Learning+Activity+3-D-1

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

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==JoelF's Lesson Plan== Objective: Students will demonstrate an understanding of how our founding fathers recognized the concepts of church and state in comparison to current views.

Unit: Early American Government

Guidelines:

1. Working in pairs, students will be introduced to a digital Venn Diagram and given the opportunity to label the left circle with current government and society’s current differing views on the role of religion, as opposed to the founders views on religion leading up to the signing of the Constitution. The middle area will be reserved for overlap. 2. Students will be presented use the following current images (and others if possible) and compare them to the founders views on religion, based upon the Library of Congress' presentation on the orginal religious views of the U.S founding fathers: []

3. Students will then post their Venn Diagrams for the class. Each pair will present their findings to the class and the teacher will moderate a brief question and answer period.

4. As a formative evaluation, students will post the summary of their analysis in the class forum, where continued discussion may continue. Each pair will be asked to comment on other groups summaries.

==Kerrie's Lesson Plan== __Overview__: This lesson will follow the introduction lesson on the Knox Mine Disaster and the students NARA photo analysis of a picture from that day. This lesson will take 2-3 class periods to complete.

__Standards__: This lesson will focus on reading, listening, and speaking. The students will learn to listen to others, evaluate the sources presented, speak with clear and understandable pronunciation, and contribute to the large group discussion.

__Goals__: The students will be able to compare and contrast the Knox mine disaster to other mining disasters in Pennsylvania for fifty years prior. The students will be able to read and analyze a documented report of the Knox mine disaster. The students will work collaboratively in groups and contribute to both small and large group discussion.

__Resource material__: The U.S. Department of Labor Mine Safety & Health Administration coal mine disaster fatality chart found at: []

The U.S. Department of Labor Mine Safety & Health Administration report of the mine inundation of the river slope mine found at: []

__Procedures__: 1. Students will begin the lesson by completing a KWL chart and individually filling in what they know and what they want to learn about the Knox Mine Disaster of 1959. (5 minutes) 2. The teacher will display the following page on the smart board: []. This chart from MSHA lists fatality information from historical coal mine disaster in the anthracite region of PA. Students will study the chart concentrating on the years 1909-1959 and answer the following question: How does the Knox Mine Disaster of January 22, 1959 compare to the other mine disaster during that time frame as to the number of miners killed and the cause? (10 minutes) 3. The students will then be paired with a partner and will utilize the chart to describe why or why not such a disaster was new to the Pittston area. (10 minutes) 4. The teacher will display the following page on the smart board: []. Students will read over the MSHA report of the river slope mine disaster of January 22, 1959. (5 minutes) 5. The class will be divided into small groups of three students and will complete the NARA written document analysis worksheet. (20 minutes) 6. The class will come back together as a large group and discuss our data analysis and document analysis.(30 minutes) 7. Students will end the lesson by completing a KWL chart and individually filling in what they learned about the Knox Mine Disaster of 1959 during these activities. (5 minutes)

__Assessment__: Completed KWL charts, data analysis questions, and document analysis worksheets will be collected.

==Michole's Lesson Plan==

Censorship in China

Standards: 7.3.6 B Describe human characteristics of places and regions by their cultural characteristics 7.3.6 D Describe human characteristics of places and regions by their economic activity 7.3.6. E Describe human characteristics of places and regions by their political activity

Lesson Objectives:

SWBAT compare and contrast the United States and China’s Internet use. SWBAT decide why China may want to stop its people from accessing uncensored information. SWBAT identify the word censorship. SWBAT examine a political cartoon and identify its meaning.

Procedure:

1. S1. Students will read the following article taken from BBC about China and its censorship of Google. [] 2. D2. Discuss as a class (critical thinking questions): Why China may want to censor Google search results? What kind of government is China? Does our government censor our Internet usage? What kind of government do we have?

3. Hand out the political cartoons.

4. S4. Students will use the NARA worksheet attached to examine each cartoon with a partner. 5. G5. Go over their worksheet and share ideas aloud together. Evaluation: ·C C ollect and assess their NARA worksheets, Did students contribute to the discussion in class?
 * This lesson connects to the rest of my curriculum because I teach about China and their Communist government. The students will learn the differences between Communism and Capitalism/Socialism.

==Mike B's Lesson Plan==

= Lesson Plan: Cherokee Removal and the Trail of Tears  = = Overview:  = The students will utilize a variety of primary sources to trace the forced removal of the Cherokee Nation to lands west of the Mississippi River by the US government in the early 1830s. The lesson plan will be a module-based activity that the students will complete online through my Moodle site and will last roughly 5 days. = Objectives:  = 1. Students will analyze a variety of primary source documents. 2. Students will be able to explain the process by which the Cherokee Nation was forcibly removed to lands west of the Mississippi River. 3. Students will be able to evaluate both the Cherokee and American perspectives of the treaties, laws and legality of the removal. = Introduction:  = = Body:  = = Closure:  = Upon the completion of their projects the students will be asked to save them in my shared folder so that their classmates can view their work. Each student will be asked to view the work of at least 3 other classmates and provide feedback to their work on a Moodle forum activity. = Assessment:  = The students will be assessed in a variety of ways; KWL Charts, SEA Worksheet, Forum Posts, Journal Posts and their Final Product.
 * 1) Students will first analyze the political cartoon of Andrew Jackson found at []. They will use the NARA sheet to analyze the document.
 * 2) Students will complete a KWL chart for the Indian Removal Act and the Trail of Tears. It is expected that relatively few students will know much about either term but a few will have heard of the Trail of Tears.
 * 3) The students will read the introduction to the Trail of Tears from US History.org found [|here] and complete the rest of the KWL chart.
 * 1) Module A: Congressional Debate
 * 2)  The students will first be asked to analyze the Congressional Record pertaining to the land cessions made by the Cherokee in the 1820s and 1830s (Items 14-16 here [|American Memory Collection: Cherokee Nation and US Congress].
 * 3)  The students should choose two of the records and use the SEA method to analyze the documents. The students will be asked to submit their analysis online.
 * 4) Module B: Opposing Views
 * 5)  The students will use the SEA Method to analyze [|President Jackson’s Second Annual Message] and the [|Cherokee Letter Protesting the Removal].
 * 6)  The students will then be asked to respond to a forum-prompt on the site asking them to explain and evaluate the opposing views on Indian Removal. Each student will need to post their opinion and respond to at least one other post.
 * 7) Module C: The Trail of Tears
 * 8)  The students will be asked to look at the [|map of forced removal] and read a variety of [|quotes about the removal].
 * 9)  The students will be asked to respond to a journal prompt on Moodle—the prompt will ask them to describe the process of the removal from start (Congressional debate) to finish (the physical removal) and decide whether or not the Removal was (a) legal, (b) justified, and (c) ethical.
 * 10) Module D: The Final Product—the students will have the opportunity to create a either a digital children’s book using Microsoft Power Point to tell the story of the Indian Removal (including a moral lesson we can take from the events) or a mini-documentary using Microsoft Photostory of Movie Maker that describes the events of the Indian Removal and evaluates the legalities, justification and ethics of the policy.

==Nicole Kline's lesson plan==

**__ Title: __** ** The Boston Tea Party ** **__ Higher Order Thinking Skill: __** ** Describe, Discuss, Explain, Illustration, etc. ** **__ Subject: __** ** Social Studies/History ** **__ Grade: __** ** 5th ** **__ Duration __**** : 2-3 days ** **__ Standards: __**

** 8.1.6.B ** Explain and analyze historical sources. ** 8.1.6.C ** Explain the fundamentals of historical interpretation

**__ Instructional Procedure(s): __** ** 1. ** Students will begin the lesson by completing a KWL for the Boston Tea Party. They will complete the “K” (what they know)  and “W” (what they want to learn) portions. The “L” will be completed at the end of the lesson. ** 2. ** The following political cartoon will be posted on the classroom Smart board. []

** 3. ** Students will be placed in groups of 5 to complete the NARA Cartoon Analysis Worksheet. ** 4. ** After about 20 minutes, students will reconvene to discuss the cartoon analysis as a whole class. ** 5. ** On the Smart board, the teacher will display the Announcement of The Boston Tea party that was written in the Boston Gazette. The original document can be seen on this website too. [] This will be read and discussed as an entire class.

** 6. ** Students will complete the “L” portion of the KWL stating what they have learned from this lesson. ** 7. ** Students will illustrate a political cartoon for a school related issue. **__ Formative Assessment: __** · Teacher observation of group interaction · Completed KWL charts · NARA Cartoon Analysis Questions · Completed Political Cartoons

***This lesson integrates into my curriculum because it’s a key component leading to the Revolutionary War which is one of our main areas of study in 5th grade.** *

==Audrey's Lesson Plan==

Objective: This lesson will introduce students to Martin Luther King Jr.’s speech and will look at one view of this speech today. Standards: This lesson will cover portions of the reading, speaking, listening, and writing standards. Resources: []

@http://www.americanrhetoric.com/speeches/mlkihaveadream.htm Procedures: 1. Student will complete the K and W sections of a KWL chart for Martin Luther King Jr. and his I have a dream speech. 2. Student will receive a copy of MLK’s I have a Dream speech and a copy of the political cartoon involving MLK and Obama. 3. Student will break into small groups and complete a NARA worksheet related to MLK’s speech. <span style="font-family: 'Verdana','sans-serif';">4. Student will independently write a summary of his/her thoughts on the speech as well as how the message of the speech was portrayed in the cartoon. Do they agree/disagree? Why? <span style="font-family: 'Verdana','sans-serif';">5. Student will complete KWL chart with what they have learned. <span style="font-family: 'Verdana','sans-serif';">6. Student will present his/her summary to the rest of the class to aid in further discussion on the topic. <span style="font-family: 'Verdana','sans-serif';">Assessment: KWL, NARA worksheet, written language skills, speaking and listening skills, reading and auditory comprehension. <span style="font-family: 'Verdana','sans-serif';">All of the above activities require the students to analyze the information for both factual information and to develop a personal opinion/feeling. <span style="font-family: 'Verdana','sans-serif';">I will be able to assess reading and auditory comprehension, syntax, speaking, critical thinking/problem solving skills, and pragmatic language skills.

==Ruth's Lesson Plan==

Join, or Die
Students will explore primary and secondary resources to develop conclusions about the relationship between westward expansion of settlements and the Revolutionary War.
 * Content:**


 * Standard:**
 * 8.1.8.B: **Compare and contrast a historical event, using multiple points of view from **primary and secondary sources.**


 * Objectives: **


 * The student will be analyze a primary source political cartoon and discuss its importance for the era in which it was published
 * Given two reading selections the student will compare and contrast the viewpoints and the information contained in each through discussion and comment.
 * The student will form and communicate a conclusion supported by facts.


 * Prerequisites:** Students have studied early settlement of the country, have some knowledge of famous persons of the time, such as Ben Franklin and George Washington, have studied some of the major, well-known events leading up to the Revolutionary War, and are able to use the tools of a Learning Management System or other online learning environment.


 * Procedure**



Most experts say that this cartoon was the first political cartoon in this country.

1. What does it mean? 2. Who created the cartoon? 3. When was it published? 4. This cartoon was used twice in our country’s early history. Why did it make sense to use the cartoon twice? 5. How did the cartoon relate to Bethlehem, Easton, and other settlements in Pennsylvania at that time? 6. What is special about the cartoon? Complete the. Answer the above questions. Use the readings for this activity to help you.


 * Readings for this activity:**

Library of Congress information about the cartoon

The American Frontier in 1774

The History of Northampton County, pp. 51-53.

The military services and public life of Major General John Sullivan Read pp. 100 through top of 105.

Submit your analysis worksheet using the assignment tool.
 * Activity 1-A Cartoon Analysis**

You are assigned to a group of three students. Each one of you will have a job to do. Student A in each group oversees arranging a time for a chat. Student B in each group acts as the facilitator for the group, making sure that questions are asked and that the discussion stays on topic. Student C uses the chat transcript to write a summary of the discussion and posts the summary to the class blog [set deadline date].
 * Activity 1-B Cartoon Chat**

Here are the questions to be discussed during the chat:


 * 1) Were you surprised by any of the information you read in the readings for this lesson? Why?
 * 2) Compare and contrast the point of view and information shown in the assigned pages of the secondary source "The History of Northampton County" with the primary source letters written by General Sullivan to Governor Clinton, and from George Washington to General Sullivan.
 * 3) In your opinion, and with your previous knowledge and new information from these readings, what were the reasons for the American Revolution? Support your opinion with facts.

After the chat summaries are posted to the blog, use comments to respond to two of the entries. Be substantive. Use thoughts from the blog entry to ask other questions, discuss ideas, provide information, or offer further opinions.
 * Activity 1-C Blog Response**

Complete the small group self-assessment.
 * Activity 1-D Small Group Self-Assessment**

At the end of the lesson, the teacher will summarize main points from student discussions, wrapping the conversation in such a way that students are able to remember information and ideas.
 * Closure**


 * Resources needed for students:**

Internet access and computer Chat system Class blog access Assignment upload tool This lesson could be taught through a learning management system, or be designed as a WebQuest. If a blended learning approach is used, the chat could take place face to face in small groups.

[] Info about the cartoon [] Explanation of cartoon [] First American Cartoon, pp 15-16
 * Additional resources for the teacher:**

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