Learning+Activity+4-C-1

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

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==Jenn Matyasovsky's Lesson Plan==
 * Lesson Plan: World War II Photo Essay Project**
 * United States History Class, Grade 9**


 * Lesson Essential Question:** What can visual images teach us about the events of World War II?

Use the SEA method, as a class and examine the following three images from World War II.
 * Activating Strategy:**


 * 1)** **[]**


 * 2)** **[]**


 * 3)** **[]**

Next, we will complete the SEA form as a class on the SmartBoard and discuss the aspects of each image as we go.

1) After examining the three WWI images (as discussed in the Activating Strategy) and completing the SEA method, we will have a class discussion about a common theme evident in the images (in this case, victory and war).
 * Lesson Activities:**

2) Directions for the WWII Photo Essay will be given to students.

3) Students will utilize these two websites (and others, as needed) which include primary source archives of WWII photographs and posters for their projects: Very good resources that you found for doing this lesson. Excellent. The activating strategy get students working the primary sources right off the bat. I like how you bridge the activating strategy to the main part of the lesson by having a class discussion. [] []

4) Students will use a simple chart outline to plan the organization of their Photo Essay project.

5) Students will use the Microsoft Power Point program to create a WWII Photo Essay that includes a total of 8 slides. The slides will all be centered on a WWII theme that is pervasive throughout the images selected and used by students in their presentations. Each image will also be annotated, describing the image, as well as its connection to the central theme (ex. destruction, warfare, hope, weapons, patriotism, etc.) The WWII Photo Essay will include the following:


 * 1) Slide 1: Introduction Slide (Title, Name, Class Period)
 * 2) Slide 2: Central Theme (ex. destruction, warfare, hope, weapons, patriotism, etc.)
 * 3) Slides 3-5: 3 WWII Photographs with annotations and explanation of connection to theme
 * 4) Slides 6-7: 2 WWII Posters with annotations and explanation of connection to theme
 * 5) Slide 8: Works Cited-properly formatted MLA Format Works Cited, acknowledging all resources used for images and information used in project

6) Projects will be presented to the class. This is very effective. Students are sharing what they have learned. Your lesson plan provides good direction for students by telling them what you want in each slide, this gives the students direction and sets standards for what is expected in this assignment. You wrap it up with summary activity which is important in brining it all to a close.

After viewing classmates’ presentations, students will respond to a writing prompt asking them to consider what one can learn from historical photographs and images.
 * Summarization/Lesson Wrap-Up**

Student will be using the Scan, Examine, and Analyze method to study WWII photographs and posters.
 * Questions to Consider:**
 * 1)** **What method will students use to analyze the photos and posters?**

For this assignment, students will use the SEA form, as well as a Photo Essay Planning sheet in which they pre-plan/organize the sequence of the photographs/posters that will be included in their WWII Photo Essay.
 * 2)** **Will your students use a graphic organizer like a KWL chart or Venn Diagram?**

Students will be creating a photo essay project (Microsoft Power Point presentation) using photographs and posters of World War II, as well as annotating those images centered on a pervasive theme. Good outcome for evaluating what they learned.
 * 3)** **What final product will your students create, if any?**

This activity will promote critical thinking skills in a number of ways. First, students will be utilizing critical thinking skills as they work with each of the photographs/posters they select and complete the SEA form. This requires students to Scan, Examine, and Analyze each photograph/poster closely and critically. Additionally, students will have to identify a theme that connects the photographs and posters they have chosen and organize them in a visual presentation. Lastly, they will be required to explain and describe how each of the images portrays their central theme.
 * 4)** **How will your activity promote critical thinking skills?**

This lesson aligns with many of the standards that my curriculum is based off of, such as analyzing primary source documents, synthesizing sources, analyzing continuity and change, and examining cooperation and conflict among individuals and groups in American and world history. Additionally, this assignment includes practicing and building upon research and analytical skills, as well as aligns with the unit of study in my course on World War II. During this unit, we study the causes, key people, vocabulary, battles, new war technology, ideologies, and outcomes of the war. This lesson also expands cross-curricular barriers (into English & writing), as it incorporates written description /annotations and working with a central theme. Very good, this lesson covers a lot of things for students and promotes critical thinking in students. Good lesson plan. Jenn, You did an excellent job at creating a valuable lesson to teach students about the events of WWII. I love the fact that the final product you are having your students do is a Photograph Essay where they will create a PowerPoint Presentation to incorporate the events and occurrences of WWII. This is a great way to reiterate what the students have learned/ should learn. They are not only receiving the information through the analysis process during class, but they are then reiterating it while they research further information to use in their individual projects. Additionally, they are reminding themselves and their classmates, once more, as they present their presentations to the class. It is a known fact that the most possible information is absorbed through repetitive instruction/learning and when the individual teaches it them self. This is a great way to assure that the students' learning is met to the fullest. You have a lot of great ideas! I really enjoyed reading your lesson. -Tara
 * 5)** **How will this lesson integrate with the rest of your curriculum?**

==Tara Giles' Lesson Plan== 11th-12th Grade Health 2 **__The Truth about Tobacco Advertisements__**

Performance Indicator: Analyze how messages from media influence health behaviors. 1. Prevent and/or manage internal conflict and stress in healthy ways. 2. Carry out personal responsibilities.
 * __National Standard 2:__** Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.
 * __Content Area:__** Tobacco
 * __Healthy Behavior Outcome:__**
 * __Theory of Planned Behavior Construction:__**
 * 1) Attitudes towards behavior
 * 2) Perceived behavioral control
 * __Pennsylvania Health, Safety, & PE Standards__**
 * 1) Explain the media’s effect on health and safety issues. (10.2.6C) Good idea to indicate what standards and outcomes will be applied in your lesson. Does your school require you to share these with your students?
 * Day 1:**
 * A PowerPoint Presentation ([[file:4-C-1 Tobacco Ads.ppt]]) The use of the PowerPoint is a great idea for this. There are many ads and commercials on YouTube that advertise cigarettes. One infact is from the 60s and promotes Camel's as the number one choice of doctors. It is really hard to believe that such ads existed at one time. will be utilized to introduce different types of advertisement strategies used to influence their audiences. The students will learn about the strategies and gain an understanding to why the strategies have a tendency to be so powerful and/or influential.
 * For our **warm-up activity**, the students will be shown slide 2. They will have to brainstorm and list which forms of tobacco they feel are the most harmful and why. We will then decipherer, as a class, the fact that each of the options listed are equally as harmful and can affect an individual greatly.
 * During the presentation, students will be introduced to two past advertisements that were pro-smoking. They will be issued questions to reflect upon the advertisements that will help to get their attention on the possible influences and types of strategies used with each one.
 * After the students finish the questions themselves, they will be asked to take place in sharing their thoughts and answers with a partner. From the partner group, the students will join with another partner group and discuss as final small groups of four in order to come up with final ideas to share with the class. The class will reflect, as a whole, on what types of strategies were used, what the target audience was for the ads, as well as if it gave a “real life” picture of the product and what an effective warning label for the product would be. I don't know if it is in Canada, or where to be sure, but images that portray the effects of tobacco are put on the packages as a warning. Such as the effects of oral surgery on someone who has cancer from using smokeless tobacco. Yet, people still buy the products and use them. I wonder why that is. One would think that looking at such an image might scare someone into stopping.
 * The students will be directed to then work individually and brainstorm ideas to create a tobacco advertisement that counter acts the claims of the ones they viewed during the day’s lesson. They will brainstorm different quotes and reasoning to why tobacco use, in any form, is harmful and should be avoided.
 * HOMEWORK: Students will receive information page on [|Cigarettes Flavours]. Their homework assignment will be to read the article in entirety and complete a paragraph reflection of what they think of Australia’s attempts to end tobacco use and whether or not they think it will be affective means to control Australians from partaking in the behavior. This is a good way to carry the lesson over to the next day.
 * Day 2:**
 * To meet our daily **warm-up activity**, the students will share and reflect upon what they learned through the article. They will be given the chance to provide justified opinions and state their beliefs on Australia’s measures.
 * Next, I will share three anti-smoking posters with the class:
 * [[file:Anti-Smoking Posters.docx]]
 * Each of these advertisements sends the opposite message as the previous day’s lesson. They are different means to meeting the advertising strategies in a positive way. With a partner, the students will utilize the SEA Method to analyze and critique each of the three photographs provided. After each partner pair is completed, they will join with two more partner pairs; resulting in groups of six students. The small groups will be assigned one of the three anti-smoking posters to further analyze as a small group. They will create a final draft of the NARA Photo Worksheet. When all three groups are completed, we will share the final thoughts as a class. Excellent strategy. This keeps students active and engaged while working with other students on a changing basis. They can get different perspectives as a result.
 * Each of these advertisements sends the opposite message as the previous day’s lesson. They are different means to meeting the advertising strategies in a positive way. With a partner, the students will utilize the SEA Method to analyze and critique each of the three photographs provided. After each partner pair is completed, they will join with two more partner pairs; resulting in groups of six students. The small groups will be assigned one of the three anti-smoking posters to further analyze as a small group. They will create a final draft of the NARA Photo Worksheet. When all three groups are completed, we will share the final thoughts as a class. Excellent strategy. This keeps students active and engaged while working with other students on a changing basis. They can get different perspectives as a result.


 * **HOMEWORK**: Very good - You could even gives this to them at the start of the lesson as a previewing function too, if you wanted to. Students will be given a KWL worksheet to complete in order to reflect upon what they know, what they want to know, and what they have learned in regards to Tobacco advertisements, both anti and pro-tobacco use.
 * Day 3:**
 * **Warm-up:**Students will share results from the KWL Chart and be given the opportunity to add more information to theirs, if needed.
 * **FINAL PRODUCT:**Students will spend the remainder of the period creating their own personal anti-smoking advertisement. They will be required to strategically use one of the strategies learned and specify which strategy they chose and why on the back of the advertisement. The students must provide justified reasoning and information on their posters in order to reach the audience in a positive way. Health books may be utilized during the class period in order to reiterate previous tobacco information learned. Anything that is not completed will be homework and the poster will be due at the beginning of the next day’s class. Very good project idea. This is a great plan for having students demonstrate the outcomes you stated in the first part of this lesson plan.
 * **Conclusion:** Class will conclude with a summary of all strategies learned, as well as differences between pro and anti-tobacco advertisements. Students will have the opportunity to share final thoughts and input on what they gained from the lessons and offer any ideas to improve future classes taught.


 * **What method will students use to analyze the photos and posters? (SEA or NARA worksheet)**
 * I chose to utilize the SEA and NARA Photo worksheet for this lesson in order to specifically prompt the students’ analysis of the photographs. I started with a more broad approach to analyzing three photographs while using the SEA Method, but then became more specific as the groups were given a target photograph to analyze and had them use the NARA Photo worksheet.
 * **Will your students use a graphic organizer like a KWL chart or Venn diagram?**
 * As a homework assignment, I implemented the KWL Chart in order to have the students share what they know, want to know, and what they have learned about Tobacco Advertisements.
 * **What final product will your students create, if any?**
 * The students will create a final product of an anti-tobacco advertisement poster. They will have to provide justified reasoning on their poster to why tobacco is negative and also prove they know and understand the strategies of advertising by choosing a particular one to use for their advertisement.
 * **How will your activity promote critical thinking skills?**
 * They will be challenged to “think outside of the box” in order to create a product of their own that provides valuable information to why tobacco is negative. The students will have to re-analyze what they have learned and provide evidence that they have learned through the lessons taught.
 * **How will this lesson integrate with the rest of your curriculum?**
 * This lesson will help with all aspects of health-related advertisements and choices based on the topic areas. As we progress onto drug and alcohol abuse, unplanned pregnancy, and all areas of the Health 2 curriculum, the students will be aware of the strategies that are utilized through advertising and the media. This will, hopefully, help them look further into products and decisions and help them make more valid, educated, and positive choices.

==Dana Grandinetti - Lesson Plan== __ Lesson Plan: __ Steroid Usage __ Class: __ 10th Grade Health __ Safety Concerns: __ N/A TEKs: Health information. The student analyzes health information and applies strategies for enhancing and maintaining personal health throughout the life span. The student is expected to: (A) relate the nation's health goals and objectives to individual, family, and community health (B) examine the relationship among body composition, diet, and fitness (C) explain the relationship between nutrition, quality of life, and disease (D) describe the causes, symptoms, and treatment of eating disorders “Today we will discuss anabolic steroid abuse. We will also identify and discuss resources that are available to help those with any substance abuse problems.” - I will show the class **__pictures and posters__** of steroid users. Students will then use the NARA worksheet to analyze the photos. [] [] [] []
 * STATEMENT OF OBJECTIVES **
 * Identify a direct or indirect social harm resulting from individual substance abuse.
 * Identify a direct harm to oneself resulting from substance abuse by others.
 * Name and describe local services available to high school students for the treatment of substance abuse problems.
 * Identify barriers to use of substance abuse treatment services and suggest means of overcoming them.
 * Explain at least two behaviors change strategies for the treatment of substance abuse problems. I think that it is important to share this information with your students. That way, they know what the purpose of the lesson is.
 * Engagement: **
 * - ** First, I will have my students complete the first two columns on the KWL chart on steroids. I know they have all heard of steroids but I want to know what they already know and what they want to learn. After analyzing the pictures and participating in the class discussion and activities, I will have them finish the last section to see what they learned.

Then start: “I know you have all heard accounts of athletes using steroids to enhance performance. How often do you think that really goes on? Do you think it is a significant problem in high school, college, and professional sports? Why do you think athletes use steroids? What do steroids actually do and how do they work? These questions are a good way to come off the NARA forms. These questions will get students to think about steroid use in different walks of life. I will then ask the students to go into groups that I have assigned to them. They will discuss this topic among themselves. Students will answer the questions listed below and they will engage in a debate within their group. What are the pros and cons of use? Why would someone want to use them? Where do you get them? Should there be legal action? What do you think usage among pro athletes conveys to up and coming athletes? Very good, how do you plan to assign your groups? Could you set up groups with and without students that play sports? __// A Short Quiz on Steroids //__ 1. True or False: There are no medical uses for steroids. 2. Name three negative side effects of steroid use among females. 3. Name three negative side effects of steroid use among males. 4. True or False: Athletes are generally the only people who abuse steroids. Great way to check for understanding, and being sure the students are participating in the lesson.
 * Exploration: **
 * Questions: **

__// What are Anabolic Steroids? //__ •Known as erogenic or “performance enhancing” drugs •Synthetic testosterone, a natural hormone that is made in the testes –responsible for producing androgenic (masculizing) and anabolic (tissue-building) effects __// U.S. Food and Drug Administration //__ •Approved use use for treating specific types of anemia, some breast cancers, osteoporosis, endometriosis, and hereditary andioedema (a rare disease causing swelling of some parts of the body). •Medical specialists believe they can improve the appetite and improve healing after surgery, but has withdrawn approval for such uses since claims are vague. __// Method of use //__ •Usually taken in pill form, if cannot be absorbed orally taken in injection form •Doses for normal //medical purposes// usually averages between 1 and 5 milligrams •some steriod abusers may take up to hundreds of milligrams a day – far exceeding medically recommended dosages __// Some Steroid Use Terms //__ •Cycling: Taking multiple doses over a specified period of time, stopping for a time and starting again •Stacking:Using a combination of anabolic steroids, often in combination with other drugs. •Plateauing:When a drug becomes ineffective at a certain level •Tapering: Slowly decreasing steroids intake.
 * Explanation **

__// Anabolic Steroids: //__ __// Side effects- Men //__ •Shrinking of the testicles •Reduced sperm count •Impotence •Baldness •Difficulty or pain in urinating •Development of breasts •Enlarged prostate __// Side effects - Women //__ •Growth of facial hair •Changes in or cessation of the menstrual cycle •Enlargement of the clitoris •Deepened voice •Breast reduction __// Side effects - both sexes //__ •Acne •Jaundice •Trembling •Swelling of feet or ankles •Bad breath •Reduction in HDL, “good” cholesterol •High blood pressure •Liver damage and cancers •Aching joints •Increased chance of injury to tendons, ligaments, and muscles __ * //Who is using Anabolic Steroids?// __ •Teenagers - not just to excel in sports but to enhance their self-images by perfecting their physiques // Psychological effects // •Many report “feeling good” about themselves when on steroid regimen. •Downside is mood swings ranging from violent– homicidal episodes to bouts of depression when drugs are stopped. •May suffer from jealousy, extreme irritability, delusions and impaired judgment stemming from feelings of invincibility! __// A Short Quiz on Steroids //__ 1. True or False: There are no medical uses for steroids. 2. Name three negative side effects of steroid use among females. 3. Name three negative side effects of steroid use among males. 4. True or False: Athletes are generally the only people who abuse steroids. Doing the quiz again is an effective strategy. This is like a pre/post test sort of thing. Students can see what they knew, and what they know now after the lesson and learning the explanations and uses above.

__** Homework: (due one week from the day assigned) **__ After gaining a wealth of knowledge on steroid usage, students will be required to create a powerpoint which must entail pictures and posters of steroids and people using them, along with important information that we learned in class such as side effects, methods of use etc. Excellent idea, good.


 * What method will students use to analyze the photos and posters? (SEA or NARA worksheet)**
 * For 10th graders, I chose to use the NARA worksheet. They are more specific and organized. This method really makes students examine and analyze the different aspects of the photos.


 * Will your students use a graphic organizer like a KWL chart or Venn diagram?**
 * My students will complete a KWL sheet on steroids. I want to see what they already know about steroids, what they want to learn and what they did learn after examining the photos and participating in the class discussion and activities.


 * What final product will your students create, if any?**
 * My students will be creating a powerpoint on the usage of steroids and how they negatively affect your body. They will have one week to work on it and then we will show them in class the next time we meet. They will already have the knowledge on how to create a powerpoint from their technology class.


 * How will your activity promote critical thinking skills?**
 * My activity using the NARA worksheet will promote critical thinking skills. My students will be examining the different aspects of the sources to help them further develop both analysis and critical thinking skills. They will have to develop similarities and differences between sources as well.


 * How will this lesson integrate with the rest of your curriculum?**
 * This lesson will help with other areas of my curriculum such as my lesson on drug abuse. This particular lesson is a good lead up for that. Hopefully these lessons will teach my students that saying “no” to any form of drug is the best choice. Hopefully they will learn that drug abuse is not the way to go and they now know what can happen.

==Ray Shreckengost's Lesson Plan==

The students will analyze primary sources, interpret historical viewpoints, and make inferences concerning the mood or tone of letters Groups of students will discuss and write a response to the following prompt: “What were some different divisions that troops belonged to?” Good anticipatory set. Draw on prior knowledge. Display a poster with Uncle Sam from []. Discuss what the students know about this poster. Discuss the purpose of the poster. Good activating strategy. 1. Explain that recruiting posters were common during the Civil War. Display several examples from []. 2. Introduce the “Riflemen, ATTENTION!” poster from [|http://memory.loc.gov/cgi-bin/query/h?ammem/rbpebib:@field(NUMBER+@band(rbpe+02703700))] using the white board. 3. Have the students work in pairs to evaluate the poster using the SEA method. 4. Write around: “What is a sharpshooter?” 5. Each partner group will create a speech that would have been given to the men who passed the test and made it into the unit. The speech must include the duties and expectations of the unit. Plus, the speech needs to motivate the new recruits. This is a really neat idea. It allows your students to think back to that time and place. Also, the topic of a sharpshooter may be very interesting to them. Exit Slip: Do you think recruitment posters were effective during the Civil War? Why/why not? Good strategy, good way to check for understanding and to be sure everyone is on board.
 * __Objectives__**
 * __Day 1__**
 * __Review__**
 * __Introduction__**
 * __Procedure__**
 * __Closure__**

Fishbowl: Why would a soldier/recruit want to be a sharpshooter? Show both photos ([] and []) for the lesson for five seconds. Have the students record their initial reactions in their notebooks. Volunteers can share their reactions. 1. Show both photos on the whiteboard again. 2. Divide the students into groups of four. Two students in each group will analyze one of the photos while the other pair in the group will analyze the other. Both partner groups will use the NARA Photo Analysis Worksheet. 3. Each partner group will share their analysis with the others in their group once all students in a group are finished. Introduce the homework assignment which will be to try to answer one question that you came up with on the NARA worksheet. Very good. This is an active way to compare/contrast the two images. Group work allows students to develop different views of something.
 * __Day 2__**
 * __Review__**
 * __Introduction__**
 * __Procedure__**
 * __Closure__**

Go over some example questions and answers that the students completed for homework. Explain that families had questions about their loved ones fighting during the Civil War. How could you communicate with a family member in the military now? How about during the Civil War? 1. Introduce the letter writing activity. The students can either be a Confederate officer writing a letter to the wife/parents of the slain sharpshooter or they can write a letter that the Union sharpshooter may have sent to his wife or parents. 2. Post both photos from yesterday on the white board. 3. Select one prompt and write the letter. 4. Review mood and tone in writing. 5. Exchange letters and complete a T-chart. The T-chart columns are “Emotions felt” and “Why you feel this way”. Again, this puts students back in time, so to speak. Great idea and strategy. Collect letters and T-charts from the students. NARA Photo Analysis Worksheets, SEA Worksheets, T-chart, White board [] [] [|http://memory.loc.gov/cgi-bin/query/h?ammem/rbpebib:@field(NUMBER+@band(rbpe+02703700))] [] []
 * __Day 3__**
 * __Review__**
 * __Introduction__**
 * __Procedure__**
 * __Closure__**
 * __Materials__**
 * __Resources__**

==Rachel Gabler's Lesson Plan== As students read “Night” a novel on one boys experience during the holocaust, they will evaluate whether the image of the Nazi’s being portrayed by the US Government is accurate. Students are to choose two posters from the following website. []

Students will use the SEA worksheet to analyze the two posters and then use a Venn diagram to compare and contrast them. Students will then analyze a photograph of Hitler using the NARA worksheet. The second photo found on this page. []

Culminating project: Students are to compare the three views of the Nazi’s, that of the American Government, the author of Night and the Nazi’s themselves. Are there any overlaps between these three? (create a Venn diagram to demonstrate this) What is the truth of who the Nazis are? Is there a truth? Is one view a complete lie or the complete truth? Where do the items we viewed belong, a museum, a dump? Make sure all your answers are explained and refer back to the original documents.

Students will use NARA worksheets and create a Venn diagram. Students will hand in their NARA worksheets and Venn diagram as well as a reflective essay on all three viewpoints discussed. Critical thinking will be required as students look at a situation from multiple perspectives in search of the “truth.” Questioning whether there can be a full truth on this subject and if the truth changes throughout time and perspective is expected and required. We read and excerpt from “Night” in 11th grade literature already and I am considering reading the entire novel this year. This is a very interesting lesson plan that will get your students to think in a critical manner. You ask some really thought provoking questions for students to consider. This is a very good way to incorporate primary sources with the novel and to get your students to really evaluate what they are reading and to think deeply about the time period in which the primary sources were created as well as the novel.

==LuAnn Berger's Lesson Plan== Lesson Plan: Using the Drawing format ribbon in PowerPoint 2010

Objectives: Students will be able to use the options on the drawing format toolbar to manipulate shapes on a PowerPoint slide

Introduction: Pictures of kaleidoscope images, geometric ceiling designs and other similar images will be viewed. Start discussion by asking students to identify what each picture is. Then direct students’ attention to the geometric shapes in the picture. Identify sections that are identical and sections that are mirror images of each other. Discuss the use of color.

Students will view the picture and poster and use the SEA method to analyze each image. They will be examining and analyzing the graphics, geometrics and color of the images. This lesson plan is desinged very well around your teaching situtation. You have found a way to effectivley use the technology that you have at your disposal.

Picture: []

Poster: []

A demonstration of the sections of the drawing format ribbon will include how to insert a shape, change the fill and outline colors, how to rotate, resize, align and flip shapes. Excellent, you provide them with the needed instruction first, and then allow them to work on this.

Students will be shown this image and will recreate it:

After successfully creating this simple image, students will create a more complex geometric design that has at least 36 simple shapes. Very good. This is where they really have to use the skills that they have learned.


 * Questions to Consider:**


 * 1)****What method will students use to analyze the photos and posters?**

The SEA (scan, examine, analyze) method will be used to examine the components of the picture and the poster. They will be analyzing the shapes, colors and overall design of the images.


 * 2)****Will your students use a graphic organizer like a KWL chart or Venn Diagram?**

This assignment is a different type of use for primary source photos and posters. It was my goal to design a lesson that I could use in my computer lab in a creative way. Students will not need to use a graphic organizer.


 * 3)****What final product will your students create, if any?**

Students will create a graphic design on a PowerPoint slide and save it as a jpeg picture.


 * 4)****How will your activity promote critical thinking skills?**

Students will use critical thinking as they analyze how the parts of the images they examine are interconnected and related (mirror image, direct copy, rotated shape).


 * 5)****How will this lesson integrate with the rest of your curriculum? This ties not only into computer applications, but math as well. Cross-curricular. I think that this is an important practice in every shcool, when possible. **

This exercise will give them a chance to experiment with the tools on the drawing format ribbon. As we continue with PowerPoint and students design PowerPoint presentations, the skills they learn in this lesson will help them to design better presentations. The skills they learn here will also translate to other Microsoft products like Word and Publisher.

==Kirsten Zelenky's Lesson Plan==
 * Learning Activity 4-C-1**


 * Photos and Posters Lesson Plan**

**American Studies: The New Deal**

 * Key Learning**: Roosevelt’s **New Deal,** a number of economic programs, were put in place in response to the United States’ economic difficulties of the Great Depression.


 * Unit Essential Question**: How did the New Deal immediately deal with the Depression in terms of relief, recovery, and reform?


 * Lesson Essential Question**: How should historians judge the impact, effectiveness, and legacy of the Civilian Conservation Corps (CCC)?


 * Key Vocabulary**: Civilian Conservation Corps, New Deal, direct relief, Fireside Chats, National Youth Administration, public works.


 * Activating Strategy**: Students will watch the PBS video on the CCC: ([|http://www.pbs.org/wgbh/americanexperience/films/ccc/player/?flavour=mobile).] Good way to start this lesson. Students often like videos and this is a great activating strategy.

**Lesson Activities**:

 * 1) ======Students will complete a type 2 writing, commenting on their thoughts about the posters from the National Park Service (from [] )======
 * 2) ======Students will exchange the type 2 writing, highlighting interesting points.======
 * 3) ======Students will share out their thoughts about the popular vacation spots. Good idea, this allows for simple, time saving collaboration that leads to next step of the lesson. ======
 * 4) ======Using a graphic organizer, students record their thoughts while browsing through the photo gallery from [] .======
 * 5) ======Students will each pick 2 photos (however, each photo may only be picked once in a class) and will use the SEA chart to analyze the photo.======
 * 6) ======Students as a class will prepare a timeline of the CCC based on the information gathered through the SEA chart analysis.======
 * 7) ======Students will revisit their type 2 writings, adding new comments about the posters now that they have additional understanding of what went into the creation of the national parks. Having students come back to this is a great plan. I think that it is really helpful for them to look back on what they knew, and compare it to what they know now as a result of an activity. This is good, interactive and engaging lesson. ======

**Questions**:

 * ======What method will students use to analyze the document(s), data and political cartoon(s)? (SEA or NARA worksheet)======

SEA worksheet

 * ======Will your students use a graphic organizer like a KWL chart or Venn diagram?======

Graphic organizer

 * ======What final product will your students create, if any?======

Timeline and type 2 writing and reflection

 * ======How will your activity promote critical thinking skills?======

=
In order to complete the timeline, the students must engage in high level critical thinking skills. They must be able to analyze the photographs and then synthesize that information in order to create the timeline.======
 * ======How will this lesson integrate with the rest of your curriculum?======

http://travel.nationalgeographic.com/travel/national-parks/vintage-posters
==Chris Lloyd's Lesson Plan== Photos and Poster Resources Lesson Plan – 4-C-1 U.S History – The 19th Amendment – Women’s Suffrage and their Right to Vote


 * __Objectives__**: The students will use their prior knowledge of the Constitution and analyze the 19th Amendment. Students will also gain knowledge concerning the suffrage movement to expand women’s political rights. The students will create their own advertising poster promoting or contradicting women’s right to vote.


 * __Introduction__**Review the events leading up to the start of the Women’s Suffrage movement. The students will analyze the two photos to start the conversation about women’s right to vote. They will work together is small groups to come up with answers and then the class will complete the KWL Chart together on what they know about the women’s suffrage movement and the 19th Amendment. Discuss the key women who lead the movement.


 * __Procedure – Day 1__**
 * 1) By the way of an open forum discussion, the students will analyze the two opening photos and share their opinions about the posters. The answers will be reviewed the following day in class and each class period’s answers will be shared with each class. This will be done on a SmartBoard and saved to show the next day.
 * 2) The students will be using the iPad lab during the class and will use this site to analyze the posters and buttons used during that time period to promote women’s right to vote. Students will be instructed o take notes to help in completion of their advertising poster and write-up. [] and []
 * 3) Students will write three items that they learned about the topic and turn in for a classwork grade. the use of the technology will really help to hold the interest and engagement of students. Having them list three things they learned is a good way to summarize the lesson for the day.


 * __Procedure – Day 2__**
 * 1) Review the class discussion answers from the prior day’s lesson. Share answers from different class periods.
 * 2) Using the iPad lab, the students will work in small groups to review the History of Women’s Suffrage Poster – History of the 19th Amendment from - []. This site really does a good job of summarizing this. Student should take notes to help assist them in completing their advertising poster. A copy of the SEA worksheet will be given to the students to use to help them analyze and take notes about the Poster.
 * 3) Explain the individual project that the students will be completing – advertising poster and write-up. Students will have to decide on a position to take – promoting or contradicting women’s right to vote.
 * 4) Students will then design a poster promoting or opposing women’s right to vote. They will also do a one-page write up about the poster identifying the following:
 * 5) How will this poster convince people to agree with your position for or against the women’s argument for gaining the right to vote.
 * 6) What could someone say/do to oppose your poster’s viewpoint.
 * 7) Explain how effective these posters were in the effort to achieve equality for women’s political rights.
 * 8) Students can use the national women history website - [] as a resource to gain information for the student write-up about their poster.
 * 9) Each student will eventually present their poster to the class and explain their reasoning. A final class discussion will be done analyzing each person’s posters and reasons. having them do this will really help them to understand this topic. This is a very creative way to not only teach, but to evaluate what they have learned. Your closing is a good way to be sure that everyone knows what they are doing, and will ask any questions that they have. Good idea.


 * __Closing__**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.

The students will use a SEA worksheet during this lesson. They will be analyzing a poster and taking notes on the poster to help them complete their project. The SEA worksheet will help them during their note taking. Yes, the class will be completing a KWL chart together as a class and the teacher will be recording the information on a SmartBoard. The information will be saved and reviewed the next day. All class period’s information will be shared with the other classes. Students will be designing a poster promoting or opposing women’s right to vote. They will also do a one-page write up about the poster. The activity when the students are using the iPads to analyze the History of Women’s Suffrage Poster – History of the 19th Amendment will promote critical thinking skills. The students will also be analyzing different facts from other resources that they investigate to help in the completion of their poster and one-page write-up. This lesson can be integrated with the other lessons of about the Constitution and the women’s suffrage movement. This unit will lead into other movements in our country’s history like the civil rights movement. This lesson is intended to teach the students about what the women at that time had to endure to gain the right to vote.
 * __Lesson Questions__****:**
 * What method will students use to analyze the photos and posters? (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?**

==Caleb Calarco's Lesson Plan== Introduction: We will start this presidential election with a discussion about what presidential elections are, how often they are, and any knowledge that they have about elections today. We will then discuss the election process and investigate one particular election that took place during the Civil War. This site seems to be really interesting and very useful. Good intro to the lesson, with the use of site to start if off. 1. Students will use the SEA worksheet to investigate and analyze two posters from the 1864 election. The first poster is a Lincoln favored poster: [] The second poster is a McClellan favored poster: [] 2. Once my students complete the SEA worksheets for each of the cartoons they will be completing a Venn diagram in order to see the similarities and the differences between the two cartoons. 3. Students will begin writing an essay comparing and contrasting the two viewpoints of the presidential election of 1864. The essay will need to have an introductory paragraph, and the appropriate number of body paragraphs explaining the key similarities and differences, and then finish with a concluding paragraph. This is an effective way to use the SEA form and the Venn diagram. Then, allowing them to transition to the essay is a way to help students collect their thoughts and ideas before they write. The summarizing questions will ensure that the objectives of the lesson are included and covered, while being connected to the student essays. Very good. -When students complete the essay and hand it in they will answer and discuss the following questions: 1. What message were both cartoons trying to portray to the American people? 2. Why do cartoons show politicians in both positive and negative lights? 3. If you were living in 1864, what candidate would you choose if you were just judging them based on the cartoons? Why? 4. Do you think political cartoons had a great impact on presidential elections in the past? Do they have any effect today? What would be comparable to a political cartoon today? (Example: Television commercials) 5. Knowing that President Lincoln won the election of 1864 and how history turned out soon after, what would have happened if McClellan would have won the election?
 * 1864 Presidential Election: Abraham Lincoln vs. George McClellan **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activating Strategy: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will watch a 5 minute video clip about Presidential Elections. The clip is from this website: []
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedures: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summarizing: **

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will use the SEA worksheet to analyze to presidential election posters. // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">My students will be using a Venn diagram in order to compare and contrast the two cartoons from the presidential election of 1864. // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will create a compare and contrast essay using the Venn diagram they constructed for ideas. // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The summarizing questions after the essay is completed will promote critical thinking skills exploring “what if” and “what would you do” questions. // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be continuing their lesson of the Civil War after the election of 1864. It is important for them to investigate moments in history that could’ve taken a completely different route if things may have ended differently. Also, students will be investigating future presidential elections including modern day elections so it is essential for them to understand how the process works, the propaganda, and politics involved. //
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What method will students use to analyze the photos and posters? (SEA or NARA worksheet) **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Will your students use a graphic organizer like a KWL chart or Venn diagram? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What final product will your students create, if any? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How will your activity promote critical thinking skills? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How will this lesson integrate with the rest of your curriculum? **

==John Zelenky's Lesson Plan==
 * Produce a cartoon that shows Nuclear power generation in a negative light.**

The students will create a cartoon using comic life that shows that the use of nuclear power to generate electricity is harmful to the environment as well as the human and animal population. They will study a photo from a nuclear protest in the week after the Three Mile Island accident and a flyer that was posted in nearby Middletown, PA inviting people to a meeting about the accident to get ideas about how to portray the topic in a negative light.

Essential Question: What are the negative points to generating electricity by using nuclear power? Good EQ, this the students can expand on as they progress through the topic.

Activities 1. Students will get in groups of two and analyze the photo and poster using a SEA chart. @http://www.super70s.com/Super70s/News/1979/March/28-Three_Mile_Island.asp 2. The students will use a KWL sheet to organize the information. 3. The group will decide on a design for the cartoon using the templates in comic life. 4. The group will create the cartoon using one of the problems that are associated with nuclear power by using the department of energy website on the environment. Creating a cartoon is a creative idea. The idea of having them use the SEA and KWL shets will allow the students to develop the facts that will be the basis for the cartoons they make. This lesson really gets them to think about the negative aspects of nuclear power, even if some students are pro-nuclear power, they can examine and try to understand both sides of the debate. @http://www.ne.doe.gov/

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will use a SEA chart to analyze each item. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will create a KWL chart to combine the two items. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will create an anti nuclear power cartoon using comic life. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The activity will promote critical thinking by having the students research the problems with nuclear power and using these to create a cartoon. It will also force the students who are pro nuclear power understand the opposite side. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The lesson will be integrated into the unit on nuclear physics and also used to review a prior unit in the conservation of energy.
 * What method will students use to analyze the photos and posters? (SEA or NARA worksheet)**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Will your students use a graphic organizer like a KWL chart or Venn diagram? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What final product will your students create, if any? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How will your activity promote critical thinking skills? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How will this lesson integrate with the rest of your curriculum? **

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