Learning+Activity+4-C-1

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

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Sharron W's lesson on a poster and photos
Objective: Students will use their analysis of a provided poster and photos to produce a creative writing. Materials: SMART Board SEA charts Activities: Give the students some background knowledge of the New Bloomfield Academy as a private boarding school. Provide a SEA chart that has a chart on both sides of the paper. Discuss the differences between a boarding school and day school. On the SMART Board show the poster from the Library of Congress poster of school boy skating at [] (clicking on image to enlarge the poster) Have students complete one of the SEA charts with observations of the poster and discuss. On the SMART Board show the students the digital images of Bloomfield Academy. (black and white images are of the outside buildings and view of the campus – most buildings are still part of Carson Long, but the difference is the campus seems out in a field instead of part of the town as it is now) Have students complete the other SEA chart with observations of the photos and discuss. After students research boarding schools and add to their SEA charts allow students to select the poster or photos as a basis for a writing project. Students will produce a creative writing based on inspiration from the chosen visual. For example: from the perspective of the boy in the poster or as student at the Academy. They may use a 4-Square graphic organizer for their writing. This activity will encourage analyzing a poster and photos for creative writing from the perspective of another young person. This integrates with the project in social studies on local history and with the language arts curriculum. This lesson would lead to the activity lesson posted in 4A Forum post on the Carson Long Academy that replaced the Bloomfield Academy.

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==Kris Olsen's Lesson Plan==

**Title:Make up of the US Supreme Court**
Ask students if they know who the 9 Supreme Court Justices are and what characteristics they might have in common (list on the board)
 * Brief Description:** The students will learn about the backgrounds and beliefs of the US Supreme Court Justices and how Presidential influence might last well beyond their years in office
 * Anticipatory Set:**


 * Goals and Objectives:**
 * 1) The students will be able to name 9 US Supreme Court Justices
 * 2) The students will be able to identify how the court’s makeup has changed over the last 60 years
 * 3) The students will be able to explain how the President’s nomination power allows them to change the makeup and ideologies of the court and the effect that has on the public

Background – Students will have been given readings from the textbook explaining the nomination process of US Supreme Court justices. Using the anticipatory set from above, we will start a quick discussion of the makeup of the current Court and a brief discussion of how it got that way (which Presidents nominated who, how long they have been serving, political backgrounds, experience…). Students will then be asked to examine two photographs ; one of past (1953) and one of the current US Supreme Court justices along with the NARA worksheet to analyze the photos, looking for similarities and differences. This will lead to a discussion on what has caused the change in; appearance of the court, how ideologies and beliefs and influence. Also would like students to lead discussion into the impact the President has because of their nomination powers and how they have the power to change public perception.
 * Procedures:**

Student’s participation in discussion and completion of the NARA worksheets that will be collected after the discussion.
 * Methods of Assessment:**

Pictures of two US Supreme Court justices (1953 and 2011) 1953 Court - [] Current Court -- NARA worksheets
 * Materials or Resources:**

How will this promote critical thinking skills? The students will need to analyze both pictures to find similarities and differences and come to a conlusion as to what might have caused the change in the make up of the US Supreme Court, think about what outside factors might have caused this change to take plance and what affect this might have on the rest of society.

How will this lesson intergrate with the rest of your curriculum? This lesson will lead into a dicsussion on the powers of the Supreme Court and what role their decisions have on everyday life as well as the role that the President plays in the nomination process and how a President might be able to change the ideology and belief of the court if they are able to appoint enough justices during their time in office (their influence may go far beyond the 4 or 8 years they serve as President as a Justice is appointed for life).

==Lori Sherman's Leson Plan==


 * Unit:** Fahrenheit 451 by Ray Bradbury


 * Objective:** To encourage students to think about their freedoms and what happens when those freedoms are threatened or taken away, especially in terms of banning books.


 * Time:** 2-3 periods


 * Materials:**

SEA Worksheets

Copies of the Photos and Posters [|Chained books photo] [|Banned Books Shelf] [|Censorship poster] [|Statue of Liberty poster] [|Targeted Books Poster] [|Oscar Wilde Poster] Document Camera

predicting the impact of such a law, considering within the essay the discussions generated by the photos and posters. This lesson will be a precursor to the reading of Fahrenheit 451 by Ray Bradbury. 1.3 Analysis and Evaluation 1.4 Informational Writing 1.5 Quality of Writing 1.6. Speaking and Listening
 * Activities:** In six groups, students will each be given either a photo or a poster to analyze using an SEA Worksheet. After each person in the group completes a worksheet, the group will discuss their analysis and prepare to present their image (on the Doc Cam) and analysis to the whole class. After each group has presented their image, we will hold Socratic discussion circles on the subject of banning books or restricting freedoms in general. Students will then be given the scenario of the government deciding reading is illegal. As a culminating project, students will write an essay
 * This lesson will promote critical thinking by encouraging students to think about the messages depicted in the photos and posters and then apply (in writing) those messages to the concepts that will be addressed in the novel.
 * This lesson meets the following PA Standards for Reading, Writing, Speaking, and Listening:

==Bernie's Lesson Plan== For this activity, I returned to the last time that I was in a physics classroom, about 10 years ago. On the wall, I had a series of 11 posters that highlighted the history of physics from about 1900 to the present. Conveniently, they have since been digitized.

As is evident from a cursory look at the posters, they are filled with some narrative text and quite a few primary photographs. The Century of Physics main page organizes these posters in ways to make designing class activities much easier than in the past. The Index shows the variety of topics illustrated on these posters. In order to jump start the students' interests, we will look at the recent winners of the annual Physics Photos taken by high school students; each of the photos is accompanied by a narrative paragraph which details how the student approached their photographic efforts. Here are a few ideas specifically related to the questions for this activity:


 * What method will students use to analyze the photos and posters? (SEA or NARA worksheet)

Looking over the NARA worksheet options, none provide the versatility needed for students to analyze these posters. I would start with the SEA worksheet and quickly progress to a “thematic unit” approach, as suggested in the WallChart hyperlink. Students can select one of the five described “story lines”---a cosmic, human, or atomic scale, or looking from the perspective of the living world or technology/ They can work in small groups to relate their story line to relevant topics in our curriculum.


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

If we used a graphic organizer for these analyses, it would likely be a word wall, which could be started early in the school year and gradually improved and expanded on as we reached each topic on the posters. Physics is one science that can almost be studied chronologically, so following the outline of these posters has some potential.


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

One final product could be an introductory presentation about the time period and historical figures and discoveries. These presentations could be spread throughout the entire school year, as each topic is reached in the curriculum.


 * How will your activity promote critical thinking skills?

As we begin each topic, students can quickly see who some of the historical players were and what some of the discoveries have been. As we explore some of the topics in detail, the posters and photographs could be instrumental in facilitating students to see the important discoveries in physics and help to promote their thinking about how the discoveries came about. As they better understand these discoveries and how they relate to our modern lives, they will better be able to explore creative ideas about our physical world. Everyone is a scientist, so it would be good to help students recognize those qualities in themselves.


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

This is described above. If the course is roughly chronologic, we could almost use these posters as a course outline and use them to facilitate the curriculum and lesson plans.

==Ryan Hinton's Lesson Plan== Ryan Hinton – Learning Activity 4-C-1 – Photos and Posters Lesson Plan **1**0**th** **Grade** **US History II** Students will select three photographs from those provided from the Library of Congress’ American Memory Page Entitled, “Brother, Can You Spare a Dime?” [] or Victory Gardens from WWII [] Working alone or with a partner, students will analyze three photographs or posters of their choice using both the SEA and NARA forms. The final product they will be asked to create will be either a poster that includes copies of their selected photographs/posters and their analysis of what is occurring in those photos. –OR- Using Microsoft Publisher, Students should create a short document that includes both the pictures and their analysis of the pictures. Students will select three photographs from those provided from the Library of Congress’ American Memory Page Entitled, “Brother, Can You Spare a Dime?” [] Working alone or with a partner, students will analyze three photographs of their choice using both the SEA and NARA forms. The final product they will be asked to create will be either a poster that includes copies of their selected photographs and their analysis of what is occurring in those photos. –OR- Using Microsoft Publisher, Students should create a short document that includes both the pictures and their analysis of the pictures.
 * Unit Title**: The Great Depression **Date**: Fall Semester - 2012
 * Lesson Topic**: Photographs of the Great Depression
 * Length of Lesson**: (2) - 45 Minute Class Periods
 * Academic Content Standards**: 8.3.9.A, B, C, D
 * Interdisciplinary Connections**: Art, Economics, Commuter Technology
 * Objective:**Through analyzing several different primary source photographs, students will be able to better understand what life was like for many Americans during the Great Depression.
 * Method**: Internet Activity – Analyzing Primary Sources
 * Resources**: Computer and Internet Access for Two Class Periods
 * I****ntroduction**: (5 Minutes)
 * Warm Up/Discussion**: Students will respond to the prompt, “A Picture is Worth a Thousand Words” and write their reaction in their Warm Up Journal. We will then share a few ideas as a class and begin the assignment.
 * Content**/**Differentiated Learning Experiences**: (30 Minutes)
 * Summary****/Wrap Up**: (5 Minutes)
 * What are three things you learned today?
 * Review what the expectations are tomorrow in terms of working on their poster or Microsoft Publisher product.

Consider the following questions in your plan:
 * Assessment**: Students will be able assessed on their ability to properly following all of the directions, analyze their photographs, and create their final product.
 * What method will students use to analyze the photos and posters? (SEA or NARA worksheet) Students will use both of these formats.
 * Will your students use a graphic organizer like a KWL chart or Venn diagram?
 * I will probably have them use them if they would like. It would help some of my more visual students.
 * What final product will your students create, if any?
 * The poster or the Microsoft Publisher pamphlet.
 * How will your activity promote critical thinking skills?
 * The students will use what they know about the Great Depression to apply analysis to first hand primary sources in the form of photographs.
 * How will this lesson integrate with the rest of your curriculum? I am teaching US History II next year, this is a great way to help bring the Great Depression to life.

==Lindsey Kling's Lesson Plan== Going along with the natural disaster theme I chose for the photo comparison, I will use wildfires as the topic for this lesson. The lesson will combine another type of natural disaster along with some very basic principles of ecology and forestry. Every year we see major wildfires all across the country and even smaller ones here in our own local forests. Since Smokey Bear became the symbol of wildfire prevention some 65 plus years ago, it has been engrained into the minds of millions of American children that all wildfires are bad. Over the years we have learned that there many ecological benefits to fire and that in fact many ecosystems throughout the country are actually fire dependent. To get the students to consider how the branding and advertising of wildfire prevention over the years has led to a negative impression of all natural fires. To teach the students about the dangers of human caused wildfires while recognizing and appreciating that some fires, either natural or prescribed, can actually improve an ecosystem. 2 periods Venn diagrams, SEA worksheets, computer with projector and internet access, dry erase or chalk board. I will break the students into pairs and will show them two posters from two different eras (WWII and today). I will have them analyze the posters using the SEA worksheets. Once they have completed the SEA worksheets, I will have them compare and contrast using a Venn diagram.
 * Overview:**
 * Objectives:**
 * Time:**
 * Materials:**
 * Activity:**

[] [] I will then draw a large Venn diagram on the board and go around to each group writing one key element from each group on the large Venn diagram. We will discuss each element and explore the ideas in detail. For the second period I will concentrate more on the science and ecology and show the students two photos. One photo will be of Yellowstone National Park shortly after the devastating fires of 1988 and one of a similar area in 2008. I will have the students analyze the photos using a SEA worksheet with their partners and then we will discuss as a class. [] []

==Justina Reph== Pictures: Picture one: [] Picture two: [] Poster: [] SEA Worksheet KWL chart 5 computers
 * Topic: Hurricane Katrina Damages (cost)**
 * Subject: Math and Science**
 * Materials:**


 * Goals and objectives:**
 * 1) Students will be able to analyze the pictures using the NARA photograph worksheets.

3. Students will be able to create a paper explaining why they think there was so much damage caused by Hurricane Katrina using just the poster. 4. Students will research the cost of damage from Hurricane Katrina. 5. Students will create a bar and line graph showing the different state cost of damage. • Students will come in and the pictures will be displayed on the whiteboard. • Students will work with a partner and complete the NARA photograph worksheet to analyze the pictures. • Students will fill out a KWL chart about the pictures.
 * 1) Students will be able to create questions based on those two pictures of the bus.
 * Procedure:**
 * Students will then use the poster to come up with (scientific) reasons why this hurricane was so bad.

• Students will then log on to a computer research the damage (cost) in all the different states that were affected by Hurricane Katrina. • Students will then create a bar and line graph showing their results by states. This lesson will promote critical thinking skills by applying **Check this, Tina! :)** Curriculum: This lesson will integrate into our curriculum by using math by creating a bar and line graph. It also deals with science, as students need to use the poster to come up with reasons as to why this hurricane was so destructive.
 * We will then discuss their answers.
 * Promote critical thinking skills:**

==Antonio's Lesson Plan== Through this lesson the students will study the progress of the Olympic Games over time by analyzing photos and posters from different time periods.
 * Lesson Overview:**

Indiana GHW.11 11.2 11.3
 * Academic Standards:**

1. The students will be able to identify how countries promote themselves and the Olympic Games by analyzing posters using the SEA worksheet.
 * Objectives:**

2. The students will identify the ways in which Olympic venues have changed overtime by analyzing photos using the SEA worksheet.

3. The students will be able to observe the differences and similarities by using a Venn Diagram to organize their findings.

4. The students will demonstrate their knowledge of what they have learned by writing a report as the final project.

Classroom (Little Theater) 2 Overhead Projectors SEA worksheets Venn Diagrams Posters [] [] Pictures [] [|http://memory.loc.gov/cgi-bin/query/h?ammem/cdn:@field(NUMBER+@band(ichicdn+s002641))].
 * Materials needed:**

**This last link won't open for me, Tony. Could you check it? Thanks!** Jana - I believe that I have taken care of the problem with the last link.


 * Yep - that did it. Thanks! **

Students will be doing this individually. This assignment will take place in a classroom (the little theater). This classroom is equipped with several projectors and screens. The pictures and posters will be displayed on overhead projectors. Students will be given and use the SEA worksheet to analyze the posters and photos. After this part of the assignment has been done students will be given the Venn Diagram to organize their findings. They will now be able to observe the differences and similarities of the posters and pictures. I will then lead the class in a brief discussion of their findings so that they may share ideas with their classmates. Once this step is finished students will prepare a written report by consolidating the data from the class discussion and both Venn Diagrams.
 * Class Procedure:**

SEA worksheet
 * What method will students use to analyze the photos and posters?**

Yes - Venn Diagram
 * Will your students use a graphic organizer like a KWL chart of Venn diagram?**

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

Students will use critical thinking skills by determining the differences and similarities of the posters and pictures using the SEA worksheets. They also will use these skills by bringing their thoughts together in order to write their reports.
 * How will your activity promote critical thinking skills?**

This lesson integrates with our Social Studies curriculum because it shows how events change over time and impacts a community.
 * How will this lesson integrate with the rest of your curriculum?**

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