksheets for each one.// The videos are quite interesting and will be helpful for students in understanding what panhandling is. CK .//
 * 2) Students will research the current laws in Chicago on panhandling and street performance. These will be summarized and cited in the paper.// Excellent-this requires them to use the MLA format. CK .//
 * 3) Students will complete a rough draft of the paper and bring it to class. Students will discuss in class the pro/con arguments for street performance panhandling.// Good-this is interactive with other's views in the class. CK .//
 * 4) As part of the discussion there will be a review of panhandling in all forms, from street performances to signs. Passive and aggressive forms will be discussed. The Dept. of Justice report will be used.// The report helps to provide students with a legal response to it. The report helps students understand the views of the police. CK .//
 * 5) Students will then complete the essay as stated in the objectives.

Jamie Metz: Lesson plan on Benedict Arnold
The learner will: 1. work in groups to research a historical figure. 2. work in groups to research the trial process. 3. answer questions pertaining to their research to aid in organizing their work. 4. participate in a mock trial of Benedict Arnold. 5. work in groups to make oral presentations on conclusions formed by their group on patriotism and traitorous acts. 6. use technology to research, organize, and present information. || Students will need materials necessary for note taking and construction of any visual aides to be used in the presentation. Encyclopedias, Social Studies textbooks, and other resource books, as well as trade books could also be used to conduct the necessary research. || Internet Ready Computers Video Camera presentation software (HyperStudio or Power Point) productivity software (Microsoft Word, Word Perfect, ClarisWorks, etc. ) Inspiration software •A short film on Benedict Arnold:[] || Students should be familiar with the main characters and events of the Revolutionary War. Students will need to have a knowledge of using the Internet, including basic navigation of the Web. They will also need to have a knowledge of using presentation software and productivity software. Optional: If videotaping of the trial is desired, it would be good for a student to know how to use a video camera in order to accomplish this. The videotaping could also be conducted through the use of a tripod and strategic placing of the camera in the classroom.// This background knowledge will be important in completing the project. CK .// ||
 * **Objectives:// Objectives are clear and well defined. CK .//**
 * **Materials**:// Good-it is important to have this all ready before starting. CK .//
 * **Hardware**:// Very good preparation for this lesson. CK .//
 * Software**:
 * Websites**:
 * **Background Knowledge:**
 * **Introduction:** 1-2 days depending on the amount of discussion and the length of the class //Good-you allow whatever time is needed to introduce it. This will help students be better prepared for the activity. CK .//

1. As a whole class, introduce the idea of patriots through a brainstorming activity. Ask students to name people they consider to be patriots to the United States of America. 2. Ask students to look at the list of names and then list or name characteristics of those people that made them patriots. 3. Ask students to consider whether or not these people would be considered patriots in today's world. Why or why not? 4. Now repeat the first three steps but with the idea of traitors and their characteristics.// This is an excellent developmental process that you use here. CK .// Note: students may not be able to think of very many traitors - you may want to prompt them with reminders about current day news reports, or famous spies from past wars, if these have been studied. 5. As a class view the short video on Benedict Arnold found at: []-// This is short and to the point. It will provide the information needed, without using a lot of time. CK .// 6. Tell students that they will now be divided into groups and in those groups they will research the life and activities of Benedict Arnold and other spies or traitors and the procedures for conducting a trial. They will use the information learned to conduct a mock trial of Arnold and to make a presentation on the idea of patriots and traitors.

.
 * Learning Experiences:**
 * Mock Trial:** 1-2 days depending on length of class

1. Have students conduct a mock trial where Benedict Arnold is tried with treason against the United States of America following the guidelines in the quest. You may want to video the trial to use for informal self-evaluation by the students or to introduce the lesson if you decide to teach it again.


 * Oral Presentations:** 2-5 days depending on length of class and length of presentations as decided on by students and teacher

1. Have students return to their original groups to prepare oral presentations. 2. Make sure they understand that this is the major part of their grade on the rubric and that all group members need to participate not only in the construction of the presentation, but in the actual oral presentation itself. 3. You may want to decide with the students how long the presentations should be, a minimum and a maximum.// Probably a good idea, some may otherwise be too short or too long. CK .// 4. Have students make oral presentations using presentation software if desired by each group. // Very good-interactive idea, PowerPoint, WebQuest, Photostory...CK .// 5. The presentations are graded as the group synthesis and final outcome part of the rubric on the quest. || The group synthesis and final outcome scores will come from the final oral presentation made by each group. Even though it is a group project and some aspects of the score reflects the entire group, some of the score also reflects the individual's work as part of the group. If desired, an informal self-evaluation could be done by the students either in the form of an essay or through use of the rubric. This self-evaluation could also include the mock trial as there was no formal evaluation of the trial. It was mainly used to help the students focus their thoughts on what it means to be a patriot or a traitor.// I like how you use both a group score and an individual score. That way, students can't try to just fall back on a group. At the same time, this measures students' abilities to work in a group setting, which is vital. CK .// ||
 * **Assessment:**

Rosie's Lesson Plan

 * Overview of Lesson Plan:** This lesson will allow students to gain an in-depth understanding of the tragedies Holocaust survivors went through during their time in concentration camps.


 * Subject Area:** 6th Grade Socials Studies

· Laptops/Computer with internet · Access to youtube · Notepaper/pencils · Word or other word processing software
 * Materials Needed:**


 * Prior Knowledge:** Students should have background knowledge of WWII, concentrations camps, and the Holocaust.// This background is very important before viewing the videos. CK .//

Divide class into 6 groups. Each group will view 3 Holocaust survivor videos (from youtube) of their choice:// Giving students choices gives them a sense of ownership in their learning. CK .// [] [] [] [] [] [] [] [] Groups will fill out a NARA video worksheet for each video.// The videos are though to watch, but the accounts given from them are very important. The feelings and emotions derived from the videos could never be from a textbook. This is the reality of the Holocaust and life in the concentration camps. CK .//
 * Lesson Procedure:**

After viewing the three videos, students will need to create the following: A set of interview questions they would ask a Holocaust survivor // These questions would probably reflect the questions students would have for the survivors. CK .// 3 diary entries written from the point of view of a Holocaust survivor; 2 while in the concentration camp and one after liberation // This is a very good idea. It helps students see this from the survivor's point of view. CK .// Students will need to take their diary entries and create a power point featuring the entries and including downloaded images of the Holocaust to accompany the diary entries.// Good method of assessment. CK .//
 * Product:**

Paul's Lesson Plan
The goal of this lesson is to help students understand the impact that the Cold War had on American society during the 1950s.Tensions between the United States and the Soviet Union were at an all-time high during the 1950s.As each side increased its own nuclear arsenal, many came to fear that there would eventually be nuclear warfare.In order to calm American fears at home as well as educate the public on what do to in case of an actual nuclear attack, the United States government created the Civil Defense Administration.One of the more famous examples of how the CDA attempted to educate the American public on nuclear warfare was through the “Duck and Cover” program.
 * __Overview of Lesson Plan__ **

This lesson would work best in a United States History class that is learning about the Cold War or American society in the 1950s.
 * __Subject Area__ **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">This lesson would last 1-2 40 minute class periods.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Duration__ **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] [] [] These links all provide background information on the Cold War and Nuclear fears of the 1950s.All could be used to provide students with additional background knowledge from the time period or to research more about the topic. [] - This is the link to the “Duck and Cover” video [|http://upload.wikimedia.org/wikipedia/commons/9/9e/NATO_vs_Warsaw_(1949-1990).png] – This is a link to a map showing the countries that were a part of the NATO agreement and the Warsaw Pact.Both of the alliances were made out of the growing tension between the U.S. and the Soviet Union; democracy and communism. Copies of NARA / KWL worksheets for the students to complete. Computers for the students to use. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students should have a prior knowledge base of the Cold War.As World War Two ended, the U.S. became concerned about the growing spread of the influence of the Soviet Union and the spread Communism.Because of this, the U.S. adopted a policy of containment that’s goal was to prevent Communism from spread to other regions of the world.However, it would spread to Korea, China, and even Cuba.As more nations fell to Communism, many Americans feared that the United States would be next. The nuclear arms race between the U.S. and Soviet Union led to growing fears that nuclear was could become more of a reality.This is a major reason why the Civil Defense Administration was created.// Yes-this knowledge is very important for the students to have prior to this. CK .// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will begin by completing an NARA worksheet for the map depicting the countries that were a part of NATO and the Warsaw Pact.This would be a way for students to review the Cold War abroad.Students would also be asked to discuss how the Cold War and containment had impacted American foreign policy. Students will then be asked to hypothesize how the Cold War and fears of Communism could impact American society at home.To do this, students will begin to fill out the first two columns of their KWL chart.// Good. CK .// Students will then learn about the formation of the Civil Defense Administration and its impact on American society. Students will then examine pictures and read samples about people building fall-put shelters in their backyards and basements in case of a nuclear attack. Students will then watch the video clip “Duck and Cover.”Students will discuss the different aspects of the video.They will examine why the video was made, discuss the impact it would have, and analyze how the Cold War led to such a video creation. Using the other links that provide additional knowledge on the time period, students will complete the last column of the KWL chart. These links cold be examined at home by the students or in a computer lab during class time. // Excellent use of the KWL form in helping students understand what it might have been like to grow up during this time period. CK .// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will complete a map NARA worksheet as well as a KWL chart. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">This lesson connects to the time period of the Cold War. This lesson could also be used to compare present day fears that American have over terrorist threats and discuss how our government has reacted to try and calm those fears. // This is a very good connection that students will be able to relate to. CK .// This lesson could be used in a political ideologies class that is comparing American values of democracy to aspects of communism.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Materials Needed__ **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">// Very interesting sources. These really do give a clear understanding of what the climate was like during the cold war. CK .//
 * <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__ **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">__Connection to Curriculum__ **

__**Jessica's Lesson Plan - FINISHED**__

 * __Title:__** To Recognize or Not to Recognize Kosovo's Independence


 * __Overview:__ Students will examine the controversy surrounding the February 2008 declaration of independence by Kosovo. This lesson will focus on the concepts of nationalism, independence, sovereignty, and diplomacy. **


 * __Subject Area:__** 10th Grade World Cultures

Preparationn reading and individual reflections completed as homework
 * __Duration:__** __9__0-minute block for class work and discussion


 * __Materials:__** Computers with reliable Internet access for all students; paper & pencil for note taking; NARA (documents) charts for each student; adapted SEA charts for each student


 * __Prior Knowledge:__** As part of a world cultures course, this lesson will fall in the second unit on Europe. 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 rise of nationalism in response to Napoleon, the Age of Imperialism, and the emergence of the Information Age. Further, they have already studied physical & political maps of Europe and have a general knowledge of the ethnic cleansing in Bosnia. Students have also been briefed and practiced document and data analysis as well as using the Internet to find reliable information. Finally, students will have the option of using free online animation software that will require practice and user accounts that can be created using their student e-mails.// Good-sequential process. The animation software sounds really fun and exciting for students. CK .//

1. Prior to class, students will read Kosovo's Declaration of Independence from February 17, 2008 (Kosovo Declaration of Independence). To ensure understanding and completion, students will complete the NARA worksheet for documents.// Excellent-this is a good way to set students up for what is to come. The NARA worksheet helps you determine they are ready for the next steps. CK //
 * __Procedures:__

2. As students arrive in class, they will be presented with two maps from the United Nations Cartographic Section. The first map details the UN Mission to Kosovo (UN Mission to Kosovo ) and the second map is a general map of central and eastern Europe (UN Map of Central & Eastern Europe). The anticipatory set will ask students to create a KWL chart about the maps and the document that was read for homework. While completing this task, students should realize that Kosovo is NOT recognized as an independent nation by the United Nations.// Good way to tie in homework to the day's lesson. Also, the use of the maps helps support visual learners. CK .//

3. The teacher will lead a brief discussion about the ideas presented in the Declaration of Independence. Then, in small groups, students will be asked to brainstorm answers to the following question: Why do you think the sovereignty of Kosovo is controversial?// This gets the students to really think about it, generating ideas from one anohter too. CK .//

4. The teacher will distribute the SEA charts for students to complete as they view news clips about Kosovo's status. After the teacher plays each of the clips for the class, there will be a brief discussion about the video to ensure comprehension. The first clip, "Kosovo Independence Hours Away," and the second clip, "World Divided Over Independent Kosovo," are from 2008. The third clip,"Kosovo - Ticking Bomb in the Balkans," is from July of 2010. In their analysis, students should recognize that all clips are from "Russia Today" and identify the bias of this source.// I think that using a discussion about the clips to help ensure understanding is very important. Watching the clips may not be clear for all students. CK .//

5. After all clips have been shown, students will be given an opportunity to work in small groups to complete the SEA charts. They will be allowed to get computers to re-view the news clips which will be embedded on the class wiki page. They will also make lists of nations/organization that recognize Kosovo's independence and those that refuse to recognize Kosovo's independence. (This list will be re-examined in a later lesson in this unit examining regional and seperatist movements in Europe.)// Nice integration of technology into the lesson. CK .//

6. Prior to the end of class, the teacher will reconvene the class to make sure students recognize the roles of nationalism, independence, sovereignty, and diplomacy.

7. For homework, students will complete the SEA chart and create a political cartoon that demonstrates understanding of the Kosovo controversy. The cartoon may either be hand-drawn, computer generated, or created in an on-line animator such as GoAnimate or Xtranormal. Students will have one week to complete this homework assignment.// Good use of homework, now it is time for them take what they learned and apply it in an individual manner. CK .//

__News Feeds, Map Links, and Full Text of Kosovo Declaration:__ media type="custom" key="6527963" media type="custom" key="6527969" ** media type="custom" key="6527943" UN Map of Central & Eastern Europe UN Mission to Kosovo Kosovo Declaration of Independence Throughout the course, students will examine the positive and negative consequences of nationalism. We will also examine regional and nationalist separatist groups in Europe (for example, the Basques and Belgium), the Middle East (specifically the Kurds and the Palestinians), East Asia (specifically Taiwan, Hong Kong, and Uighurs), South Asia (specifically, the Tamils and Kashmir), and Southeast Asia (East Timor). The complex nature of sovereignty, independence, and diplomacy will also be themes addressed throughout the course. As a teacher, my main goal is for students to be knowledgable and critical consumers of information. Thus, by looking at news clips, maps, and government documents, students will be practicing critical thinks as they identify meaning and bias.// Good connections. I think that it is vital students examine media reports in a critical way. It is amazing how a news story told by two different sources can render two different views. CK .//
 * __Assessmen__****__t:__**
 * Homework check for completion of NARA chart
 * Teacher observation of student classwork
 * Political cartoon demonstrating student understanding of resources and evidence// Do you think you might use a rubric to measure student understanding using these methods? CK .//
 * __Connections to Other Units:__**

__Angie's lesson plan__
__**Unit**: The Civil Rights Movement __**Materials and Resources**: biographies and autobiographies about individuals who were involved in the Civil Rights Movement written at 3rd-5th grade reading levels [] A video interview of Diane Nash who led sit-ins during the Civil Rights Movement. A NARA worksheet to analyze the video individual KWL charts rubrics for written and oral assignments __**Assessment** The NARA and KWL charts can be used to check for understanding. The students will be given rubrics for the writing assignment (7) and the oral presentation (8) so they know the criterion for assessment.__
 * Subject Area**: Social Studies
 * Grade Level**: 4th
 * Outcome**: Students will learn about different people involved in the Civil Rights Movement in the U.S.
 * Objectives**:__
 * 1) __Comprehension level: Students will learn about the Civil Rights Movement__
 * 2) __Analysis level: Students will compare and contrast how key individuals worked for social justice issues.__
 * 3) __Evaluation level: Students will consider the risks these people took and decide if there is an issue that they would be willing to fight for.// I like how you broke this into three different levels. CK .//__
 * Procedures**:__
 * 1) __Students will each fill in a KWL chart for Civil Rights Movement.__
 * 2) __As a class, they will discuss and fill in a KWL chart on the board.// This is a good, collaborative way to do this. CK .//__
 * 3) __To build background knowledge students will watch the video of Diane Nash who led sit-ins.__
 * 4) __Students will use a NARA worksheet to analyze the video.// Good. CK .//__
 * 5) __Students will each read a short biography of a civil rights leader.// Will they get to choose the leader, or will you pick for them? CK .//__
 * 6) __In their small groups they will discuss how the person they read about fought for social justice.__
 * 7) __They will each write a short summary (a few paragraphs) about the leader they read about.__
 * 8) __The students will give short oral presentations about the leader and include whether or not they would risk their life to stand up for an issue and if so what issue.__
 * 9) __As a class they will fill in the “L” part of the KWL chart.// This is a well-developed process. Students learn developmentally as they go through the lesson. CK .//__


 * Title:** Maps (as a reference tool) and the Gulf Crisis
 * Grades:** Intermediate (4th, 5th & 6th grade)
 * Subject:** Library Instruction


 * Overview/Purpose-** During the Library Instruction unit on Reference Materials intermediate students will use maps of the Gulf Coast oil disaster and the accompanying website to research the Gulf oil crisis. Students will investigate questions such as where exactly oil has made landfall, what species have been effected and what intervention has taken place to stop the leak and help the effected species. Students will complete a KWL chart of the crisis as a whole and an SEA analysis worksheet of the map alone. Students will use the information from their SEA analysis and KWL chart to create a newspaper article or a news broadcast script about their findings.// This is a great idea to explore this topic, and can be used to work with any current event. CK .//


 * Duration:** 2-3 40 min Library Instruction classes

- 1 laptop computer, projector & projection equipment (for Instructor’s purpose of projecting/showing how to access the NY Times Gulf Crisis website) - Internet access to the following link: @http://www.nytimes.com/interactive/2010/05/01/us/20100501-oil-spill-tracker.html - Writing utensil - Copies of SEA analysis worksheet & KWL chart: 1 per group (approx 14 copies of each)
 * Materials Needed:**


 * Prior Knowledge-** Students are aware of the oil crisis in the Gulf either from hearing about it on the news, reading about it, hearing someone talk about it or from listening to the school morning announcements which include “Gulf Updates”.// It is something they can relate to, even if they do not have a full or clear understanding of the situation. CK .//

- As a class we will have a brief discussion about the crisis including the Gulf update from that morning and any other updates they remember or information they already know.// This helps to see what the students may already know and not know. It is a way to clarify the event for them too. CK .// - After the class discussion students will select a partner and fill-out the first 2 columns of their KWL chart. - Partners will take their KWL chart & SEA analysis worksheet to a computer of their choice and access the NY Times Gulf Crisis site. - Students will use the “Where oil is in the Gulf” and “Where oil has made landfall” maps to complete the SEA analysis worksheet and will incorporate this information in the 2nd or last column of their KWL chart however/wherever they choose to add it. - Students will use the other sections of the website such as “efforts to stop the leak” & “effects on wildlife” to complete their KWL chart and news article or script. - Students may incorporate pictures from the website but must cite the website and pictures.// This is a great way for students to apply what they know and then learn more about it. CK .//
 * Procedure:**


 * Product-** Students will present their article or news broadcast script to the class.// Good-they learn from one another. CK .//


 * Correlation to other lesson(s)**- This is the lesson or a lesson I would like to tie into my Earth Day lesson from 4-C-1. I would use/present this lesson prior to my 4-C-1 lesson.// Good. CK .//

Travis Singer's Lesson Plan
Subject: Civics and Economics Grade: 9 Unit: The Executive Branch, Election Process

Objective: Students will view the Inaugural Addresses of President Bush and President Obama.They will compare and contrast the speeches to improve upon their understanding of the differences and similarities between modern Democrats and Republicans//- good idea. The use of the two addressess gives students side-by-side comparisions of each party. CK .//

Materials: [|Pres. Obama's Inaugural Address] [|Pres. Bush's First Inaugural Address] Venn diagrams NARA worksheets

Time Required: Two 42 minute class periods

Background: Students have discussed the election process and presidential traditions.Students completed a political ideology survey in class to differentiate between conservative and liberal thought.// Very good, this background will really help students compare the two addresses. CK .//

Procedures 1. Students will review by brainstorming on the marker board what we have discussed as being typically Republican and Democratic ideas.// This is a way for you to assess their understanding before moving on, you could clarify things for them as you do this step. CK .// 2. Students will then brainstorm a list of what they believe to be the most important issues facing the country.Students should copy this list on a paper of their own and indicate if either or both of the presidents address these issues in their speeches.// Great. CK .// 3.Teacher will instruct the students to pay attention to the tone and use of language in each speech: not only WHAT does each man say, but HOW does he say it? Forceful? Compassionate? Poetic? Simplistic?// Learning how to read these cues is a very useful skill for students. This step helps them to learn that skill. CK .// 4.Students will view the Inaugural Addresses of Bush and Obama.As they view the speeches, they should complete the NARA worksheets for both videos. 5.On day 2, students will meet with small groups to share their impressions of each speech.Students will create a generally agreed-upon description of each speech/speaker (strictly judging the effectiveness of the speech, not the quality of the politician, because this is not the point), as well as a Venn diagram identifying the similarities and differences between the speeches.Many themes will be evident in each, such as the importance of education, business, security, etc.// Good application of the NARA and Venn formats. CK .// 6.Class-wide group discussion will follow the small group collaboration.Individuals will share their general impressions of each speech and describe whether they find either speech to fit into their preconceived idea of what makes a person Republican or Democrat.// Nice follow up, closure to the activity, brings is all together. CK .//

Assignment Students will write a one page response to identify and analyze their findings from viewing and discussing the speeches.Are there major differences between the two?Are the messages in each speech fundamentally at odds with each other, or do these men, who appear to be at extreme opposite ends of the ideological spectrum, share common ground?// Good. CK .//

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.

Your Name's Lesson Plan
Enter Lesson Plan here.