Civil War Thematic Lesson
|
|
- Joanna Joseph
- 6 years ago
- Views:
Transcription
1 Civil War Thematic Lesson
2 Lesson Overview Civil War Part 1 Students will be given a pre-assessment to find out what is their prior knowledge of the Civil War. Students will be exposed to images of the Civil War and asked to discuss these images and what they mean. Students will be given the option for their culminating project of either an individualized field trip or a book report on the Civil War. Students will begin instruction at the beginning of the Civil War. Civil War Part 2 Students will learn about the Civil War from the perspective of the North. Those students with more prior knowledge of the Civil War will be put in groups with students with less knowledge and utilized as group leaders in the projects. Students will learn about the Civil War from the perspective of the South. Students will learn about key women and African Americans during the Civil War. Students will learn about how the war ends. Civil War Part 3 Students will watch part Ken Burns documentary on the Civil War. Students will work on analyzing artifacts from Arlington Cemetery. Students will work on analyzing political cartoons from the Civil War era. Student will be review Lincoln s assassination and Reconstruction. Students will watch the images from the Civil War shown at the beginning of the unit and once again discuss the images and how their represent history.
3 Who are the characters in this cartoon? Who is holding the dog? What does the dog represent? What do each of the mallets represent? What is the artist trying to tell us?
4
5 Civil War Daily Lesson Plan Subject: Social Studies Grade: Middle School Teacher: M. Meck Date (s): 0/00 # of days: 2 Theme: Civil War and the South Standard(s): Standards Civil War Sociology, History, Political Science, Geography, Psychology, Economics. Objective(s): 1. Students demonstrate their understanding of specific northern Generals and Battles by answering questions and sharing the information with their group. 2. Students will use think, pair, share techniques to teach the group about their General and Battle. 3. Students will demonstrate a deep understanding of Union Generals and Battles through a final report due in 2 days synthesizing each group members individual activity along with adding final group questions. Pre-Assessment Activity (what the students already know): Name an interesting fact about your General/War. Anticipatory Set: (0 minutes) Q/A Why did the south loose the war??? Instruction: (10 minutes) A n t i cipatory set and Pre-Assessment. (100 minutes) Have students pair up into groups. Each person in the group should represent a different General and respective battle. Have each person in the group share about his or her battle and the corresponding General. Have the group prepare a group paper answering questions provided by the teacher and individual insights on the war, the battles, generals, victories, etc. (10 minutes) R e v i ew project. Check for understanding (How will you gain feedback as to whether students understand?): a. Review, homework. Independent Practice (What will students do on their own): b. Homework Finished project due the following day. Text Activities (What activities from the textbook will you use): c. Chapter(s) on Civil War Modifications/Accommodations: 1. Graphic organizer with battle information 2. Leveled readers Assessment (What activity will students do to demonstrate mastery of the skill?): Q/A H o m ework/project Materials (What materials or instructional resources will you use to deliver the lesson?): d. Book e. A r t icles on battles and Generals. f. Q u e s tions for students to answer. Culminating Project/Activity (What project will students ultimately complete that would allow them to apply the skills they have learned?): Choose 1 of the following: Individualized field trip or Book report. Due in 5 weeks. T e s t in 5 weeks.
6 Southern Wins and their Generals Assignment Step 1: Students will be assigned one of the following 1. 7 Days War Lee 2. C hattanooga Longstreet 3. Harpers Ferry Stonewall Jackson 4. A ntitem Stuart Step 2: Please read all information provided about your General and Battle. Step 3: Answer the following questions about your General and Battle 1. W ho is your General? 2. W hat he a good General? 3. W hat were his strengths/weaknesses? 4. W hat was your battle? 5. H ow did your General fight in that battle? 6. W hat were his strengths and weaknesses during that battle? 7. H ow was this a victory for the North? 8. H ow was this campaign significant to the war? Step 4: Share your information with your group. Step 5: As a group, provide a final report which should include the individual reports shared with your group members, a separate cover page, and document answering the following questions 1. W ho was the strongest Union General, why? 2. W hat were his strengths/weaknesses? 3. W hat was the most significant Union battle, why? 4. W hat was the worst battle, why? 5. S hould the Union have won the war? 6. H ow did the Union win the war? You will have 2 days in class to complete this assignment. This assignment is due following the 2 in class days. Rubric: A A ll questions are answered. All group members participated. Report includes unique insights and creativity. B A ll questions are answered. High group participation. C 90%+ of all questions are answered. High group participation. D 70%+ of all questions are answered. Group participation. F A nything less than the following.
7 Civil War Daily Lesson Plan Subject: Social Studies Grade: Middle School Teacher: M. Meck Date (s): 0/00 # of days: 2 Theme: Civil War and the Constitution Standard(s): Standards Civil War Sociology, History, Political Science, Geography, Psychology, Economics. Objective(s): Students will take notes on and demonstrate an understanding of key women and African Americans in the war. Students will demonstrate they know who Clara Barton is and their significance. Students will demonstrate they know who Frederick Douglas is and their significance. Students will demonstrate an understanding of the role African American troops during the civil war for both the North and the South. Pre-Assessment Activity (what the students already know): Q/A What happened in April 1865? Anticipatory Set: (0 minutes) Q/A What happened in April 1865 Instruction: (5 minutes) Anticipatory set and Pre-Assessment. (20 minutes) Have students read quotes from Clara Barton and discuss what type of person she is. Lecture on her life and contributions up to the Red Cross. (60 minutes) Have students read out loud Douglass s 4th of July speech and discuss the type of person he is. Lecture on his significance to Lincoln, the Civil War and the abolitionist movement. Discuss/read the 14th, 15th and 16th Amendments, Douglass s influence on creating those Amendments and the change in society because of those Amendments. Discuss the role that Douglass s sons played in the war. (30 minutes) Play a clip from Glory. Discuss/lecture on the role of African American troops in The Civil War. Discuss the role they played in the North and the 24th Mass. Discuss the role the played in the south and the official OK to use Colored Troops by Davis in (5 minutes) Review notes with class. Check for understanding (How will you gain feedback as to whether students understand?): Review, homework. Independent Practice (What will students do on their own): Homework Read biographical sketch of Douglass and reflect on his achievements. Have students write a pretend 17th Amendment that would have been passed shortly after the 16th Amendment that might have made life better for African Americans in society. Text Activities (What activities from the textbook will you use): Chapter(s) on Civil War Materials (What materials or instructional resources will you use to deliver the lesson?): Book Article on Douglass Modifications/Accommodations: Extended time. Articles on reading level. Notes on presentation provided. Assessment (What activity will students do to demonstrate mastery of the skill?): Q/A Homework Culminating Project/Activity (What project will students ultimately complete that would allow them to apply the skills they have learned?): Choose 1 of the following: Individualized field trip or Book report. Due in 5 weeks. Test in 5 weeks.
8 Civil War Daily Lesson Plan Subject: Social Studies Grade: Middle School Teacher: M. Meck Date (s): 0/00 # of days: 1 Theme: Civil War Review Standard(s): Standards Civil War Sociology, History, Political Science, Geography, Psychology, Economics. Objective(s): 1. Students will demonstrate what they know through a review of the Civil War. Pre-Assessment Activity (what the students already know): None. Anticipatory Set: (0 minutes) Q/A Test time! JK What do you need to know for the test? Instruction: (60 minutes) 1. Students will be put in to groups. Students will be given a list of names or items and they must correctly identify to what those items belong to. Check for understanding (How will you gain feedback as to whether students understand?): Q/A during lecture/discussion Independent Practice (What will students do on their own): H o m ework Study for Test. Culminating project due tomorrow. Text Activities (What activities from the textbook will you use): Chapter(s) on Civil War Materials (What materials or instructional resources will you use to deliver the lesson?): Book Modifications/Accommodations: Additional time. Notes to help with group work. Assessment (What activity will students do to demonstrate mastery of the skill?): Q/A Group work Culminating Project/Activity (What project will students ultimately complete that would allow them to apply the skills they have learned?): Choose 1 of the following: Individualized field trip or Book report. Due in 5 weeks. T e s t in 5 weeks.
9 Civil War Daily Lesson Plan Subject: Social Studies Grade: Middle School Teacher: M. Meck Date (s): 0/00 # of days: 3 Theme: Civil War comes to an end Standard(s): Standards Civil War Sociology, History, Political Science, Geography, Psychology, Economics. Objective(s): 1. Students will watch a video on the war. Pre-Assessment Activity (what the students already know): Review what learned last week. Anticipatory Set: (0 minutes) Q/A Review. Instruction: (5 minutes) A n t i cipatory set and Pre-Assessment. (170 minutes) E pisode 7, 8, 9 Turning Point. (5 minutes) R e f lect on video. Check for understanding (How will you gain feedback as to whether students understand?): a. Q/A after movie. Independent Practice (What will students do on their own): b. Homework Reflect on video Text Activities (What activities from the textbook will you use): c. Chapter(s) on Civil War Materials (What materials or instructional resources will you use to deliver the lesson?): d. Book e. F ilm Closure (How will you close the lesson?): 1. B ullet points for video reflection. 2. Verbal video reflection with Q/A. Assessment (What activity will students do to demonstrate mastery of the skill?): Q/A H o m ework Culminating Project/Activity (What project will students ultimately complete that would allow them to apply the skills they have learned?): Choose 1 of the following: Individualized field trip or Book report. Due in 5 weeks. T e s t in 5 weeks.
10 Differentiated Instruction Gardner s Multiple Intelligences Visual/Spatial Viewing picture slide show. Viewing documentaries/films. Naturalist Culminating project, field trip. Walking around Arlington Cemetery, Civil War trails, etc. Bodily/Kinesthetic Culminating project, field trip. Walking around Arlington Cemetery, Civil War trails, etc. Musical Hearing music from the time period. Interpersonal Group work. Analyzing why the North and the South won certain battles. Intrapersonal Using intuition to analyze artifacts from Arlington Cemetery. Understanding and empathizing with actions of key players during the Civil War. Culminating project, book report Linguistic Reading text from the Civil War time period. Analyzing artifacts from Arlington Cemetery. Culminating project, book report Logical/Mathematical Analyzing the strategy used by the Generals of the North and South Analyzing artifacts from Arlington Cemetery Culminating project, book report
11 Differentiated Instruction Pre-Assessment to identify prior knowledge. Use of heterogeneous groups to complete some class work. Open-ended questions for students to answer individually allowing the instructor to assess based on readiness/ability. Culminating project equaling the same value as an exam letting students choose an area of interest. Cooperative Learning Virtual field trip of artifacts at Arlington Cemetery - Heterogeneous Flexible Groupings. Analyzing the successes and strategies of the North and their Generals - Heterogeneous Flexible Groupings. Analyzing the successes and strategies of the South and their Generals - Heterogeneous Flexible Groupings.
12 Individual Instruction Culminating Project Students will choose one of the following projects- Book Report - Students will pick an appropriate book on the civil war. They will read the book and turn in an appropriate book report based on ability. Individualized Field Trip - Students will pick an appropriate place with Civil War ties to visit. Students will then report back on their visit. Individual Assignments Students will be given reading assignments based on ability. Students will be asked to complete homework and class work based on individual ability. Appropriate accommodations and modifications will be made for the students.
13
14 Exit tickets Question and Answers Daily Warm-ups Homework Assignments Assessments Daily Assessments Culminating Assessments (Students must pick one) Book report on appropriate Civil War book. Individual Field trip (Student visits Civil War memorial and reports back on their visit) Summative Assessments Unit Test (Appropriate modifications/accommodations given)
15 Technology Video - Students will watch videos and movies about the Civil War, including, Glory. Slide Show - Students will watch a slide show of images from the Civil War era at the beginning and end of the unit. Computer - Students will be able to research Arlington Cemetary s virtual artifacts from Arlington House. The students will be able to examine the artifacts on the computer and answer questions about the artifacts. Camera - Still or video camera is required for the field trip option. Students will take pictures of their experience on the trip.
Renae Townsend G21 PBL Project
Renae Townsend G21 PBL Project Project Title Raising Awareness of Modern Day Slavery (Child Labor or Human Trafficking) Teacher Name: Renae Townsend Course/Class Title: Using media to raise awareness of
More informationEstonia and Hungary: A Case Study in the Soviet Experience
Subjects: History / Geography Estonia and Hungary: A Case Study in the Soviet Experience Aim / Essential Question How do the experiences of Eastern European countries, such as Estonia and Hungary, help
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationCourse Description: Technology:
Cambridge AICE History I Mr. Trotter james.trotter@mnps.org John Overton High School Class Website: www.trotteraice.wordpress.com Course Description: AICE* History I is an in-depth study of US History
More informationSectionalism Prior to the Civil War
Sectionalism Prior to the Civil War GRADE 7 This sample task contains a set of primary and authentic sources about how the differences between the North and South deepened the feelings of sectionalism
More information1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied.
Unit Plan 8th Grade Geography Ciara Timothy SOST 450- Professor Johnson 2.22.2012 Contents: 1. Student Handout 2. Day to Day Outline 3. MN Graduation Standards and Benchmarks 4. Differentiated for Content,
More informationKindergarten Foundations of America
Kindergarten Foundations of America In kindergarten, students begin to understand the foundations of the social studies strands: history, geography, government, and economics. Students begin their introduction
More informationLesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade)
Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade) Standards: History and Social Science Standards of Learning
More informationExemplar Grade 9 Reading Test Questions
Exemplar Grade 9 Reading Test Questions discoveractaspire.org 2017 by ACT, Inc. All rights reserved. ACT Aspire is a registered trademark of ACT, Inc. AS1006 Introduction Introduction This booklet explains
More informationGlobalization and the Columbian Exchange
Globalization and the Columbian Exchange Created by: Meagan McCoy Central Lee School District Grade Level (Req.): 8th grade Connections to Other Disciplines (Opt.): Time Frame (Req.): 1 or 2 class periods
More information5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels
5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson
More informationWHI Voorhees SOL Unit WHI.3 Date
SOL #/DAILY Objective s, s of the b) describing the social, political, and economic, including slavery. s, s of the b) describing the social, political, and economic, including slavery. s, s of the a)
More informationF O C U S Challenge? Reaction? Insight? Action Chapter Three Learning About Learning
F O C U S Challenge? Reaction? Insight? Action Chapter Three Learning About Learning Reading Assignments Chapter 3, pages 49-74 PowerPoint Presentations Chapter 3 FOCUS on Community College Success Resource
More informationTeacher Action Research Multiple Intelligence Theory in the Foreign Language Classroom. By Melissa S. Ferro George Mason University
Teacher Action Research Multiple Intelligence Theory in the Foreign Language Classroom By Melissa S. Ferro George Mason University mferro@gmu.edu Melissa S. Ferro mferro@gmu.edu I am a doctoral student
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationThe Civil War Turning Points In The East: The Battle Of Antietam And The Battle Of Gettysburg [Kindle Edition] By Charles River Editors
The Civil War Turning Points In The East: The Battle Of Antietam And The Battle Of Gettysburg [Kindle Edition] By Charles River Editors If you are searched for a ebook by Charles River Editors The Civil
More informationInstructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question
1 Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question 2 Instructional Approach(s): The teacher should conduct the Concept
More informationSlam Poetry-Theater Lesson. 4/19/2012 dfghjklzxcvbnmqwertyuiopasdfghjklzx. Lindsay Jag Jagodowski
qwertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnmqwer tyuiopasdfghjklzxcvbnmqwertyuiopas Slam Poetry-Theater Lesson 4/19/2012
More informationInstructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT
Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Defining Date Guiding Question: Why is it important for everyone to have a common understanding of data and how they are used? Importance
More informationWhy Misquitoes Buzz in People s Ears (Part 1 of 3)
Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1
More informationEnd-of-Module Assessment Task
Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,
More informationChallenging Gifted Students In Mixed-Ability Classrooms
Challenging Gifted Students In Mixed-Ability Classrooms Susan Winebrenner Education Consulting Service, Inc. www.susanwinebrenner.com susan@susanwinebrenner.com (760) 510 0066 Presenter Susan Winebrenner
More informationMaking Sales Calls. Watertown High School, Watertown, Massachusetts. 1 hour, 4 5 days per week
Making Sales Calls Classroom at a Glance Teacher: Language: Eric Bartolotti Arabic I Grades: 9 and 11 School: Lesson Date: April 13 Class Size: 10 Schedule: Watertown High School, Watertown, Massachusetts
More informationSpace Travel: Lesson 2: Researching your Destination
Published on AASL Learning4Life Lesson Plan Database Space Travel: Lesson 2: Researching your Destination Created by: Angie Mitchell Title/Role: Media Specialist Organization/School Name: Level Cross Elementary
More informationg to onsultant t Learners rkshop o W tional C ces.net I Appealin eren Nancy Mikhail esour Educa Diff Curriculum Resources CurriculumR
Curriculum Resources www.curriculumresources.net 714.406.3522 Follow Us for FREE resources, current educational topics, tips, and more! Appealing to Different Learners Workshop Nancy Mikhail Educational
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More informationEmpowering Public Education Through Online Learning
May 27, 2009 Empowering Public Education Through Online Learning Peter Stewart Curtis Johnson Agenda Introduction Curtis Johnson, Author Curtis has written a business style book about the education market
More informationLesson Plan. Preliminary Planning
Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican
More informationObjective: Add decimals using place value strategies, and relate those strategies to a written method.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 1 Lesson 9 Objective: Add decimals using place value strategies, and relate those strategies to a written method. Suggested Lesson Structure Fluency Practice
More informationTEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12
TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com
More informationMultiple Intelligences 1
Multiple Intelligences 1 Reflections on an ASCD Multiple Intelligences Online Course Bo Green Plymouth State University ED 5500 Multiple Intelligences: Strengthening Your Teaching July 2010 Multiple Intelligences
More informationHumanitas A. San Fernando High School. Smaller Learning Community Plan. Azucena Hernandez, Redesign Team. Bob Stromoski, Redesign Team
San Fernando High School Smaller Learning Community Plan Humanitas A Submitted by: Frank O Connor, Lead Teacher Mike Boemker, Redesign Team Carmen Fisher, Redesign Team Approved by School Site Council:
More informationARH 390 Survey of Decorative Arts & Design: The Ancient World to Present Online, Sec. 01, 03 Credit Hours Summer 2017
ARH 390 Survey of Decorative Arts & Design: The Ancient World to Present Online, Sec. 01, 03 Credit Hours Summer 2017 Catherine Moran Email: cmoran1@umassd.edu Office: N/A Phone: TBD Office hours: By Appointment
More informationMultiple Intelligence Teaching Strategy Response Groups
Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative
More informationEpisode 2 Lesson Plan: Steel the Great Conqueror
Episode 2 Lesson Plan: Steel the Great Conqueror This lesson is designed for students studying world history, geography, and economics in grades 6-12. Lesson Objectives Relevant National Standards Estimated
More informationWhat does Quality Look Like?
What does Quality Look Like? Directions: Review the new teacher evaluation standards on the left side of the table and brainstorm ideas with your team about what quality would look like in the classroom.
More informationProgram Report for the Preparation of Journalism Teachers
Program Report for the Preparation of Journalism Teachers Section I--Context 1. Description of any state or institutional policies that may influence the application of SPA standards. The Journalism certification
More informationeportfolio Guide Missouri State University
Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned
More informationNotetaking Directions
Porter Notetaking Directions 1 Notetaking Directions Simplified Cornell-Bullet System Research indicates that hand writing notes is more beneficial to students learning than typing notes, unless there
More informationP a g e 1. Grade 5. Grant funded by:
P a g e 1 Grade 5 Grant funded by: P a g e 2 Focus Standard: 5.NF.1, 5.NF.2 Lesson 6: Adding and Subtracting Unlike Fractions Standards for Mathematical Practice: SMP.1, SMP.2, SMP.6, SMP.7, SMP.8 Estimated
More informationWebQuest - Student Web Page
WebQuest - Student Web Page On the Home Front WW2 A WebQuest for Grade 9 American History Allyson Ayres - May 15, 2014 Children pointing at movie poster for Uncle Sam at Work at the Auditorium Theater
More informationMASTER SYLLABUS. Course Title: History of American Art Course Number: 1045
MASTER SYLLABUS Course Title: History of American Art Course Number: 1045 Credit Hours: Three Prerequisites: None Course Description: This course is a comprehensive study of the social history and cultural
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationPlanning for Preassessment. Kathy Paul Johnston CSD Johnston, Iowa
Planning for Preassessment Kathy Paul Johnston CSD Johnston, Iowa Why Plan? Establishes the starting point for learning Students can t learn what they already know Match instructional strategies to individual
More informationTHE EFFECTS OF TEACHING THE 7 KEYS OF COMPREHENSION ON COMPREHENSION DEBRA HENGGELER. Submitted to. The Educational Leadership Faculty
7 Keys to Comprehension 1 RUNNING HEAD: 7 Keys to Comprehension THE EFFECTS OF TEACHING THE 7 KEYS OF COMPREHENSION ON COMPREHENSION By DEBRA HENGGELER Submitted to The Educational Leadership Faculty Northwest
More informationFOR TEACHERS ONLY RATING GUIDE BOOKLET 1 OBJECTIVE AND CONSTRUCTED RESPONSE JUNE 1 2, 2005
FOR TEACHERS ONLY THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 8 INTERMEDIATE-LEVEL TEST SOCIAL STUDIES RATING GUIDE BOOKLET 1 OBJECTIVE AND CONSTRUCTED RESPONSE JUNE 1 2, 2005 Updated information regarding
More informationClose Up. washington, Dc High School Programs
Close Up washington, Dc High School Programs Washington Close Up offers the most comprehensive educational opportunity in Washington, DC. Established in 1971, Close Up is the nation s leading nonprofit,
More informationTHE RO L E O F IMAGES IN
Your web browser (Safari 7) is out of date. For more security, comfort and the best experience on this site: Update your browser Ignore Activityapply THE RO L E O F IMAGES IN STO RYTEL L ING How are images
More informationTo the Student: ABOUT THE EXAM
CMAP Communication Applications #6496 (v.2.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for CMAP, Communication Applications.
More informationNOT SO FAIR AND BALANCED:
NOT SO FAIR AND BALANCED: ANALYZING BIAS IN THE MEDIA by Daniella Schmidt, IHE M.Ed. graduate PURPOSE This lesson plan helps high school students take a closer look at prejudices, the biases that media
More informationEssential Question: How might we use chronologies to learn about the past?
Research Lesson Plan: Thinking Chronologically World War I Author(s): Carrie Conner and Beth Woodall Targeted Grade Level: 5th Essential Question: How might we use chronologies to learn about the past?
More informationWriting for the AP U.S. History Exam
Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing
More informationPlanning for Preassessment. Kathy Paul Johnston CSD Johnston, Iowa
Planning for Preassessment Kathy Paul Johnston CSD Johnston, Iowa Why Plan? Establishes the starting point for learning Students can t learn what they already know Match instructional strategies to individual
More informationLearning, Communication, and 21 st Century Skills: Students Speak Up For use with NetDay Speak Up Survey Grades 3-5
Learning, Communication, and 21 st Century Skills: Students Speak Up For use with NetDay Speak Up Survey Grades 3-5 Grades: 3-5 Subjects: Language Arts, Social Studies/History, Math, Government, Civics,
More informationBENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016
BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 NAMA : CIK DIANA ALUI DANIEL CIK NORAFIFAH BINTI TAMRIN SEKOLAH : SMK KUNAK, KUNAK Page 1 21 st CLD Learning Activity Cover Sheet 1. Title
More informationSURVIVING ON MARS WITH GEOGEBRA
SURVIVING ON MARS WITH GEOGEBRA Lindsey States and Jenna Odom Miami University, OH Abstract: In this paper, the authors describe an interdisciplinary lesson focused on determining how long an astronaut
More informationE C C. American Heart Association. Basic Life Support Instructor Course. Updated Written Exams. February 2016
E C C American Heart Association Basic Life Support Instructor Course Updated Written Exams Contents: Exam Memo Student Answer Sheet Version A Exam Version A Answer Key Version B Exam Version B Answer
More informationTeachers Guide Chair Study
Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln
More informationCopyright Corwin 2014
When Jane was a high school student, her history class took a field trip to a historical Western town located about 50 miles from her school. At the local museum, she and her classmates followed a docent
More informationLesson Plan: Uncle Tom s Cabin
StudySync Lesson Plan Uncle Tom s Cabin Objectives Time 1. Engage students in the history, language and themes of Harriet Beecher Stowe s Uncle Tom s Cabin, so that they are prepared to discuss the excerpt
More informationGrade 6: Module 1: Unit 2: Lesson 5 Building Vocabulary: Working with Words about the Key Elements of Mythology
Grade 6: Module 1: Unit 2: Lesson 5 about the Key Elements of Mythology This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content
More informationUnit Title: The Jim Crow Era. School: Fauquier High School Fauquier County Public Schools. Time Estimate: 10 class periods (90- minute periods)
Unit Title: The Jim Crow Era Author: Dawn Brown School: Fauquier High School Fauquier County Public Schools Grade Level: High School Time Estimate: 10 class periods (90- minute periods) Overview: The students
More informationCreate A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.
Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods
More informationAn In-Depth Study in Fine Arts. by: St. Anthony of Padua School 5680 North Maroa Avenue Fresno, CA 93704
In-Depth Study Copyright 2013 An In-Depth Study in Fine Arts by: St. Anthony of Padua School 5680 North Maroa Avenue Fresno, CA 93704 Continuous School Improvement Focused On High Achievement Of All Students
More informationInternational School of Kigali, Rwanda
International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens Parent Guide to the Grade 3 Curriculum International School of Kigali, Rwanda Guiding Statements
More informationTextbook Chapter Analysis this is an ungraded assignment, however a reflection of the task is part of your journal
RDLG 579 CONTENT LITERACY BANGKOK, THAILAND 2012 Course Texts: We will be using a variety of texts that will be provided to you via PDF on our class wiki. There is no need to print these PDFs to bring
More informationRigor is NOT a Four-Letter Word By Barbara R. Blackburn (Eye On Education, Inc., 2008)
File: Instruction Rigor is NOT a Four-Letter Word By Barbara R. Blackburn (Eye On Education, Inc., 2008) The main ideas of the book are: S.O.S. (A Summary of the Summary ) ~ To increase the level of rigor
More informationMathematics Success Grade 7
T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,
More informationSecondary English-Language Arts
Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.
More informationDeveloping Students Research Proposal Design through Group Investigation Method
IOSR Journal of Research & Method in Education (IOSR-JRME) e-issn: 2320 7388,p-ISSN: 2320 737X Volume 7, Issue 1 Ver. III (Jan. - Feb. 2017), PP 37-43 www.iosrjournals.org Developing Students Research
More informationI can explain why backward design is a good organizing principle for lesson planning. 2. use backward design as a framework to design my lessons
Lesson Planning for 21st Century Learners: Some Things We Need to Know CSCTFL 2012 Milwaukee Greg Duncan interprep@earthlink.net www.interprepinc.com I can... 1. explain why backward design is a good organizing
More informationEconomics Unit: Beatrice s Goat Teacher: David Suits
Economics Unit: Beatrice s Goat Teacher: David Suits Overview: Beatrice s Goat by Page McBrier tells the story of how the gift of a goat changed a young Ugandan s life. This story is used to introduce
More informationI can explain why backward design is a good organizing principle for lesson planning. 2. use backward design as a framework to design my lessons
Lesson Planning for 21st Century Learners: Some Things We Need to Know NECTFL 2012 Baltimore Greg Duncan interprep@earthlink.net www.interprepinc.com I can... 1. explain why backward design is a good organizing
More informationSyllabus: Introduction to Philosophy
Syllabus: Introduction to Philosophy Course number: PHI 2010 Meeting Times: Tuesdays and Thursdays days from 11:30-2:50 p.m. Location: Building 1, Room 115 Instructor: William Butchard, Ph.D. Email: Please
More informationGLOBAL ISSUES UNIT 1: INTRO TO COURSE THE WORLD NOW. Time Line: 2-3 Weeks. Wisconsin Standards: A.12.5, A.12.8, A.12.10, A.12.13, B.12.3, B.12.
GLOBAL ISSUES.5 Credit Semester 10, 11, 12 Course Description: Global Issues is a flexible and topical course focusing on current events including their development and future implications. Possible topics
More informationFrank Kellogg. There is no better work for people than to work for peace.
Frank Kellogg 1929 There is no better work for people than to work for peace. Frank Kellogg wanted to end war. He worked for peace all his life. When he was young Frank worked on his father s farm. He
More informationModern Fantasy CTY Course Syllabus
Modern Fantasy CTY Course Syllabus Week 1 The Fantastic Story Date Objectives/Information Activities DAY 1 Lesson Course overview & expectations Establish rules for three week session Define fantasy and
More informationLesson Set. Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days
Lesson Title Teacher Janet Moody Grade Level 4th Duration of Lesson 4 days Lesson Topic SC Standards and Indicators Academic Vocabulary Lesson Materials Political and economic factor leading to the American
More informationMy Identity, Your Identity: Historical Landmarks/Famous Places
Project Name My Identity, Your Identity: Historical Landmarks/Famous Places Global Project Theme Grade/Age Level Length of Unit Heritage, Identity, & Tradition Grade 5-12 /Ages 10-19 5 weeks Unit Content
More informationLet s Meet the Presidents
Let s Meet the Presidents Each school year children will read books on presidents, but they usually are on the more famous ones like Washington and Lincoln. When asked who is Andrew Jackson? Or Rutherford
More informationUDL Lesson Plan Template : Module 01 Group 4 Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt
Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt Objective/s: Demonstrate physical care in relation to needs. Assessment/s: Demonstrations, formative assessments, personal reflections Learner Objectives:
More informationOn May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty
Argese 1 On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty students. In this lesson, we engaged the students in active learning and used instructional methods that highlighted
More informationTEACH 3: Engage Students at All Levels in Rigorous Work
TEACH 3: Engage Students at All Levels in Rigorous Work 825 North Capitol Street, NE Washington, DC 20002 T 202.442.5885 F 202.442.5026 www.k12.dc.us Essential Question How will engaging students at all
More informationAsia s Global Influence. The focus of this lesson plan is on the sites and attractions of Hong Kong.
Asia s Global Influence The focus of this lesson plan is on the sites and attractions of Hong Kong. Subject Geography Grade level 6-8 Duration Three class periods Objectives Students will review the geography
More informationUnpacking a Standard: Making Dinner with Student Differences in Mind
Unpacking a Standard: Making Dinner with Student Differences in Mind Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards
More informationSESSION 2: HELPING HAND
SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.
More informationGrade 6: Module 4: Unit 3: Overview
Grade 6: Module 4: Unit 3: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationContent Teaching Methods: Social Studies. Dr. Melinda Butler
Content Teaching Methods: Social Studies ED 456 P60 2 Credits Dr. Melinda Butler (208) 292-1288 office (208) 666-6712 fax (208) 771-3703 cell Email: mkbutler@lcsc.edu or butlerm2@mac.com Course Description:
More informationOFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT MIDDLE SCHOOL COURSE OUTLINE
OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT MIDDLE SCHOOL COURSE OUTLINE Department Physical Education Course Title Physical Education Extension Course Code 3747 Abbreviation P.E. Ext.
More information30 Day Unit Plan: Greetings & Self-intro.
30 Day Unit Plan: Greetings & Self-intro. TCLP Teacher: Mahmoud Hegazy Language: Arabic 1 School: Mentor High school Level: Novice Low 30 Day Unit Plan Theme/Topic: Greetings & Self-intro. Goals (What
More informationPoll. How do you feel when someone says assessment? How do your students feel?
Poll How do you feel when someone says assessment? How do your students feel? Why do we assess learners? Purposes for Assessments Place students Monitor students performance/achievement Identify students
More informationWelcome to SAT Brain Boot Camp (AJH, HJH, FJH)
Welcome to SAT Brain Boot Camp (AJH, HJH, FJH) 9:30 am - 9:45 am ALL STUDENTS: Basics: Moreno Multipurpose Room 9:45 am - 10:15 am Breakout Session #1 RED GROUP: SAT Math: Adame Multipurpose Room BLUE
More informationLIS 681 Books and Media for Children Spring 2009
LIS 681 Books and Media for Children Spring 2009 Spring 2009: Meets Mondays starting January, 5:00 7:40 p.m. in Post Instructor: Nälani Naluai, Adjunct Faculty Member Voicemail: 843-3445; Fax: 842-460
More informationTASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT
NADERER TPA TASK 1, PAGE 1 TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT Part A: Context for Learning Information About the School Where You Are Teaching 1. In what type of school do you teach? Urban
More informationBUS 4040, Communication Skills for Leaders Course Syllabus. Course Description. Course Textbook. Course Learning Outcomes. Credits. Academic Integrity
BUS 4040, Communication Skills for Leaders Course Syllabus Course Description Review of the importance of professionalism in all types of communications. This course provides you with the opportunity to
More informationProcedia - Social and Behavioral Sciences 146 ( 2014 )
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 146 ( 2014 ) 456 460 Third Annual International Conference «Early Childhood Care and Education» Different
More informationWho s on First. A Session Starter on Interpersonal Communication With an introduction to Interpersonal Conflict by Dr. Frank Wagner.
Who s on First A Session Starter on Interpersonal Communication With an introduction to Interpersonal Conflict by Dr. Frank Wagner Leader s Guide 1 Film Synopsis WHO S ON FIRST, featuring Abbot and Costello,
More informationFaculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY
Faculty Meetings From Dissemination To Engagement Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Presentation Overview Traditionally, faculty meetings have been forums
More informationPronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves...
BVSD World Languages Course Outline Course Description: furthers the study of grammar, vocabulary and an understanding of the culture though movies, videos and magazines. Students improve listening, speaking,
More informationEDUC 2020: FOUNDATIONS OF MULTICULTURAL EDUCATION Spring 2011
EDUC 2020: FOUNDATIONS OF MULTICULTURAL EDUCATION Spring 2011 1. Identification of Course 1.1 EDUC 2020: Foundations of Multicultural Education (3-3-0) Prerequisites: None Meets 3 hours per week Grade
More information