Learning+Activity+3-D-1

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

==__Learning Activity 3-D-1 Wiki Instructions__==

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

===To comment on a classmate's lesson plan:===
 * 1) Click on the **Discussion** tab in the upper-right corner (next to **Edit**).
 * 2) Click the **New Post** button.
 * 3) In the **Subject** field, enter the //name// of your classmate followed by "//Lesson Plan Feedback//" (ex. Laura's Lesson Plan Feedback).
 * 4) In the **Message** field, type in your feedback.
 * 5) Click **Post**.

==Ryan Hinton's Lesson Plan==

Ryan Hinton - Primary Source Lesson Plan

Students will analyze Ben Franklin’s political cartoon “Join, or Die” as well as the proposed Albany Plan of Union itself.

[]


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

For this assignment, I would prefer for my students to use the SEA worksheet since it is somewhat simpler and easier to use.


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

We will have learned about the different American colonies at this point. I believe a KWL chart on what they already know about the colonies and their relationships with one another, what they would like to know, and what they learned, would be in order.


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

To differentiate the lesson, I would allow my students to write a summary of the events, a letter from the perspective of someone who attended the meeting, or perhaps create their own political cartoon depicting the same message that Franklin was trying to make.


 * How will your activity promote critical thinking skills?

I believe through the SEA process, higher level analytical thinking skills would definitely be used by my students.


 * How will this lesson integrate with the rest of your curriculum?

This obviously ties in with the events leading up to the start of the American Revolution.

==Sharron W's Lesson Plan== **Objectives**: Students will demonstrate ability to access, read, and analyze information from a section of __Slate and Blackboard Exercises__ and compare to the classroom of today through use of SEA chart and Venn Diagram. Students will work cooperatively with a partner to create a cartoon to illustrate their understanding of the comparisons between schools of that period and now. **Materials**: **Activities**: Lesson will take place in the computer room with students at individual computers and the SMART Board at the front of the class. Model and facilitate access to the book through [|Google Books]. Display the book cover and title page on the SMART Board. Direct students do the same and make observations and note the date and title of the book. Continue to scroll until come to the preface of the book. Have students write initial observations on the SEA chart. Read aloud, as students follow along, the beginning, “The importance of the blackboard… has been insisted on…the teacher knows almost as little how to use it as his pupils.” Have students add to their charts. Students will independently read the first chapter and add to their charts. Students will then use the Venn Diagram to compare and contrast what information they learned about schools at that time to their own school. Have students focus to the SMART Board and pull up [|Mrs. Burgmeier's Blog] and focus on the cartoon in the center. Have students flip their SEA chart over and write what they observe about the cartoon. Have them answer: What do you think this teacher’s comment means? How does this cartoon relate to our reading from the book? Close lesson with discussion and sharing of comparisons on Venn Diagrams. Back in the classroom students will work in pairs to create a “Then” and “Now” cartoon using the information from their SEA and Venn Diagrams. Collect SEA and Venn Diagrams and cartoons. Use the basic 4 point rubric used for group projects to evaluate the cartoons. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Extension**: Students can work in groups and select chapters of the book to read, analyze, and do comparisons of those specific elements of education to today. Provide students with compare and contrast organizers for writing projects to aide in completion of the project. This information will be used for an individual writing project applying comparing and contrasting.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson Plan for Social Studies **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">eBook __Slate and Blackboard Exercises__, William Alcott, New York, 1843 at [|http://books.google.com/books?id=VO1m6abELKYC&pg=PA5&dq=Slate+And+Black+Board+Exercises,+William+Alcott,+New+York,+1843&hl=en&sa=X&ei=eL5jT7XNNaXq0gGxjoXBCA&ved=0CDsQuwUwAA#v=onepage&q&f=false]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SEA chart
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Venn Diagram
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Computers
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SMART Board
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Link to [] to access the cartoon of a student and teacher in front of a blackboard. Teacher saying, “There aren’t any icons to click. It’s a chalk board.”

==Kris Olsen -- Lesson Plan==

<span style="font-family: 'Perpetua','serif'; font-size: 16px;">Ratifying the Constitution: Debate between Federalists and Anti-Federalists <span style="font-family: 'Perpetua','serif'; font-size: 16px;">On the board as students walk in: ratification, Federalists, Anti-Federalists. Discuss why the Constitution had to go through the ratification process before it became the highest law of the land. Explain that not everyone wanted the Constitution to be ratified, and the problems these people had with what was, or wasn’t, written in the Constitution
 * <span style="font-family: 'Perpetua','serif'; font-size: 16px;">Anticipatory Set: **


 * <span style="font-family: 'Perpetua','serif'; font-size: 16px;">Goals and Objectives: **
 * 1) <span style="font-family: 'Perpetua','serif'; font-size: 16px;">The students will be able to explain the term “ratification” and how it applies to the Constitution.
 * 2) <span style="font-family: 'Perpetua','serif'; font-size: 16px;">The students will be able to define the term Federalists and list and explain the arguments the Federalists presented in support of ratification of the Constitution.
 * 3) <span style="font-family: 'Perpetua','serif'; font-size: 16px;">The students will be able to define the term Anti-Federalists and list and explain the arguments the Anti-Federalists presented in opposition of ratification of the Constitution.

<span style="font-family: 'Perpetua','serif'; font-size: 16px;">Background – Students will have been given readings (Federalist Papers 1 and 51 and Mason’s Objections) two days before along with NARA worksheets for Written Documents this classroom discussion. They will also be asked to do some reading in the textbook to prepare for the discussion as well. Using the anticipatory set from above we will start a quick discussion of the pros and cons of ratifying the Constitution. Students will work in groups to create a more detailed Venn Diagram illustrating the similarities and differences between the two groups. We will then as a class, list the arguments of the Federalists and Anti-Federalists. We will then discuss the process of ratification and each student will be given a political cartoon along with the NARA worksheet to analyze what is trying to be said. This will be the foundation for our discussion in class tomorrow – the ratification process established by Article VII of the Constitution.
 * <span style="font-family: 'Perpetua','serif'; font-size: 16px;">Procedures: **

<span style="font-family: 'Perpetua','serif'; font-size: 16px;">Student’s participation in discussion on pros and cons (arguments for/against) of ratification and NARA worksheets will be collected and looked at for understanding. Students will also be asked to create a Venn diagram as a group that will also be collected at the end of the period.
 * <span style="font-family: 'Perpetua','serif'; font-size: 16px;">Methods of Assessment: **

<span style="font-family: 'Perpetua','serif'; font-size: 16px;">"Objections to This Constitution of Government" by George Mason ([]) <span style="font-family: 'Perpetua','serif'; font-size: 16px;">Federalist Papers Numbers 1 and 51 ([]) <span style="font-family: 'Perpetua','serif'; font-size: 16px;">Political Cartoon – Pillars ([])
 * <span style="font-family: 'Perpetua','serif'; font-size: 16px;">Materials and Resources: **

<span style="font-family: 'Perpetua','serif'; font-size: 16px;">How will lesson integrate with rest of curriculum? Lesson will be jumping off point for rest of Government. Students will understand the background events and thoughts that led to creation of Constitution and amendments that followed, especially the Bill of Rights which was added as a compromise that was needed in order to get the Anti-Federalists to ratify. Will also show how debate and compromise are needed everyday and the importance of being able to listen and hear someone else’s point of view.

<span style="font-family: 'Perpetua','serif'; font-size: 16px;">How will lesson promote critical thinking skills? Students will see how people with very different thoughts are able to work together for the greater good of society (our government) as well as the ramifications that the actions of these Framers had on not only the ratification process, but the development of our government over the last 200 years as well.

==Justina's Lesson Plan== Political Cartoon: [] Data: [] SEA Worksheet KWL chart
 * Topic: Gas prices**
 * Subject: Math and Social Studies**
 * Materials:**


 * Goals and objectives:**
 * 1) Students will be able to analyze data by figuring out the difference in gas prices throughout the years.
 * 2) Students will be able to create a paper explaining why they think there is so much of a change in gas prices.
 * 3) Students will be able to analyze primary sources by complete the SEA worksheet.


 * Procedure:**
 * Students will come in and the cartoon will be displayed on the whiteboard.
 * Students will work with a partner and complete the SEA worksheet to analyze the cartoon. We will then discuss their results.
 * Students will fill out a KWL chart about gas prices.
 * Students will then log on to a computer and look at the data website.
 * Students will then complete another SEA worksheet based on the data website.
 * Students will then fill out the KWL chart based on the data.
 * After students complete the KWL chart, we will have a discussion based on their results.
 * Students will then write an essay on the differences of gas prices throughout the year and why they believe the difference is so much different. They also will show any math work that they used.

This lesson will promote critical thinking skills by applying This lesson will integrate into our curriculum by using basic math to figure out a real life problem. It also deals with social studies, as students need to figure out why they feel there is such a drastic change over time.
 * Promote critical thinking skills:**
 * Curriculum:**

==Lori Sherman's Lesson Plan==
 * Topic:** The Draft: Sending Americans to War
 * Course:** Cross-curricular English 11 and US Cultures II
 * Goal:** As students study the United States draft policy and its use in 20th century conflicts(US Cultures II), they will also analyze draft related documents in terms of the sentiments toward the draft that they express.
 * Materials:** Computer lab, NARA worksheets (Document & Cartoon), 4-square graphic organizer, [|Clinton letter], [|War cartoon]
 * Objectives:** *Students will analyze the message expressed in each document and relate it to their discussions of the draft in US Cultures II.
 * Students will use the writing process to write a synthesis essay in which they explain how the ideas expressed in the editorial cartoon relate to the sentiments Bill Clinton expresses in his letter.
 * Procedure:** Students will be given the letter to read and analyze using an NARA document worksheet. They will then discuss their individual assessments of the letter's message via Keystone Commons (a forum-type site we use regularly). Each group will then be directed to the cartoon via a link on Keystone commons and will complete an NARA cartoon worksheet while viewing the cartoon. Using a 4-square graphic organizer, students will organize their thoughts as to how the cartoon relates to the feelings on the draft that Bill Clinton expresses in his letter. Student will then turn this pre-writing into a synthesis essay on GoogleDocs in which they explain how the cartoon supports the sentiments of Bill Clinton on the draft process.
 * Critical thinking:** Students must apply critical thinking skill in the analysis of each document as well as in explaining how the documents' messages relate to one another.
 * Curriculum:** This lesson addresses the following PA state standards for Reading, Writing, Speaking, and Listening: 1.2 Reading, Analyzing, and Interpreting Text, 1.3 Reading, Analyzing, and Interpreting Literature-Fiction and Non-Fiction, 1.4 Types of Writing, 1.5 Quality of Writing, and 1.6 Speaking and Listening. It also addresses the following PA Standards for History: 8.1 Historical Analysis and Skills Development, B and 8.3 United States History, B, D

==Lindsey Kling's Lesson== Kling Primary Source Lesson Plan

Essential Question: How does the use of primary resources help me better understand children’s perspective during the Dust Bowl and the Great Depression?


 * Like many events in history we often see history through an adult perspective. In this lesson students will see the Dust Bowl through the eyes of the child.

Procedure: 1) Activating Strategy: Show pictures of children as well as adults during Dust Bowl. Students will use the SEA method to analyze the pictures. They will then fill out a KWL chart about what they know and want to know about the Dust Bowl.

[] []

2) The teacher will be doing a class read aloud of //Out of the Dust: Visions of Dust Bowl History.// This gives the students more back on children’s view of the dust bowl. Students will be creating their own guided reading journal. []

3) After reading students will look at the cover of the book, which is a primary resource. It is a picture of Billie Jo the main character of the story. Students will analyze the cover of the book. They will then go to http://www.loc.gov/pictures/resource/fsa.8c52249/ where they can find the original picture of Billie Jo. Billie Jo is really Lucille Burroughs.

4) Lastly, students will relate the pictures and story to a cartoon and read song lyrics that were made during the Great Depression. This can be found at []. The song lyrics can be found at []. Students will use the NARA to analyze the cartoon.

5) Students will complete their KWL chart and add to the SEA chart, if needed.

Assessment: Students will then work in partners. They will compile their own primary sources to create a poster or power point on The Dust Bowl and Great Depression. They will present their poster or power point through a child’s perspective. Students will be encouraged to interview adults who survived the Great Depression. They would be asking questions to understand the children’s perspective.

Critical Thinking: This skill will be displayed through the guided reading journals, as well as analyzing pictures and songs. Students will then use there skills to put together a power point or poster with facts.

Curriculum: I plan on reading //Out of the Dust: Visions of Dust Bowl History// to my students. The primary sources will tie in nicely with this. Students also learn about the Great Depression in social studies.

Resources: www.loc.gov

==Antonio's Lesson Plan== Instructor will present before the class a KWL Chart and will prompt the class by asking them to state what they know concerning Title IX. Instructor will right down their responses on KWL Chart. Instructor will then ask the class the question of what would they like to know concerning Title IX that they have not stated thus far. Students will then be taken to the computer lab were they will be given the link to a document from Life & Health Library and a political cartoon. Students will also be given the NARA worksheets at this time. []. []. Students will analyze the document and political cartoon using the NARA worksheets. After analyzing the class will come back together as a group and teacher will ask class to now share information of what they gathered through their analyzing of document and cartoon. The KWL chart will now be completed by the instructor by way of what the students stated that they have learned. The students will now be ask to write a paragraph (or two) summary of their complete current knowledge of Title IX.
 * Objective:**
 * Students will demonstrate their knowledge of Title IX by writing a paragraph summary after filling out a KWL Chart, analyzing a document from the Life and Health Library and analyzing a political cartoon.
 * Materials Needed:**
 * KWL Chart
 * Document on Title IX
 * Political Cartoon
 * NARA Worksheets - Cartoon Analysis & Document Analysis
 * Computers
 * Pencils & Paper
 * Procedure:**

NARA Worksheets - Written Document & Cartoon
 * What method will students use to analyze the documents?**

KWL Chart
 * Will your students use a graphic organizer?**

Written summary of their knowledge concerning Title IX
 * What final product will your students create, if any?**

Critical thinking skill will be applied in the analyzing of the document and political cartoon.
 * How will your activity promote critical thinking skills?**

This lesson will tie in with our government classes study of the judicial system.
 * How will this lesson integrate with the rest of your curriculum?**

==Bernie's Lesson Plan== Environmental Science, 10th grade __Topic__: water resources __Purpose__: As introductory material for our local history project, students will become familiar with water resources. __Process and Procedure__: Starting with a cartoon about the causes of water pollution, we will use a KWL chart along with a Word Wall of some type. We’ll find out what, if anything, the group knows about water resources in general, water resources in southwest Ohio, where our tap water comes from, how it gets to our faucets, how it might get polluted, what costs are involved, and how we might reduce those costs. In small groups, students will then select one of these water topics. They will use an SEA worksheet and brainstorm about one of the links, summarizing the information learned for a brief classroom presentation to the other groups.

As a group, we will then look at our local water supply in a pamphlet from the Greater Cincinnati Water Works. We will use a NARA sheet and a word wall to analyze the document, looking at questions like where our water comes from, what chemicals are in the water, and how it is kept free of pollution (most of the time, anyway).

Since these discussions are preliminary work to looking at the local and regional history of water resources in our area, there will be no final product. We will continue to use the word wall and the SEA and NARA worksheets to complement our continuing work in the unit. Evaluation will largely be on their group presentations and discussions. Critical thinking skills, as always, will be encouraged in the evaluations of the worksheets and our group discussions.

For __integration__ into the rest of the curriculum, this activity (3 days) will be followed by an additional two weeks with the thematic unit, looking at water use, water chemistry, and the history of the Cincinnati Water Works. We will also investigate industrial development in the region and how it has impacted water quality and water pollution.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.

==Your Name's Lesson Plan== Enter Lesson Plan here.