Learning+Activity+3-D-1

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

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==Jenn Matyasovsky's Lesson Plan==
 * Lesson Plan: the Progressive Era & the Women’s Suffrage Movement**
 * United States History Class, Grade 9**


 * Lesson Essential Question:** How did supporters of the women’s suffrage movement contribute to the passage of the 19th Amendment? Good use of the LFS model. An LEQ gets students to think about what they are going to be doing and learning about.

1) KWL Chart: Students will complete the Know and Want to know section of their KWL chart, indicating what they already know and would like to learn about the women's suffrage movement of the early 20th century 2) Video Clip: Discovery Education: United Streaming-Women's Suffrage Movement: gaining Equality for Women (3:15 minutes) Very good []
 * Activating Strategy:**

-Think-Pair-Share: What do you know about the women’s suffrage movement? (from KWL chart) -Whole class discussion about what students know and want to learn about the women’s suffrage movement. (from KWL chart) -Students will proceed through five learning stations about women's suffrage in the United States. Each station will have a primary source relating to the women’s suffrage movement. They will complete a SEA worksheet for each of the primary sources at the stations. Students will be scanning, examining, and analyzing each of the primary sources.
 * Lesson Activities: Excellent, you are using different learning styles here. **

1) Political Cartoon: Progress: The Steamroller 2) U.S. Suffrage Map 1920 //3)// Document: Twelve Reasons Why Women Should Vote (from the //National American Woman Suffrage Association)// 4) Document: Susan B. Anthony’s Speech on Women’s Right to Vote 5) Document: 19th Amendment Good selection of primary sources.

Students will create a newspaper article about the women's suffrage movement. The article will include a newspaper name, story headline, picture with caption, and be dated August 19th, 1920, the day after the ratification of the 19th amendment by the state of Tennessee, which successfully put the amendment into effect. The newspaper article will describe the events and efforts of supporters leading up the passage of the 19th Amendment. Student will be able to utilize the information from their SEA charts to accurately describe the women's suffrage movement and to incorporate historical details into their articles. This is a very effective assessment of what the students have learned. It is engaging and and active.
 * Student Product: Newspaper Article/Summary Writing**

-Students will complete the “Learned” column of their KWL chart and share/discuss three examples with a classmate Closing the lesson is important, the use of the KWL chart is a great way to do this too.
 * Summarization/Lesson Wrap-Up**

-Political Cartoon: Progress: The Steamroller []
 * Primary Sources/Worksheets**

-U.S. Suffrage Map 1920 -Twelve Reasons Why Women Should Vote [] -Susan B. Anthony’s Speech on Women’s Right to Vote [] -19th Amendment to the U.S. Constitution [] SEA Worksheet: []

1) What method will students use to analyze the document(s), data and political cartoon(s)? Students will be utilizing the Scan, Examine, and Analyze method and complete the SEA form as they work with each of the five primary sources that are part of this activity.
 * Questions to Consider:**

2) Will your students use a graphic organizer like a KWL chart or Venn Diagram? Students will be using a KWL chart as the opening activity to activate prior knowledge, as well as the lesson wrap-up to summarize and share what they learned during the lesson.

3) What final product will your students create, if any? Students will create a newspaper article, reporting on the important events and efforts of the women's suffrage movement and the eventual passage of the 19th Amendment.

4) How will your activity promote critical thinking skills? This activity will promote critical thinking skills through the use of the SEA method as students scan, examine, and analyze five different primary source materials, including a political cartoon, map, speech, and other text documents. The newspaper article assignment will also ask students to synthesize information about the women's suffrage movement and to summarize key information, all which requires higher-order thinking skills.

5) How will this lesson integrate with the rest of your curriculum? This lesson integrate with the rest of my curriculum as part of a unit of study on the Progressive movement of the early 1900s. Students will study various political, social, and economic efforts that took place during the early 20th century by those who were responding to the challenges brought on my increased urbanization and industrialization. The examination of primary sources and specifically the topic or women's suffrage will align with the overall theme of how progressives aimed to improve America during this time period.

==Rachel Gabler's 3-D-1== Students will start class by discussing their knowledge of slavery in the 1860’s. Note: Students will not have to turn in a KWL chart but we will be going through this process throughout the class. After a brief discussion students will generate questions they have as to what it was like to be a free slave in a time when slavery still existed. Students will analyze a political cartoon and letter from a former slave to his former owner. They will analyze each of these artifacts separately using the appropriate NARA worksheets. You start off by pulling in prior knowledge, good idea. Students often have some knowledge about this. You then have them generate their own questions before working with primary sources using the NARA. This is a form of discovery and knowledge building, excellent idea. [] http://www.gutenberg.org/files/38479/38479-h/38479-h.htm#Page_265 Day 2 : After students have finished their worksheets they will form small groups. Each group member is to represent a perspective on the political cartoon, one of the former slaves, one of the former master and one of a current slave to the master. Would their interpretation of the cartoon change based on who they were? As a group create a Venn diagram demonstrating overlapping and differing feelings and thoughts about the cartoon based on the 3 figures discussed. Very good - I also think that the use of homework is very important. This takes what students learned in the collaborative and class settings, and forces them to work on it along, allowing them to develop their own understandings about it. The questions you pose help do this. Homework: Is the slave owner a bad person? How would he justify his actions? Is the former slave truly considering going back? Explain your answer. If the former slave did come back how would the current slaves feel about his presence? Students will ultimately turn in their Venn Diagram and Homework.

Critical Thinking: Student will be ask to make inferences about the former slave based on the letter as well as infer the former slave’s actual feelings. Students will be asked to evaluate the situation from numerous perspectives, as well as draw connections between this past event and their own experiences.

As we are studying American Literature, I will pair this activity with our study of the 1860’s

==Dana Grandinetti's Lesson Plan Good lesson plan layout and format Dana. == __ Lesson Overview: __ Students use primary sources focused on baseball to explore the American experience regarding race and ethnicity.

· Rise of Industrial America, 1876-1900
__ Class: __ Physical Education, Grade 4 __ Objectives: Do you share your objectives with the students when you start a lesson and then re-visit them to see if they were met? __ Students will •analyze historical images •create an original argument using primary sources •pose historical questions after analyzing and reflecting on primary sources •utilize search strategies to obtain primary historical data from targeted collections of sources •place the developments of race and ethnicity in America in historical context
 * Resources **
 * [|The African-American Experience in Ohio: Selections from the Ohio Historical Society]
 * [|America from the Great Depression to World War II: Black and White Photographs from the FSA and OWI, ca. 1935-1945]
 * [|Baseball Cards, 1887-1914]
 * [|By Popular Demand: Jackie Robinson and Other Baseball Highlights, 1860s-1960s]


 * Lesson Procedure **
 * (Day 1) Good introduction into this. This gets the students started and gives them a background before moving into the group work on day two. **
 * 1) Demonstrate to students how they can study U.S. history and culture by examining the topic of baseball. Show selected items from [|"Baseball: Across a Divided Society"] Primary Source Set. Introduce the timeline Baseball, the Color Line, and [|Jackie Robinson].
 * 2) Discuss the students' observations of the images.
 * 3) Have students review this primary document image of baseball.
 * 4) Have students complete the SEA worksheet with a partner. After about 20 minutes, review with the class what they analyzed.

__ Critical thinking skills: __ This activity promoted critical thinking skills by the process of actively applying and analyzing the information and observing the primary source documents. In this lesson my students will be reasoning, reflecting and communicating within their group. __ Integrating into the rest of my curriculum: __ I will use this lesson before I teach my baseball unit. This will familiarize my students with the American experience of baseball regarding race and ethnicity. This can be used as a cross-curricular activity as well. This is a great history lesson as well as a great computer lesson considering my students don’t get that special. I think that being able to apply our material and ideas to other curricular programs is important. This helps students to retain what they learn and teachers to use what little time they have better.
 * Activity Two: Research (Day 2) **
 * 1) Divide students into five groups based on the following time periods: 1860-1879, 1880-1899, 1900-1919, 1920-1939, and 1940-1959. Good strategy, using the time peirods here.
 * 2) Briefly introduce students to the following American Memory collections:
 * [|The African-American Experience in Ohio: Selections from the Ohio Historical Society]
 * [|Baseball Cards, 1887-1914]
 * [|By Popular Demand: Jackie Robinson and Other Baseball Highlights, 1860s-1960s]
 * [|History of the American West, 1860-1920: Photographs from the Collection of the Denver Public Library]
 * 1) Have each student search the digital collections to find one image and one textual document from the time period assigned to his or her group. The image and text selected should capture the developments, trends, or patterns of race or ethnicity during the assigned time period, as seen through the lens of baseball.
 * 2) Have students complete a Venn diagram of the image and the textual document from the time period they were assigned to. Hand that in after completed. Effective use of primary sources.
 * Final Product (Day 3) **
 * 1) Student groups create a newspaper page that contains the following elements:
 * 2) You may wish to engage the whole class in a discussion at the end of the unit. For example, the class may identify trends or patterns regarding race and ethnicity that emerged during the unit activity. They may discuss further what the history of baseball suggests about the history of the United States. This is a creative final outcome to evaluate student understanding of the topic. Sharing these articles with the other groups will help each group teach one anohter.
 * a creative newspaper title
 * the group's time period
 * a visual image from their time period
 * a textual document from their time period

==Tara Giles' Lesson Plan==

9th-12th Grade Girl’s Physical Education Know and understand intrinsic benefits of Dance. Know and understand the effectiveness of Dancing on one’s Physical well-being. Know and understand the importance of being Physically Active in order to live a healthy lifestyle. Realize the impact that Dance has had on society, both historically and currently. Global Recommendations on Physical Activity for Health: [|http://memory.loc.gov/cgi-bin/query/r?ammem/AMALL:@field(NUMBER+@band(codhawp+%2000186281))] Photograph of Couples Dancing: [] Analyze Dance Picture using an with stations. I think stations are a great idea. Keeping students active and engaged is important, at any grade or age level. This will do it. In order to complete the stations while assessing the given photograph, I would make sure to provide a copy of the photograph at each station so that the students may continually refer to it as they complete the assessment ques from the worksheet. I would transfer each question to a posterboard and have each station represent one part of the worksheet. Use “[|Global Recommendations on Physical Activity for Health]” to research the importance of physical activity amongst adolescents and relate the relevant connection between physical activity and Dance. In order to complete this activity, the students will refer to 5 different stations. Each station provides one of the 5 topic areas covered in the document provided. After reading over the information and discussing the contents at each area, the students will complete a paragraph summary stating what they learned. The students will work individually on this assignment and go about the stations as they complete the previous ones. This day is more of a research-based day, rather than an activity day, that deals with the students learning the importance of physical activity.
 * Dance’s impact on society over time and it’s affects on a person’s Physical well-being**
 * TSWBAT:**
 * Resources:**
 * Day 1:**
 * In partner pairs, the students will complete the given stations. At each station, they will be completing different parts of the NARA worksheet. Some students are not used to working in a station to station manner, having them work with a partner will give them courage to do this, if they are not comfortable with it.
 * As the students go to the stations, they have to make sure that they follow a suggested (the stations will be numbered) order that is parallel to the order of questions found on the Photo Analysis paper.
 * Conclusion:** Gather students together in a group and discuss the overall impact the picture had on them. Students can share their NARA worksheet results and provide insight to their thoughts and impression of the picture provided.
 * Day 2:**
 * Conclusion:** After all students have completed the day’s activity, we will gather as a group and summarize what was learned. I will then have them brainstorm and share whether or not they think Dance classifies as a good activity to stay physically fit and healthy. After they provide an answer, they will have to justify why they think so or not.
 * Homework:** Students need to research interesting facts to share with the class that deal with the impact Dance has had on society in the past, as well as today. They also need to research the level of physical activity Dance provides in order to come to a justifiable conclusion of whether or not they think it is an adequate part of Physical Education. The homework will keep them thinking about the activity. This is a good plan as it will help you carry it to day 3.


 * Day 3:**
 * The students will create an information log of all facts that were collected as a class in order to use for their upcoming Creative Dance Project.
 * The students will share the facts that they have learned and analyze whether or not Physical Education and Dance should be paired.
 * In order to compare the past and present dancing, we will use Venn Diagrams to look further into the impact that Dance can have on a society or group of people. Each student will complete a diagram of their own as the class works together to brainstorm. I will blow up the diagram on a large poster board to lead the class in filling out our final conclusions.
 * The Creative Dance Project Rubric will be passed out. As a class, we will review the upcoming requirements and link the purpose of the previous three classes to their project. After knowing more of the background information and outcomes of Dance, the students will be much better prepared to complete their Creative Dance Projects. The final dance project entails that the girls create their own personal 8-count pattern of locomotor movements. Afterwards, they are paired with 5 other girls, totaling 6 girls per group. The girls must demonstrate each of their 8-counts and come up with an order to place them in so that they flow amongst each other. Once a pattern is decided, they have to add levels, directions, arm movements, music, and costumes to the sequence to make it an actual dance. They must memorize and repeatedly practice the routine in order to prepare for their Dance Performance. In order to make the performance longer, the groups must take their total 48 count dance sequence and double each of the 8-counts in order to result in a total of a 96-count dance routine. This is a well-thought out plan. You started out with the basic elements of this topic while keeping students active all the way actually doing the dancing. You are integrating both the academic and physical portions of the topic very well.
 * Homework:** Students must type a one-page summary, single spaced, of what they learned in the three lessons provided. They must include historical information, influences Dance has had on people, as well as the Physical impact dance can have on a person and why it is important for them to practice it. Great for reflection and personal learning.

1) What method will students use to analyze the document(s), data and political cartoon(s)? Students will utilize the NARA Photo Worksheet to analyze the photograph provided to
 * Questions to Consider:**

2) Will your students use a graphic organizer like a KWL chart or Venn Diagram? A Venn Diagram will be utilized in order to assess and categorize the past and present effect that Dance has had on society.

3) What final product will your students create, if any? The students will complete a Creative Dance Project and perform their dance routine as their final product.

4) How will your activity promote critical thinking skills? This activity will promote critical thinking skills through the use of the NARA worksheets as students scan, examine, and analyze the picture. They will also utilize critical thinking skills as they review the document provided on the global recommendations of physical activity and through the use of the Venn Diagram as it is used to reflect upon the impact Dance can have on people.

5) How will this lesson integrate with the rest of your curriculum? This lesson plan is easily linked to the other areas of my curriculum due to the fact that it links specifically to a very large project that takes place during the semester. It also informs the students of the importance and requirements for an adolescent to be physically active and demonstrates the necessity for them to be physically active as much as possible to increase their overall health and fitness. ==

== ==Ray Shreckengost's Lesson Plan==

Where did most European immigrants enter the country (A previous lesson introducing Ellis Island has already been taught)? Use the smart board to introduce the students to images of immigrants at Ellis Island. Explain that the students will select one of the images to analyze later in the lesson. Good review and good integration of technology into the lesson. Drawing on prior knowledge and material. The students will complete an exit slip when leaving class. The students will answer the question “What was the biggest difference you noticed in the two photos?” Collect the exit slips as students leave. Have students use their analysis sheets from yesterday and discuss the people, objects, and activities that the students noted in the photographs. Write-Around Prompt: What challenges do you think immigrants faced when coming to America? Have student volunteers share once the exercise is completed. Have the students highlight what they think are the biggest challenges on the T-chart. Collect the students’ T-charts. Return the students’ T-charts. Student volunteers can explain why they highlighted different challenges as the most difficult. Explain that not all immigrants coming to America became citizens. Have the students list three reasons why they think immigrants would have been denied citizenship. Collect completed assignments. Assign the unfinished assignments as homework. Computers, NARA Photo Analysis Worksheets, Venn diagrams, “On a Ship to a New World” passage, SEA Method worksheets [] []
 * Objectives**: The students will: analyze primary sources; compare and contrast primary sources; identify key details in a passage; interpret historical viewpoints; write multi-paragraph informational pieces
 * __Day 1__**
 * __Review__**
 * __Introduction__**
 * __Procedure__**
 * 1) Take the students to the computer lab after the introduction. Each student will go to the LOC web page []. From here, the students will select a photograph of immigrants at Ellis Island.
 * 2) Each student will complete the NARA Photo Analysis Worksheet for their selected photograph.
 * 3) Each student will print a copy of the photo that they analyzed. Return to the classroom.
 * 4) Pair each student with another student who analyzed a different photograph. If this is not possible (for example, several students selected the same photograph), larger groups can be created.
 * 5) Each group will use a Venn diagram to compare and contrast the two photos that they analyzed. Good process. Students will have choice in the image they choose. Giving them some choice is a good way to motivate their learning. Also, the ticket-out-the-door is a good review strategy. It holds them responsible for their own learning.
 * __Closure__**
 * __Day 2__**
 * __Review__**
 * __Introduction__**
 * __Procedure__**
 * 1) Distribute and read aloud “On a Ship to a New World” passage from edHelper.com
 * 2) Students work in small groups to list the challenges faced by immigrants on the way to America.
 * 3) Discuss challenges that students listed.
 * 4) Display the cartoon “The Americanese Wall, as Congressman Burnett Would Build It” located at [].
 * 5) Distribute SEA Method worksheets to the students. Have the students work in small groups to complete the worksheets.
 * 6) Discuss the results of the SEA Method worksheets with the students. Have students add anything to their sheets that they think is important.
 * 7) Each student will individually complete a T-chart with “Challenges immigrants faced coming to America” and “Challenges immigrants faced upon arrival to America.” You use both group and individual learning strategies here. Students can learn from one another, bust must still demonstrate that they themselves have learned, such as with the T charts.
 * __Closure__**
 * __Day 3__**
 * __Review__**
 * __Introduction__**
 * __Procedure__**
 * 1) Introduce assignment choices to the students:
 * 2) Suitcase essay: Assume that you have to move to a new country in a few days. You can only pack one suitcase to take with you. Explain what you would take and why. This is a way to put students in someone else's place. I think that such a practice really helps students understand what something was like.
 * 3) Create a literacy test that could be used with today’s immigrants.
 * 4) Immigrant RAFT: Role-Immigrant denied citizenship; Audience-Family in home country; Format-letter; Topic-Reaction to being denied citizenship
 * 5) Each student will select and complete one activity.
 * 6) Collect assignments
 * __Closure__**
 * __Materials__**
 * __Resources__**

==Kirsten Zelenky's Lesson Plan== **Key Learning**: Due to the tremendous amount of power that a president has, each president of the United States has had a great deal of influence over the course of American society and thus American history. **Unit Essential Question**: How will history judge the performance of each of the presidents of the United States since 1960? **Lesson Essential Question**: How should historians judge the impact, effectiveness, and legacy of the Johnson Administration? **Key Vocabulary**: Great Society, Medicare, Medicaid, Civil Rights Act of 1964, Voting Rights Act of 1965 **Activating Strategy**: Students will complete a KWL on the key vocabulary for the lesson. Good use of the LFS model. All of these things can help students retain what they are learning, which is what we teachers want and need them to do. Lesson Activities: Questions: SEA worksheet KWL chart Graphic organizer Students must use higher level critical thinking skills to apply what they learn from the speech to the cartoons. The students will demonstrate critical thinking skills when they evaluate the speech, analyze the cartoons, and complete the graphic organizer. Grahic organizers can really be set up to meet the needs of any students. I have seen different examples of these and they can be set up around your instruction. Good use of the SEA and KWL along with LFS methods. I think that with LFS, there are many strategies that can help students organize complex material. This lesson fits into the Contemporary American History class Unit 5: //The Presidents//. The lesson focuses on students developing skills in analysis and evaluation.
 * Learning Activity 3-D-1 **
 * Documents, Data, and Cartoons Lesson Plan **
 * Contemporary American History: The Presidents: The Johnson Administration **
 * 1) Students will listen to the audio of Johnson’s speech to University of Michigan (//Great Society// speech).
 * 2) <span style="font-family: 'Tahoma','sans-serif';">Students will do a paired reading, transacting with the text of the speech.
 * 3) <span style="font-family: 'Tahoma','sans-serif';">Class will share out interesting, confusing, other noteworthy parts of speech.
 * 4) <span style="font-family: 'Tahoma','sans-serif';">Each student will analyze one of three cartoons on the //Great Society//, using the SEA worksheet.
 * 5) <span style="font-family: 'Tahoma','sans-serif';">Students will get into groups of three (same cartoon per group) and discuss the SEA worksheet.
 * 6) <span style="font-family: 'Tahoma','sans-serif';">Students will change groups of three (each of the 3 cartoons represented) and fill out graphic organizer on the //Great Society//. You start out with an independent learning strategy. Then progress to a collaborative one. This helps students learn about what they may not understand by talking with peers. The SEA will further help with this.
 * <span style="font-family: 'Tahoma','sans-serif';">What method will students use to analyze the document(s), data and political cartoon(s)? (SEA or NARA worksheet)
 * <span style="font-family: 'Tahoma','sans-serif';">Will your students use a graphic organizer like a KWL chart or Venn diagram?
 * <span style="font-family: 'Tahoma','sans-serif';">What final product will your students create, if any?
 * <span style="font-family: 'Tahoma','sans-serif';">How will your activity promote critical thinking skills?
 * <span style="font-family: 'Tahoma','sans-serif';">How will this lesson integrate with the rest of your curriculum?

<span style="font-family: 'Tahoma','sans-serif';">Resources:

<span style="font-family: 'Tahoma','sans-serif';">KWL chart

<span style="font-family: 'Tahoma','sans-serif';">SEA worksheet

<span style="font-family: 'Tahoma','sans-serif';">Transcription and audio recording of Lyndon B Johnson’s Great Society speech ([|http://millercenter.org/president/speeches#lbjohnson]) and //<span style="font-family: 'Tahoma','sans-serif';">Public Papers of the Presidents of the United States: Lyndon B. Johnson, 1963-64. //<span style="font-family: 'Tahoma','sans-serif';"> Volume I, entry 357, pp. 704-707. Washington, D.C.: Government Printing Office, 1965.

<span style="font-family: 'Tahoma','sans-serif';">Three cartoons reflecting ideas about Great Society ([]).

==LuAnn Berger's Lesson Plan== Lesson Plan: Map the Battles of the Civil War This is a technology lesson that is cross-curricular between a US History class studying the Civil War and a technology class.

Each student will select a region, investigate the Civil War battles fought in that region, find photographs related to those battles and use them to create a Google maps mashup. They will then create a travel itinerary describing the significance of the battles on their travel route. Good idea to give students choice, it is a motivational tool for learning.

Students will be able to:
 * Objectives:**
 * 1) Create a custom map using Google maps
 * 2) Attach pictures to a custom map in Google maps.
 * 3) Evaluate images from the Civil war and select representative images for this project
 * 4) Describe the significance of several Civil War battles Students like doing this sort of thing. So, this is a great approach to getting them to learn about the Civil War. They will be engaged with technology.

Day 1-2: Collect data: Each student will select or be assigned a region for this project. They will select five battles that occurred in this region. They will begin to search for photos from the LOC website related to those battles. They will use the SEA worksheet to evaluate the photos and select one appropriate photo for each battle. Using primary or secondary sources, they will write a one paragraph description of the significance of each battle.
 * Lesson plan: Kids love YouTube. Using it for the Google Maps instruction is a good call. Students can create their own map and enjoy doing it. All while learning about the historical context of the Civil War. This plan does a great job of integrating your own subject matter along with other cross-curricular areas. **

Day 3: Google Maps instruction: Students will watch a youtube video on how to make a customized map: http://www.youtube.com/watch?v=TftFnot5uXw&feature=player_embedded#! Students will then add the five battle locations to their map.

Day 4: Demonstrate how to upload photos and add them to google maps. Instructions are here: @http://support.google.com/maps/bin/answer.py?hl=en&answer=144364 Students will add their photos to the custom map they created on Day 3.

Day 5-6: Using Microsoft Word, students will create a travel itinerary for visiting the five battles. The itinerary will include descriptions of the battles, photos they have selected, a printable version of the map and a link to the online version of their map.

Civil War photos: @http://memory.loc.gov/ammem/cwphtml/cwphome.html Civil War Battles: @http://memory.loc.gov/ammem/collections/civil_war_maps/
 * Primary sources:**

Create your own map with google maps: @http://www.brighthub.com/internet/google/articles/6442.aspx Add pictures to google maps: @http://www.brighthub.com/internet/google/articles/62995.aspx
 * Additional Resources for using Google Maps:**

==Caleb Calarco's Lesson Plan 3-D-1==
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Plan: Abraham Lincoln’s Inaugural Addresses **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. Students will complete a KWL chart on the life and presidency of Abraham Lincoln. Students will list all of the things they know about Lincoln as write down what they want to know and learn. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. We will have a whole class discussion on what they wrote down. I will notify them that we will focus on Abraham Lincoln’s Political Life.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 1 **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Anticipatory Set (Bell Ringer): **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. I will then show the brainpop video on Abraham Lincoln (5:58). This will serve as a good introduction to Abraham Lincoln. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4. In partners students will read President Lincoln’s first inaugural address: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedures: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Afterwards they will complete the following questions: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-According to this speech what view did President Lincoln have on slavery? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-What is President Lincoln’s view on secession? Did he feel it was legal to secede from the Union? <span style="font-family: 'times new roman','serif'; font-size: 16px;">-What message is President Lincoln trying to convey to the people of the South? Summarizing is just as important as the anticipatory set you do. Everything needs a closing to it.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summarizing/Assessment: I think that your set up here is very important. You start of with a bell ringer, allowing students to draw on prior knowledge. This also allows you to determine what they already know. You then do the lesson, which is active and engaging, but also appears to be set up in a way that will work for one class period per day. It is often hard to judge how long something may take to do. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. I will write the words slavery and secession on the board. We will have a whole class discussion on what these words mean. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. We will then go over the discussion questions that the students had finished at the end of class yesterday.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 2 **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Anticipatory Set (Bell Ringer): **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will read President Lincoln’s second inaugural address with partners: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedures: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Afterwards they will complete the following questions: <span style="font-family: 'times new roman','serif'; font-size: 16px;">-What is the mood and tone of President Lincoln’s second inaugural address? <span style="font-family: 'times new roman','serif'; font-size: 16px;">-What is President Lincoln’s view on slavery in this address? <span style="font-family: 'times new roman','serif'; font-size: 16px;">-After reading this speech do you think Lincoln will treat the Southern states fairly or as traitors once the war is over? Very good utlilization of the resource.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. We will go over and discuss the discussion questions from President Lincoln’s second inaugural address.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summarizing/Assessment: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. Students will investigate a cartoon of President Lincoln concerning the Emancipation Proclamation: Nice activiating strategy here. Good way to start off. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 3 **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Anticipatory Set (Bell Ringer): **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-We will discuss what the students see in this cartoon. Students should be able to point out that Lincoln is seen in a negative light. A few questions to ask would be: <span style="font-family: 'times new roman','serif'; font-size: 16px;">-Why is Lincoln portrayed negatively? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-What items in the cartoon show that it is negative?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-Students should understand that although President Lincoln is seen as one of the greatest Presidents, he was still disliked by some in the country.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. Students will complete NARA worksheets on both of President Lincoln’s inaugural addresses: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">NARA worksheet: []
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedures: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">First inaugural address (primary source): <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Second inaugural address (primary source): <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For homework students will complete a Venn Diagram comparing and contrasting both of President Abraham Lincoln's inaugural addresses. This will be discussed in class tomorrow and serve as the summary to the lesson. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] These are good ways to tie up this lesson and to conduct assessment of what they learned. Your use of the Venn and KWL are assessments that allow students to learn as they do them. Good idea.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summarizing/Assessment: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-Lastly, students will complete the KWL chart from the Day 1. They will write down what they've learned about President Abraham Lincoln.

==John Zelenky's Lesson Plan 3-D-1==

Lesson plan for a position paper on the use of Nuclear Energy as a source of electricity.

Essential Question: Is nuclear power a safe alternative to coal powered power plants to reduce carbon dioxide emissions and global warming? I have seen a few of these EQs or LEQs. I think this a great way to introduce a lesson to students. Teachers can refer back to these questions throughout the lesson to see what parts of the question has been or is being answered. In the end, we want students to be able to answer it.

Lesson activities: 1. Students will complete a KWL chart that will include what they know about the use of nuclear power in the US and how it reduces global warming. Very good - some will have prior knowledge of this. 2. Students will use the statistics from the website to determine the use of nuclear power in the United States. The will rank the states by the number of nuclear power plants in use. 3. Students will research the amount of carbon dioxide saved by using nuclear power for each state. 4. Students will read the speech from the director of the World Nuclear Association about the necessity of nuclear power. 5. Students will write a position paper about their opinion on using nuclear power to reduce global warming based on the research they have done. My assumption is that is the students will complete the rest of the KWL prior to the position paper. The KWL will give them a guide to writing the paper. Also, this is the case with the NARA for examining the speech. I think the use of the KWL and NARA forms make good graphic organizers and can serve them well in developing final products, such as the paper you plan to have them prepare.

Resource:

Statistics on the use of nuclear power for the generation of electricity in the United States for the Nuclear Energy Institute. @http://www.nei.org/resourcesandstats/nuclear_statistics/

Speech from the director of the World Nuclear Association about the necessity of nuclear power. @http://www.world-nuclear.org/John_Ritch/The_Necessity_of_Nuclear_Power.html

The students will use the NARA worksheet to analyze the statistics as well as the speech. The students will use the KWL chart to begin the lesson. The students will create a position paper based on the research that they gather to explain their view of nuclear power. Position papers get students to take a position and defend that position. I think this is really important. Students often have a side, but cannot really defend it. You could integrate some sort of debate into this lesson if you wanted to. Or have students discuss their position and defend in a group. The students will need to synthesis a conclusion from the information that they find about nuclear power. This promotes higher level skills. I agree. This lesson will integrate into units on nuclear physics as well on units on work and energy. The students will understand that to generate electricity you must have a large source of energy and the waste from the fuel is difficult to dispose of without problems.
 * What method will students use to analyze the document(s), data and political cartoon(s)? (SEA or NARA worksheet)
 * Will your students use a graphic organizer like a KWL chart or Venn diagram?
 * What final product will your students create, if any?
 * How will your activity promote critical thinking skills?
 * How will this lesson integrate with the rest of your curriculum?

==Chris Lloyd's Lesson Plan== <span style="font-family: 'Arial','sans-serif';">Chris Lloyd – Primary Resources Lesson Plan – 3-D-1 <span style="font-family: 'Arial','sans-serif';">U.S History - Civil War Unit Culminating Project


 * __<span style="font-family: 'Arial','sans-serif';">Objectives __**<span style="font-family: 'Arial','sans-serif';">: The students will use their prior knowledge of the Civil War to analyze Robert E. Lee’s Surrender Speech - Surrender at Appomattox, 1865; evaluate the “A Short Blanket” illustration; and work in groups to compare and contrast their findings to create a podcast which identifies their thoughts and their interpretation of about the end of the Civil War. The overall theme of the project is “Why did the North win the Civil War?” Good, clear objective. The podcast is a neat idea. Anything with technology will engage most students.

<span style="font-family: 'Arial','sans-serif';">Review the causes of the Civil War and the events leading up to the end of the War. Have the students give answers to the causes and events leading up to the end of the War. Explain the Civil War Culminating project to the students and show them examples of previous projects completed by former students. Great way to introduce this. Students may have varying knowledge about it so this intro is important.
 * __<span style="font-family: 'Arial','sans-serif';">Introduction __**

<span style="font-family: 'Arial','sans-serif';">**__<span style="font-family: 'Arial','sans-serif';">Procedure __**
 * 1) <span style="font-family: 'Arial','sans-serif';">The students will be using the wireless laptop lab in the classroom over the next several days. Direct the students to Lee’s Surrender speech. ([])
 * 2) <span style="font-family: 'Arial','sans-serif';">Review the directions on how to complete the SEA Worksheet. Each student will complete the SEA Worksheet to scan, examine, and analyze the speech.
 * 3) <span style="font-family: 'Arial','sans-serif';">Review the directions on how to complete the NARA Worksheet. Each student will complete the NARA Cartoon Worksheet to analyze the illustration “A Short Blanket”. []
 * 4) <span style="font-family: 'Arial','sans-serif';">Student will then work in groups of threes to compare their notes from the speech and the illustration. They will then use their prior knowledge learned throughout the Civil War unit and from information they gathered using the SEA and NARA worksheets to create a podcast of why their group thinks the North won the Civil War. Students will be using the computers to do further research if necessary and to create the podcast using the Audacity software (students have used this previously in class for other projects so no instruction on the program is necessary).
 * 5) <span style="font-family: 'Arial','sans-serif';">Podcast should include what the student would have done if they were General Lee and/or General Grant; references to the speech and illustration; reasons why the North won the War; and groups’ personal thoughts about that event in US History. Good, you are setting standards for what needs to be in the podcast. Good, you could also have a rubric for students to follow too. I feel that by asking for students' personal thoughts as part of the project is a way to allow them to make a connection to what they are learning.
 * 6) <span style="font-family: 'Arial','sans-serif';">Each groups’ podcast will then be posted on the class website under the teacher’s school webpage which can be heard by the entire class. The students will hear all of the groups’ podcasts and a final class discussion will be done analyzing each group’s reasons. If they know everyone will hear this, then students will probably want to work hard and make it a quality project.

<span style="font-family: 'Arial','sans-serif';">Each day of the project, the students will fill-out their status report. The status report is just a one or two line summary of what they completed on that day’s class and what they are going to work on during the next class. There is also a section for them to ask questions relating to the project. The teacher will review these reports to check for work completion and to help answer any outstanding questions about the project. Great idea. Students will feel more responsible for the work they do if they have to report on their progress. Good plan.
 * __<span style="font-family: 'Arial','sans-serif';">Closing __**


 * <span style="font-family: 'Arial','sans-serif';">What method will students use to analyze the document(s), data and political cartoon(s)? (SEA or NARA worksheet) **<span style="font-family: 'Arial','sans-serif';"> //The students will use the SEA Worksheet to analyze General Lee’s speech and the NARA Cartoon worksheet to examine the illustration “A Short Blanket.”//
 * <span style="font-family: 'Arial','sans-serif';">Will your students use a graphic organizer like a KWL chart or Venn diagram? **//<span style="font-family: 'Arial','sans-serif';">No the students will not use the KWL chart or Venn diagram this time. //
 * <span style="font-family: 'Arial','sans-serif';">What final product will your students create, if any? **//<span style="font-family: 'Arial','sans-serif';">The students will create a podcast of their findings and thoughts about the topic. //
 * <span style="font-family: 'Arial','sans-serif';">How will your activity promote critical thinking skills? **//<span style="font-family: 'Arial','sans-serif';">The students will be asked to put themselves in both Generals shoes and think about if they would have surrendered and what it would have meant to the people of the South during that time. //
 * <span style="font-family: 'Arial','sans-serif';">How will this lesson integrate with the rest of your curriculum? **<span style="font-family: 'Arial','sans-serif';">This lesson is a culminating project about the study of the Civil War. The project will be at the end of going over all the material that is normally covered in the class pertaining to the Civil War – the causes, events leading up to and during the War, and the major battles of the War. The students will use this knowledge to relate to upcoming lessons pertaining to U.S. History.

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